gre_conference&studentguide 2012

First published in 2012.

University of GreenwichSchool of Architecture, Design and ConstructionMansion SiteBexley RoadLondon SE9 2PQ

Copyright c University of Greenwich.

All rights reserved.

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system without permission in writing from the publisher.

ISBN: 978-1-909155-01-5

Editorial: Nic Clear

Design: Mike Aling

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028030032

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Conference TimetableIntroductionsSpaces For TheorySpaces For TechnologySpaces For DesignKeynote SpeakerContributor Profiles_

Greenwich at Venice Biennale 2012AVATAR and TED.comGREen Project Office_

Student Course GuideBA (Hons) ArchitectureDiploma in ArchitectureMSc Architectural Design

Proposed Stockwell Street development. Visualisation courtesy of Heneghan Peng Architects.

005[CONFERENCE TIMETABLE]

Friday 21st September 2012

To mark the beginning of the 2012-2013 academic year, the Architectural Pro-grammes will host a one-day conference titled of ‘Spaces For Architectural Educa-tion’, principally developed in anticipation of our forthcoming move to the new building in Stockwell Street.

The conference will comprise of presenta-tions around Theory, Technology and De-sign, they will be introduced by school staff and invited speakers, introducing students to the range of intellectual positions held within the world of architecture as well as those of external practitioners.

The conference is intended to provide a ‘kick-start’ to the theory, technology and design courses, it is primarily intend-ed for diploma students and third year degree students but will be open to the whole Department of Architecture and Landscape.

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Introduction Neil Spiller

Spaces For TheoryNic ClearMark GarciaHelen CastleRespondent - Mike Aling

Lunch

Spaces For TechnologySimon HerronSimon AllfordShin EgashiraRespondent - Luke Olsen

Break

Spaces For DesignNic ClearDavid GreeneRoisin HeneghanRespondent - Matthew Butcher

Break

KeynoteBen Nicholson

Neil Spiller, Great Metaphysician.

007[PROFESSOR NEIL SPILLER ][INTRODUCTIONS ]

with no luddite pretension but a view to ecological sensitivity.

The world is out there, held in genetics, politics, biology protocols and computers - let’s make it beautiful and make it touch theearth lightly.

Welcome to this conference, it is an initial signpost to the future.

Professor Neil Spiller

DeanSchool of Architecture, Design and Construction

September 2012

The education of architects and designers is a source of much discussion and debate. This debate always focuses on seekinga compromise between two cultures - that of science and that of art. In effect this continuum ranges from the quantifiable tothe poetic.

However, there is a third culture, one that is both open to pragmatism but is also open to the nuances of poetics and semiotics. The new spaces of creative education must re-spond to our contemporary world. A world that needs maverick creativity but equallya familiarity with the established ways ofdoing things - so that we, as designers, may be critical yet also propositional.

Our world is caught within an interplay of the virtual and the actual and it is within these interstitial spaces that new architectures can be constructed, whether it is an augmented reality terrain, or a convenient app or a bio-technical convergence between fauna, flora and wetware.

The School of Architecture, Design & Con-struction and the University of Greenwich will be working in this new cyborgian geo-graphy to create worlds that bask in the new sublimity of the twenty first century,

Nic Clear, Protocell Architecture 02 [Networks].

both inside and beyond the traditional realms of the construction industry. New possibilities require new processes, new modes of action, new sensibilities, new forms of organisation, new modes of production and new forms of dissemination. A key element is to develop programmes that engage with the impact of advanced technology on architecture and landscape, to use design as a way of engag-ing with the technologies of virtuality (explor-ing fully immersed, mixed and augmented en-vironments); time based digital media (video, animation and motion-graphics); nano and bio technology (micro landscapes and archi-tecture, ethics, sustainability and ecology), re-flexive environments and cybernetic systems.

Changes that were started last year are now blossoming, our programmes now contain some of the best teachers in any department in the country and the excitement generated by these new opportunities have attracted lead-ing practitioners to lend their support to devel-op a new type of architecture and landscape education. Students by necessity will develop skills that will enable them to flourish as de-signers, and as people, well into the future.

Nic ClearHead of Department of Architecture and Landscape

009[NIC CLEAR ][INTRODUCTIONS ]

Over the summer the Department of Architec-ture and Landscape has undergone a dramatic change. It has reorganised, reconfigured and recalibrated. People may have been worried by the speed of this change, but change has come about as much by necessity as choice. Like the majority of architecture and land-scape departments, Greenwich had become fixed in its ways; Greenwich had developed a timidity and insularity largely predicated on a fear of the unknown, a fear of uncertain-ty. The economic reality of higher fees and greater expectations had it fixed in the beam of its head-lights, the only option was to move and to move quickly. However, we have not moved recklessly, we have seized a once in a generation opportunity to create a new school.

We are on the move; we are leaner, fitter and more agile, we embrace change and uncertain-ty as allies; we realise the necessity of creating new connections and new possibilities. One thing is certain - standing still is not an option.

The traditional claims to authenticity of an elit-ist architectural culture are being superseded by the more dynamic and contingent mod-els of spatial production predicated on new technology and new modes of connectivity. Architecture and landscape is being defined by the way it adapts to these new possibilities

Susanne Isa, Bovine with Cheese Board, Berlin, November 2006.

Ron Herron, It’s a... Beach, Archigram, January 1971.

011[SIMON HERRON ][INTRODUCTIONS ]

“What’s in a name... take the label off a can of beans, what have you got left… a canof beans?” 1

The prevailing difficulty with labels is that they seem to condition nothing but your mind! Labels build up expectations, drive assump-tions and prejudices drawn from experience and preconditioned responses. ‘“It’s a poor sort of memory that only works backwards,” the Queen remarked.’ 2 The question is how to move forward when all around appears to be moving in reverse?

Consider the two images opposite; what clues, understanding or meaning can be un-covered, what evidence is presented of the physical fabric, what are the signatures, dis-tilling one use from another? It’s a… Beach presents a speculative proposal for an ex-tremely versatile and indeterminate facility, which changes use, function, appearance, composite parts and name. The seconda pastoral scene of carefree abandon, a soft radiant light. Both images suggest an environmental, tuned-up, plugged-in, loose fit, augmented wireless technologies, a nomadic technological arcadia, anticipating the future desires of the tribe. High demands on the physical hardware challenges conventional thinking of static utility. Design life, upgrades,

‘It’s a...’, Ron Herron, Archigram, January 1971.Lewis Carroll, Through the looking glass.

12

the seamless interface with software and firmware, agility of response, the desire for control and choice. The physical architectural fabric provides a backdrop, an environmental conditioner, tunable, responsive and anticipa-tory. So what then defines the school? An architecture school can no longer be defined simply by a label, or constrained by its physi-cal presence, it needs to evolve and exist, above all else as an Idea... the Bauhaus is not remembered so much for what it physical-ly produced or built, but for the extraordinary step change in visionary thinking it generated. An architecture school’s purpose is to act as a catalytic incubator of architectural thought and practice, a shapeless pressure vessel,a reaction chamber generating a critical mass, a space of unparalleled distraction, unburdened imagination. Reject tired labored practices of the past, reject narrow minded professionalism, reject statically driven para-digms. The aim is to invent and service the needs, wants and mores of the future, to de-vise new strategies for architecture production.

Simon HerronAcademic Leader, Architecture

[SPACES FOR THEORY ]

Image courtesy of Mark Garcia.

012

013[NIC CLEAR ][SPACES FOR THEORY ]

Architecture is a complex discourse; it is not just designing buildings and building build-ings. Architecture exists in the multiple possi-bilities that exist around the creation of spatial concepts. These ideas, representations and artefacts can exist as physical objects, virtual and augmented environments, texts, draw-ings, models, photographs and films. It is the various combinations of these possibilities that give us various theories of architecture. Individually, theories of architecture tend to reflect specific value systems; aesthetic, physical, social, cultural and political. But, whose values? Who decides why is some-thing ‘good’ or ‘bad’? Theories of architecture are not innocent; through the language that is used, the sources that are cited and the methodologies that are employed, values and positions are perpetuated, sometimes this is done consciously and purposefully, sometimes it is not. How do we construct theories of architecture and why are some forms of knowledge considered more ap-propriate than others? WHO DECIDES?

The nature of a theory, and its relationship to architectural production is often presented as ‘natural’ and ‘transparent’. Theories of archi-tecture are not ‘natural’, they are ideological; they are constructed as part of a discourse. Theories have to be considered within various

philosophical, ideological, political and social contexts. Theories are not static or fixed, they are being constantly changed and negotiated, surrounded by associations which often tie them to deeply conventional and conserva-tive value systems, personal, financial and bureaucratic. Theories often legitimise the status quo, maintaining a system of con-viviality and progressiveness through private ownership and consumerism. As theories be-come repositories for ‘our’ values, they also become repositories for ‘our’ prejudices, they have been subsumed under the weight of these prejudices.

In many cases theories of architecture have become removed from the practice of design-ing and making. Moving forward, it is essential to consider ‘theory’ and ‘practice’ as intercon-nected; to use histories and theories as a way of giving practice an intellectual, cultural and political basis. Equally it is important to be involved in ‘making’ (artefacts, texts, draw-ings, films etc) that feed back into a theoreti-cal understanding of architecture. Theories of architecture should be informed by engaging in the ideological trends that are shaping con-temporary architectural discourse, and be an active part of that process.

Nic Clear

014

[MARK GARCIA ][SPACES FOR THEORY ]

Mark GarciaPRACTI_COOL THEORY: HISTORIES AND FUTURES OF BEAUTIFUL ARCHITECTUR-AL MONSTERS.

‘Theory is a practice, a practice of concepts. Practice is a theory, a theory of contexts.’ Bernard Tschumi

‘There is nothing so practical as a good theory.’ Frank Duffy

‘Theory is exactly like a box of tools.’Gilles Deleuze

The relationship of history and theory (THE-ORY) to building and making (MAKING) has always been a love-hate marriage. In this bi-polar opposition, specialization and separation help to generate cyclical and dichotomising fashions, privileging and re-pressing one binary pole or the other. Whilst there are some clear differences, in the 21st century new architectural technologies, methods, materials and media (such as film, websites, diagrams, performances, in-stallations etc.) blur the distinction between THEORY and MAKING in both the products and the processes of architecture.

Even today’s hardcore ‘Theory’ (with a big ‘T’) (positivist, academic, scientific theory) has in some cases been replaced, par-ticularly in the ‘softer’ disciples (humanities and social sciences), and more creative,

entrepreneurial, high-innovation, knowl-edge-intensive industries and professions, by ‘theories’ (with a little ‘t’). Being faster, ubiquitous, implicit, tacit, more specific, sub-Theoretical, more accessible and popular ‘theories’, including unconsciously operating ideology, are therefore inescapable but also eminently utilitarian and at its best, as veri-fied, valid, original, innovative and architec-turally productive and significant as the best hardcore ‘Theory’.

In architecture warring camps persist and slogans like ‘theoretical meltdown’, ‘theoreti-cal hiatus’, ‘death of theory’, ‘post-theoreti-cal’, ‘end of history’ and the ‘anti-historical’ are being proclaimed alongside the schism between ‘Critical Architecture’ and ‘Post-Crit-ical Architecture’. These discourses perpet-uate an unhealthy state of intra-disciplinary apartheid in the oppressive myth of the es-sential and general separation of THEORY from MAKING, for either mode is a practice and involves design. The cleverest THEO-RISTS like Sylvia Lavin are side-stepping the debate by calling simply for ‘cool’ ar-chitecture in both THEORY and MAKING.

A rapid international survey of some evi-dence for the increasing popularity and general practicality of architectural ‘theories’ shows that THEORY is becoming ‘cooler’. Recent and emerging ‘cool’ architectural pro-jects demonstrate that those which couple the best THEORY and MAKING into fluidly beautiful hybrid monsters can reach the highest levels of futuristic global architec-tural research, creativity, innovation and significance. Such an alchemical meltdown of THEORY and MAKING could happen in the crucible of the new building on Stockwell Street, with what the school designs and bui-lds in it: the gauntlet has been thrown down.

015[HELEN CASTLE ][SPACES FOR THEORY ]

Helen CastleWHY HISTORY & THEORY = INNOVATION.

For design students, history and theory are easy to overlook. They lack immediate allure. They are in no way attention grabbing. You have to fight to make time to read and engage with ideas. There is just too much else going on, to visually consume. Social media is very distracting and time-consuming, considering the speed at which it comes at you. But can students really afford to neglect developing their critical thinking? To be an architect you have to display a great deal of ingenuity not only in your design, but in every aspect of your practice. You have to be able to situate your ideas and yourself, and to be analytical in everything that you approach - from the most mundane practicalities to the strategic.

Architectural Design (AD) has an almost unrivalled reputation worldwide for deliver-ing cutting-edge design and ideas. Founded in 1930, it published the likes of Alison and Peter Smithson, Sir Denys Lasdun and Ernö Goldfinger in the 50s & 60s; Cedric Price and Archigram in the early 70s; becoming the Post-Modernist mouthpiece of Charles Jencks in the late 1980s; by the 1990s, it was one of the first publications to es-pouse the digital in architecture. Published bimonthly, AD both anticipates and reflects on ideas, design tendencies and cultural phenomena. Highly illustrated, it juxtaposes ground-breaking design with original thinking. As its editor, Helen Castle is an advocate of critical thought. She is also a strong be-liever that you have to look back in order to move forwards.

[SPACES FOR TECHNOLOGY ]

Susanne Isa, T-Rex, Gas Stop, Cabazon CA.

017[SIMON HERRON ][SPACES FOR TECHNOLOGY ]

Framed within the broad context of a dis-cussion on the spaces of architectural edu-cation, precariously situated at the pivotal point of balance between Theory and De-sign, the role of Technology is presented as a central protagonist in architecture’s search for its driving soul. Consider how architec-ture can be defined by its engagement with and use of technology. For some, technol-ogy is central to their practice, it forms and frames it, providing the reason and con-tent to their work. For others, technology is a simple practical issue of expedience, a means to an end. Neither position is right or wrong, however a decision needs to bea considered consciously. Technology is both theoretical practice and a design discipline.

So what of the technology of today, or more importantly, the near future? Looking through the pages of professional journals, a cross section of current vernacular thinking, the lat-est in intumescent seals, roofing membranes, façade systems, laminate wars, rapid proto-typing of everyday sanitary vitrines, I recalled a half-remembered Talking Heads lyric: “...same as it ever was, same as it ever was.”

You could be forgiven for imagining you are experiencing a momentary and curiously un-nerving sensation of living in reverse, deep

The opening to The Great Gizmo by Reyner Ban-ham, first published in Industrial Design, Sep 1965.

1

into a technological shadow. Side stepping the gravitational pull of the past is the power-ful but invisible force of Technological Drag, shifting instead into the heady slipstream of the future, a space where the fabric of time bends, exposing NASA 9 stages of techno-logical evolution from idea to delivery.

Looking back over 1930’s issues of Architec-ture Vivante in monochrone with hand-tinted plates, to the glossy magazines of the 60’s, you are struck by an obsession with sanita-tion, hygiene, fresh air and light. Modernism posited as a pseudo-technical discipline, aid-ed by an array of new hardware.

‘The purpose of technology is to make a dream a fact... the end is to make the Earth a garden, paradise; to make the mountains speak.’ Arthur Drexler. 1

Today we have the opportunity to discuss technology within the context of an archi-tectural school with presentations framed to challenge preconceptions.

Simon Herron

018

[SIMON ALLFORD ][SPACES FOR TECHNOLOGY ]

Simon Allford

What is this thing called architecture?

We study it, practice it, execute it and in doing so all too often we accept the absurd notion that it can be regulated. In actuality architecture only exists as buildings, draw-ings or ideas when they are recognised as such by peers, critics and historians (of the past and future).

Yes there is a profession and it is right that there is, but thankfully in the UK they protect title not activity. Of course that can also be said to be absurd, but better to protect a title than restrict architectural activity.

There are plenty of professionals who build but fail to make architecture and many more who make architecture but badly and barely worthy of the name. But then again that is a statistical inevitability! And of course much architecture exists only on paper in words and drawings: architecture is about ways of seeing and then designing the physical world, it is not solely about execution nor solely about ideas.

So what of the taxonomy of architecture and how we study it by subdividing it into con-venient pedagogical categories?

Today I am invited to participate in a con-versation in a university about Technology which is somewhat inconveniently sand-wiched between Theory and Design. On another day it could be culture, production and aesthetics. Perhaps that is one possi-ble description of architecture: the theory of technology and design.

The greatest of architectural inventions is the invention of a vernacular: a way of thinking of and making architecture that is at once easy and at one with ideas of con-struction, technology, culture, society, envi-ronment and time.

So when I talk today of my practice and our engagement with technology, I am still discussing theory and design and ideas, but in particular the way we set out to construct ideas about architecture. Architecture is above all the art of mas-tering constraints to offer a way of think-ing about and ‘designing’ the world to im-prove the potential of our existence on Buckminster Fuller’s ‘Spaceship Earth’. Technology is not a separate discipline or subject. Technology, to adapt an apho-rism of Cedric Price, is only one part of the right answer if you began by asking the right question.

AHMM, Tooley Street, Vault Roof. AHMM, Cobham Bridge ‘Trees’.

019[SHIN EGASHIRA ][SPACES FOR TECHNOLOGY ]

Shin Egashira

In the tale he wrote for a little girl, Lewis Carroll mathematically illustrated the re-lationship between size and scale. As she walked Through the Looking Glass, Alice grew and shrunk simultaneously.

Today, as we look through the city, what appears before us seems to reflect the other side of the looking glass - where the fast and the slow, the big and the small, instants and repetition, function and non-sense co-exist.

We are changing as if we were balancing our body within this state of flux, surround-ing ourselves with various kinds of gadg-ets, while we continue to piece together

the images, afterimages and fragments ofmemories in order to make sense of the city through our bodily experience.

As contemporary building technologies facilitate the complex economical and political climate globally on one hand, and create the necessity of our shared physical experience in the local scale on the other, we are faced with a city without the sense of tactility and gravity; the city as trace.

Can we imagine a different kind of de-sign science that attempts to create a newurban context by re-utilizing the excess-es, by mixing the old technique and new technologies and make sense of poetry and practicality?

Shin Egashira, Fish Cabinet.

[SPACES FOR DESIGN ]

Anon, Here’s 3 Chords... Now Form a Band, 1977.

021[NIC CLEAR ][SPACES FOR DESIGN ]

In two years time the Department of Architec-ture and Landscape will be moving into a new building in Stockwell Street. This begs a fun-damental question: given that we will be oc-cupying a C21st space, what sort of agenda is appropriate for C21st design education?

The school has a duty to equip students with skills to communicate individual ideas and aspirations, and given the diversity of its stu-dent population the University of Greenwich should be encouraging diversity in the forms and content of its student work. The school cannot become a monoculture if it is to thrive, it has to embrace a wide number of positions to create meaningful design possibilities.

In the last 15 years the onset of digital tech-nologies has revolutionised the way architec-tural education is taught and practiced, there is an absolute imperative to develop design and representation skills that are appropri-ate to current and future employment needs. However an understanding of, and ability to utilise traditional forms of design and mak-ing are an invaluable asset in the effec-tive acquisition of even the most advanced skills. Whether students are trying to develop skills in CAD, graphics, animation, program-ming, scripting or digital fabrication, a strong foundation in traditional means is essential.

The next generation of architects will have to deal with diminished resources, consequenc-es of climate change and a greater merging between actual, augmented and virtual space. There is no place for the faint hearted, there is an imperative to create young architects who are brave and forward thinking, who will have to challenge orthodoxies and be responsive to change. An education in architecture should enable a student to be employable across a range of disciplines. Architecture teaches graphic, technical and theoretical skills; it enables students with logistical and reason-ing abilities, students must be in a position to capitalise on the opportunities presented to them and develop an individual position and agenda that will last beyond university.

The new building for the School of Architecture, Design and Construction should be a place where students are allowed to experiment, to play, to dream, to push their aspirations be-yond the restrictions of practicality and profes-sionalism, while still being a place where they learn to communicate practically and profes-sionally, to develop effective skills that will allow them to flourish throughout the C21st.

Be reasonable, demand the impossible!

Nic Clear

022

[DAVID GREENE ][SPACES FOR DESIGN ]

David GreeneINVISIBLE UNIVERSITY

The Invisible University is about fostering the crossover of architectures, old ideas (there is no such thing) with new technical imperatives - what did we learn? A dou-bletake rewind - both futuristic and nos-talgic. Hot-wiring modernism and taking it for a picnic: electro-social camouflage, collective engagement, differentiated repeti-tions and good old-fashioned pencil.

The Invisible University attempts to avoid seeing architecture as a set of shapes, preferring to see it more as a sensitive responsive system. An elec-tronic topology, constantly tuning and retuning itself.

The Invisible University is a network that employs a strategy of ad hoc multi-disciplinary collaborations that are seen as an essential part of the evolving model of a flexible university.

The project has worked to collage together the vocabularies of advanced robotics and information technology with the description of architecture by the Situationists as time and event, and the poetic impetus of the ro-mantics, Coleridge, Wordsworth et al... it is an example of a general condition that we refer to as Incidental Pastoralism.

Incidental Pastoralism depicts a landscape that George Stubbs and the I-pod user would both understand. The Invisible Uni-versity acts as a catalyst in this landscape that is infested by sheep and machines, grazing within the nervous system of the in-ternet, where the values of a planet are sub-ject to wikification, and where the dominant technology has no moving parts.

Imagine yourself with a laptop on a lawn by a shed. The screen is your tutor, the lawn is your classroom so what is the shed for? The Invisible University research into the ar-chitecture of the culture of smaller and faster.

IU, A Well-Serviced Primitive Explores the Architecture of the New Nature.

IU, Future Learning.

023[ROISIN HENEGHAN ][SPACES FOR DESIGN ]

Roisin Heneghan

In a time when spatial proximity is no longer essential, where lectures can be down-loaded, seminars conducted across time zones and tasks undertaken remotely, it is the opportunity for students to work to-gether, to see and learn from one anoth-er’s work, and to make, that informs the design of the new building for the School of Architecture, Design and Construction in Greenwich.

A large studio, around which are organised all of the seminar rooms and classrooms, brings all of the disciplines into one space structured around design and making. The focal interior space is this working space which has its parallel in the roof gardens.

Heneghan Peng Architects, Stockwell Street.

Heneghan Peng Architects, Stockwell Street.

024

[KEYNOTE SPEAKER ]

Ben Nicholson, Roman Labyrinths, 2005. Ben Nicholson, Appliance House, Face Name Collage, 1986-1990.

Ben Nicholson, Appliance House, Exterior Elevation of Cell Wall, 1986-1990.

025[BEN NICHOLSON ][KEYNOTE SPEAKER ]

In a search for a practice of design that is beyond both ‘green’ and ‘taboo’? Where on earth can one look: inward? Does the ener-gy leaking from the pineal gland detect spa-tial qualities that are traditionally invisible? How do we design for the intangible, where the white space that surrounds architecture is sensed? Maybe the hyper-cycle of mak-ing stuff and building buildings will lead to a resurgent interest in the ineffable, usher-ing in a wholesale rejection of matter. Could this be our ‘Ghost Dance’ moment, when the ethereal engages the visceral to makea sublime construct of nothingness?

What is the equivalent word to Go Walk-about: is it wandering or wanderlust or maybe meandering? If humans were spi-ders, paying out a silken thread wherever they went, they would find that each per-son’s passage on earth is nothing more than a single line. We like to think that one foot goes one place and the imagination takes the other somewhere else, but no: everyone walks a continuous line through life - no ifs, ands or buts.

A labyrinth is a raw architectural plan with-out substance, save the invitation to walk in dust. It sets in motion an intermingling of people, where the backs of hands brush

against each other and the body pivots on a heel to confront someone face to face. At one moment you are held enveloped by others, the tables then turn and it is you who do the holding.

With each visit to a labyrinth an exfoliation of energy is shed, building a repository in the ground that accumulates incrementally to make a fund of something that lingers. The more well-being that is left in any place, the more it can give to those who leave in its bosom their hurt. Yet places can be worn down by giving too much, a battlefield for example. Cities becomes rich when they accumulate the collective energy left there, be they animals or humankind. Surely that is why some fields still sing long after the memory of what once happened there dissolves.

It is possible to do architecture with no build-ing and still derive pleasure from it. Try it!

Ben Nicholson

026

[PROFILES ]

Simon Allford co-founded Allford Hall Monaghan Mor-ris Architects. He leads a studio with projects in England and abroad that engage both public and private clients ina wide range of projects that vary greatly in scale and use. All invite the exploration of a particular architec-ture’s potential to offer utility and delight.

Simon is a visiting professor, lecturer, critic and ex-ternal examiner; he judges urban and architectural design competitions and contributes to debates, lec-tures and publications that discuss architecture and the work of his practice._

Helen Castle is Editor of Architectural Design (AD) and Executive Commissioning Editor of the UK ar-chitecture list at John Wiley & Sons. She has worked for over twenty years on architectural pub-lications and has an MSc in the History and Theory of Modern Architecture from the Bartlett School ofArchitecture (UCL)._

Shin Egashira is an artist, architect and educator that worked in Tokyo, Beijing and New York before coming to London where he has been establishedsince 1987.

Shin’s work has been exhibited in London, Japan, Switzerland, Korea, Singapore, Italy and the USA. Artworks and installations include ‘The English House’ at the Camden Arts Centre, ‘Impossible Vehicle’ at the Spiral Garden, Tokyo, ‘Slow Box/Afterimage’ for the Tsunami Trienalle and ‘Time Machine’ for Beyond Entropy in the Venice Architecture Bien-nale. He has been artist in residency at the Cam-den Arts Centre in London and Bennington College in Vermont.

From 1990 he has taught at the Architectural As-sociation School of Architecture and has been Unit Master of Diploma Unit 11 since 1996.

He is the founder and organizer of the Koshirakura Landscape Workshop in Niigata, the Muxagata Build-ing Workshop in Portugal and the AA Maeda Work-shop in Tokyo, London and Hooke Park. He has also taught workshops in Korea, Taiwan, Ireland, China and Norway and has been a lecturer in several uni-versities and venues all over the world._

Mark Garcia has worked at Branson Coates Archi-tecture and at SOM London. He has held academic posts at St. Antony’s College, Oxford and at the De-partment of Architecture at the Royal College of Art, London. He is the editor and author of Architextiles AD, The Diagrams of Architecture and Patterns of Architecture AD and is a lecturer in the School of Ar-chitecture, Design and Construction at the University of Greenwich. He is currently editing and writing the forthcoming Future Details of Architecture AD._

David Greene. Founder member of Archigram. He was awarded, with Peter Cook, the Annie Spink Award for Excellence in Architectural Education in 2002. A nervous, twitchy career from designing t-shirts for Paul Smith to freelance practical speculations for developers to conceptual speculations for Archigram._

Roisin Heneghan is director of Heneghan Peng ar-chitects, who practice architecture, landscape and ur-ban design. Heneghan Peng take a multi-disciplinary approach to design and have collaborated on a range of projects which include larger scale urban masterp-lans, bridges, landscapes and buildings.

Current projects include the Grand Egyptian Museum at the Pyramids, the Giant’s Causeway Visitors’ Cen-tre, Central Park Bridges at the 2012 London Olym-pic Park, a Library and School of Architecture at the University of Greenwich, London and the Mittelrhein-bruecke in the Rhine Valley._

Ben Nicholson is Associate Professor in Architec-ture, Interior Architecture and Designed Objects at the School of the Art Institute of Chicago (SAIC). He studied at the Cranbrook Academy of Art, the Archi-tecture Association, London and Cooper Union, New York. He has exhibited internationally, including at the Whitney Museum at Altria, New York, Venice Bi-ennale of Architecture, the Renaissance Society, Chi-cago, the Canadian Center of Architecture, Montreal and the Barcelona Center of Contemporary Culture. His publications include The Appliance House; The World: Who Wants It?; Ben Nicholson: Thinking the Unthinkable House and Ineffable Architecture, and his work is featured in collections at the Canadian Center of Architecture, Montreal and the US Library of Con-gress, San Francisco Museum of Modern Art.

027

028

[GREENWICH AT VENICE BIENNALE 2012 ]

Nicolau Faria

Simon Woodward

Dominic Davis

029[MATTHEW BUTCHER ][GREENWICH AT VENICE BIENNALE 2012 ]

As part of the prestigious 13th Venice Archi-tecture Biennale this summer, the University of Greenwich School of Architecture, Design and Construction was asked to represent the UK in an international exhibition ofstudent architecture work.

Curated by David Chipperfield as part of his remit as Director of the Biennale this year, the exhibition, entitled 40,000 Hours, aimed at creating a complete survey of student de-sign approaches across the international academic community.

The exhibition set out to discover if there was any common ground to be found within this diverse and contradictory community and, if so, what this ground might be.

The school was asked to submit three stu-dent projects to be shown alongside work from 30 international architecture schools including the University of California, Berke-ley, Oslo School of Architecture and Design and the Tsinghua University, Beijing. All of the projects submitted had to be represent-ed by a single white card model; by reduc-ing the materiality down to a single, univer-sal medium the similarities and differences of the designs exhibited could be assessed more easily.

The students selected to exhibit from Greenwich were chosen from across the ar-chitecture course - from second year degree to postgraduate diploma. All three projects demonstrated individual design sophistica-tion as well as being experimental - show-casing the diverse approaches to design being explored within the school.

From the degree course, Dominic Davis, a second year last term, presented a rep-resentation of his project ‘A “Voyeurs” Bath House’, sited in Marseille. Last year’s Bronze medal nominee Simon Woodward presented his project ‘Land Observatory’,a building which acts as a scientific instru-ment to monitor coastal erosion in north Nor-folk. This land observatory, clad in clay and samphire, employs boat-building techniques and can be rotated by sea- or oar-power. Finally, Nicolau Faria, a postgraduate stu-dent from Diploma Unit 15, has modeled an abstract representation of a retrofitted Truman Brewery on Brick Lane in east London.

The Biennale runs from the 29th of Septem-ber until the 25th of November. This year it has 119 international exhibitors including Zaha Hadid, Peter Eisenman, Ai Weiwei and Álvaro Siza.

030

[AVATAR AND TED.COM ]

Rachel Armstrong presenting at TED.

031[DR RACHEL ARMSTRONG ][AVATAR AND TED.COM ]

The unique, synthetic ecology underpinning the Future Venice project reached the att-ention of the TED (Technology, Entertain-ment, Design) Fellowship committee, which was awarded to AVATAR researcher Rachel Armstrong in July 2009 and extended into a three year Senior TED Fellowship inNovember 2010.

The production of an artificial limestone reef underneath the historic city, by a mega- scale, chemical computer was borne from a collaboration with Neil Spiller’s AVATAR (Advanced Virtual and Technological Archi-tecture Research) group in late 2008 when the tactics of complex materiality were dis-covered to be common to surrealist spatial protocols and the new science of synthetic biology (the design and engineering of living systems).

An ecological future for Venice was pro-posed as the consequence of programmed interactions between smart droplets and their surroundings whose material depos-its were guided by their internal chemistry. The accretion of limestone as the conse-quence of a carbon-fixing ‘metabolism’ was imagined to lead to a broadening of the sur-face area of the woodpile on which the city rests and to spread its point load so that

its sinking into the soft delta soils on which it had been founded would be attenuated.

AVATAR’s pioneering research and devel-opment into a new field of synthetic bio-logy has continued and ventured beyond the realm of speculation, incorporating labora-tory and field work. Synthetic biology based architecture has provided the basis fora number of TED events, whose aim is to spread ‘ideas worth sharing’. For example, AVATAR has presented on carbon fixing paints, challenged the design of the carbon cycle and demonstrated how it is possible to design with materials that possess a will of their own.

These projects have also been published in the ‘TED Book’ series of Amazon Singles titles, which have multimedia capabilities. TED’s high profile platform continues to ex-tend AVATAR’s outreach through independ-ently organised TEDx talks in places such as Budapest and Belgium. AVATAR’s close relationship with TED reflects its own com-mitment to high impact, excellent, accessi-ble research and communications strategies that are not only advantageous for reach-ing hundreds of thousands of people but help to combine AVATAR’s research and teaching programmes.

032

[GREen PROJECT OFFICE ] 033[HOWARD GILBY ][GREen PROJECT OFFICE ]

The GREen project office at the University of Greenwich School of Architecture, Design and Construction has established a labora-tory base in ‘Green Works’, a new hub for biotechnological development in London. Fronted by Howard Gilby, GREen work alongside leading engineers and landscape architects Battle McCarthy.

The Laboratory will be an opportunity to create and test applied green engineering science through prototyping, practical and experimen-tal research. The focus will be on designing and prototyping for live projects as well as research into routes to industry, certificationand funding.

Additional layers of insulation are being ret-rofitted to hundreds of thousands of proper-ties across the UK as part of the govern-ments Green Deal initiative to help bring down electricity usage and therefore reduce carbon emissions. During the summer these newly insulated properties overheat and occupants open windows, which in many cases only serves in exaggerating issues of noise and air pollution.

The GREen team have been developinga range of products and systems combining plants, insulation and hydroponics (using

ultrasonic misters, and fog jets previously developed by Nasa). The solar powered mist makers are timed to spray the air around the plant roots for 30 seconds every four hours (depending on the plants), maximising the nutrient needs of the plants whilst minimis-ing water usage. The airtight containers are similarly protected from bacteria attack and insulated against the seasonal variants of winter freezes and summer overheating.

Polluted external air is filtered and cleansed by the plant roots before entering the build-ing. Working in collaboration with Battle Mc-Carthy, the designs have been progressed with expert help from the r+d departments of industrial giants Ambius and Cordek, glo-bal leaders in their respective fields of plant maintenance and polystyrene manufacture.

GREen are also developing cooperative community vertical “ph”arming projects aimed at maximising crop yield and crop value in dense urban conditions.

Current GREen members:Howard Gilby, Roger Seijo, Chris Pattison, Mitch Johnson, Natasha Hutchinson-Fuat, Salwa Al-Waili, Sarah Dowdall, Christopher Singh, Charlie Treverrow, Drew Chapman, Petya Nikolova.

034

035[ARCHITECTURE PROGRAMS INTRODUCTION ][STUDENT COURSE GUIDE ]

The University of Greenwich Department of Architecture and Landscape is a positive and creative environment that, due its loca-tion within the School of Architecture, De-sign and Construction, is Multi and Inter dis-ciplinary by nature; this puts us in a unique position to equip students to address global environmental and technological challenges and bring to the fore cutting edge approach-es to Design and Construction, approaches conceived within the context of an efficient and ethical use of resources.

The BA (Hons) Architecture and Diploma in Architecture programs offer an experimental and speculative approach to architectural discourse that put excellence in design at the heart of their activities and provide the skills and context for the production of theo-retical, analytical and critical studies on and in Architecture.

Our programs aim to address and define new trends and knowledge in the field of Architecture; to posit new aesthetic sys-tems and codes of representation for Archi-tecture; to facilitate a body of knowledge, both practical and theoretical, that allows students to develop and refine their own design language albeit within a rigorous academic framework.

Our students are encouraged, challenged and inspired in equal measure; we offer an environment where students are able to develop skills and practices that will extend well beyond their time at University, while at the same time we make sure that they are given space to flourish as people.

At the University of Greenwich Department of Architecture and Landscape we believe we have a responsibility to look forward; to not only deal with what Architecture and Landscape are and were, but to set an agenda for what Architecture and Landscape could be.

[For full information regarding Program and Course Specifications please consult the Definitive Course Guide, which can be found on MOODLE.]

P - O C T - N O V - D E C - J A N - F E B - M A R - A P R - M A

036

[STUDENT COURSE GUIDE ]

Waterproof System

037[BA (HONS) ARCHITECTURE INTRODUCTION ][STUDENT COURSE GUIDE ]

OVERVIEWBA (Hons) Architecture is a three-year full-time, and a four-year part-time course that leads to exemption from ARB/RIBA Part One. The programme encourages a creative and speculative approach to design, a thor-ough engagement with both theoretical and technical ideas and techniques combined with a rigorous professional understanding of the roles of the architect in society.

The BA (Hons) programme is design led with half the credits for each year coming from design courses; it develops from an in-itial exploratory first year where all students are introduced to the means of articulating architectural ideas through drawing, making and writing into second year where they must demonstrate a competent, inventive and au-thoritative approach towards Architecture. In third year the aim is to bring students to a point where they can demonstrate through their portfolios, technical reports and dis-sertations, expertise in delivering an appro-priately complex set of architectural ideas, presented to a professional standard.

There is an emphasis throughout the de-gree on work being conducted with rigor and ambition, with the expectation that students will define an area of study and

personal research that will equip them for life beyond University.

DEGREE DESIGN UNITSSecond and third year design teaching is organised using the Unit system; students are required to join one of a selection of specialist design Units. Each Unit will of-fer an exciting and innovative approach to teaching, developing a broad range of skills (design, graphic, software, technical) to support design teaching. Units are en-couraged to develop and support special-isms that mark them out as having a clear position with respect to design, technology and theory, these positions will be clearly articulated through Units briefs and presen-tations. Admission to a Unit is by interview and agreement with Unit staff.


038


Cast-In Steelwork (Brackets/Plates) Connections for Atrium Stairs


039[BA (HONS) ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]

Year

1 F

ull-T

ime

(Par

t-Tim

e le

vel i

n br

acke

ts)

_ Arch

itect

ural

Des

ign

1:

Inve

stig

atio

n an

d Pr

opos

ition

(PT1

)

ARC

T 10

3830

Cre

dits

Arch

itect

ural

Des

ign

1:

Expe

rimen

tatio

n and

Com

mun

icat

ion (

PT2)

ARC

T 10

1630

Cre

dits

Arch

itect

ural

Des

ign

1 in

trodu

ces

the

core

ac

tiviti

es a

nd c

onve

ntio

ns o

f ar

chite

ctur

al

desig

n se

t wi

thin

the

bro

ader

aca

dem

ic fra

mew

ork

of fi

rst y

ear.

Stud

ents

are

intro

-du

ced

to a

ran

ge o

f too

ls, te

chni

ques

and

ta

ctics

app

ropr

iate

for t

he s

tudy

of a

rchi

tec-

ture

at u

nder

grad

uate

leve

l.

The

cour

ses

aim

to

intro

duce

stu

dent

s to

wa

ys o

f se

eing

, un

ders

tand

ing

and

inte

r-pr

etin

g th

e ph

ysica

l wor

ld a

roun

d th

em; t

o ob

serv

e an

d an

alys

e ar

chite

ctur

al s

itua-

tions

and

eve

nts,

the

ir cu

ltura

l and

phy

si-ca

l con

text

and

to le

arn

to lo

ok b

eyon

d th

e vis

ible

to

unco

ver

the

unse

en p

rope

rties

of

thin

gs.

Stud

ents

will

lear

n ho

w to

dev

elop

and

ex-

pres

s ar

chite

ctur

al id

eas,

pro

gram

mes

and

Year

2 F

ull-T

ime

(Par

t-Tim

e le

vel i

n br

acke

ts)

_ Arch

itect

ural

Des

ign

2:

Expl

orat

ion

and

Prop

ositi

on (P

T3)

AR

CT

1039

30 C

redi

ts

Arch

itect

ural

Des

ign

2:

Tect

onic

s an

d Re

alis

atio

n (P

T3)

AR

CT

1040

30 C

redi

ts

Arch

itect

ural

De

sign

2 bu

ilds

upon

th

e co

re a

ctivi

ties

of A

rchi

tect

ural

Des

ign

1.

The

cour

se e

ncou

rage

s st

uden

ts t

o ex

-pe

rimen

t wi

th

diffe

rent

de

sign

met

hod-

olog

ies

and

purs

ue

spec

ulat

ive

desig

n pr

oces

ses

in t

he c

onte

xt o

f a

Desig

n Un

it th

at w

ill ha

ve it

s ow

n in

nova

tive

appr

oach

to

arc

hite

ctur

e.

In E

xplo

ratio

n an

d Pr

opos

ition

stu

dent

s wi

ll m

ake

decis

ions

abo

ut d

esig

n pr

oces

s, p

ro-

gram

me,

act

ion

and

func

tion

and

elab

orat

e on

how

thes

e ar

e de

scrib

ed.

Tect

onics

and

Rea

lisat

ion

shou

ld b

uild

on

the

ambi

tions

of i

nitia

l exp

lora

tions

and

will

deve

lop

skills

in th

e in

tegr

atio

n of

stru

ctur

-al

, mat

eria

l, en

viron

men

tal a

nd e

xper

ient

ial

cons

ider

atio

ns o

f a d

esig

n br

ief.

Year

3 F

ull-T

ime

(Par

t-Tim

e le

vel i

n br

acke

ts)

_ Arch

itect

ural

Des

ign

3:

Expl

orat

ion

and

Prop

ositi

on (P

T4)

AR

CT

1041

30 C

redi

ts

Arch

itect

ural

Des

ign

3:

Real

isat

ion

(PT4

)

ARC

T 10

3830

Cre

dits

Arch

itect

ural

Des

ign

3 wi

ll de

velo

p an

am

-bi

tious

and

app

ropr

iate

ly co

mpl

ex a

rchi

tec-

tura

l pro

ject

thro

ugh

a pr

oces

s of

rese

arch

, br

iefin

g, d

esig

n de

velo

pmen

t, an

d de

sign

prop

ositi

on. T

he p

roje

ct w

ill ex

plor

e iss

ues

of s

ocia

l, cu

ltura

l and

phy

sical

con

text

, pro

-gr

amm

e, te

chno

logy

and

env

ironm

ent,

and

will

lead

to th

e de

sign

of a

com

preh

ensiv

e ar

chite

ctur

al

proj

ect,

in

asso

ciatio

n wi

th

Inte

grat

ed D

esig

n Te

chno

logy

and

Pro

fes-

siona

l Pra

ctice

(AR

CT 1

074)

.

The

maj

or d

esig

n pr

ojec

t will

be d

evel

oped

wi

thin

the

Desig

n Un

it to

a d

egre

e of

pro

fes-

siona

l skil

l and

at a

ran

ge o

f sca

les.

Eac

h Un

it wi

ll de

velo

p a

diffe

rent

app

roac

h to

the

cour

se d

epen

ding

on

thei

r ow

n pa

rticu

lar

posit

ion,

how

ever

in e

ach

case

the

proj

ect

will

dem

onst

rate

adv

ance

d sk

ills in

des

ign

|< Y3 ARCT 1041 + ARCT 1038 >||< Y2 ARCT 1039 + ARCT 1040 >||< Y1 ARCT 1038 + ARCT 1016 >|


040

[BA (HONS) ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]

func

tions

thro

ugh

a va

riety

of m

edia

and

to

expl

ore

the

trans

latio

n of

set

s of

dra

wing

s in

to p

hysic

al o

bjec

ts a

nd m

odel

s.

Stud

ents

will

work

in t

he n

ew Y

ear

1 st

u-di

o an

d wi

ll de

velo

p in

divid

ual

desig

n pr

opos

als,

whi

ch w

ill al

low

the

expl

ora-

tion

and

test

ing

of

emer

ging

in

tere

sts

and

preo

ccup

atio

ns’

thro

ugh

an i

tera

tive

desig

n pr

oces

s.

Ther

e is

an e

mph

asis

on re

sear

ch, a

nalys

is,

expl

orat

ion

and

hypo

thes

is th

roug

h pr

ojec

t de

sign

work

. Le

arni

ng

how

to

expr

ess,

ar

ticul

ate

and

repr

esen

t ide

as, g

raph

ically

, th

roug

h wr

iting

and

aur

al p

rese

ntat

ion

is an

es

sent

ial a

spec

t of t

he c

ours

e.

_

The

outc

omes

of

thes

e co

urse

s wi

ll be

a

cohe

rent

des

ign

portf

olio

that

des

crib

es a

n am

bitio

us a

rchi

tect

ural

pro

posit

ion,

rep

re-

sent

ed th

roug

h ap

prop

riate

form

s of

arc

hi-

tect

ural

rep

rese

ntat

ion

that

mig

ht i

nclu

de

deta

iled

draw

ings

, ph

ysica

l m

odel

s, a

nd

digi

tal r

epre

sent

atio

ns.

_

rese

arch

and

pro

posit

ion.

The

pro

ject

s wi

ll de

mon

stra

te a

n ad

vanc

ed fo

rmal

and

tech

-ni

cal

reso

lutio

n ap

prop

riate

to

year

thr

ee,

purs

uing

an

in-d

epth

con

sider

atio

n of

con

-te

mpo

rary

cu

ltura

l co

nditi

ons,

hi

stor

ical

cont

ext,

and

envir

onm

enta

l, st

ruct

ural

and

pr

ofes

siona

l des

ign

stra

tegi

es.

This

is th

e fin

al d

esig

n co

urse

in

the

BA

(Hon

s)

Arch

itect

ure

prog

ram

me,

an

d it

give

s st

uden

ts t

he o

ppor

tuni

ty t

o de

ploy

th

e un

ders

tand

ing,

ana

lytica

l sk

ill, c

ritica

l ab

ility

and

know

ledg

e th

ey h

ave

deve

l-op

ed th

roug

hout

the

cour

se to

mak

e am

bi-

tious

arc

hite

ctur

al p

ropo

sals

to a

lev

el o

f de

taile

d re

solu

tion.

_

Precast Concrete Core Staircases


042


_ Intro

duct

ion

to

Build

ing

Envi

ronm

ents

an

d C

onst

ruct

ion

(PT1

)

BUIL

116

630

Cre

dits

The

cour

se h

as t

wo p

arts

. It

is in

tend

ed

that

they

run

in p

aral

lel a

nd n

ot n

eces

saril

y se

quen

tially

.

Part

A:

The

cour

se

prov

ides

an

in

trodu

ctio

n to

en

viron

men

tal

desig

n fo

r ar

chite

cts,

cli

-m

ate

phys

ics,

ener

gy

cons

erva

tion

and

issue

s of

sus

tain

abilit

y. S

tude

nts

will

ex-

plor

e ho

w bu

ildin

gs e

xist a

nd in

tera

ct w

ith

the

phys

ical

world

and

how

the

y th

em-

selve

s pr

oduc

e an

d ge

nera

te t

heir

own

envir

onm

ents

, whi

ch a

re a

ll ex

perie

nced

by

indi

vidua

l use

rs.

Stud

ents

are

intro

duce

d to

a ra

nge

of b

asic

envir

onm

enta

l too

ls, te

chni

ques

and

tact

ics

appr

opria

te f

or a

ddre

ssin

g en

viron

men

tal

cond

ition

s of

site

as

seen

as

an i

nteg

ral

part

of th

e de

sign

proc

ess.

Part

B:

The

cour

se

prov

ides

an

in

trodu

ctio

n to

bu

ildin

g co

nstru

ctio

n fo

r ar

chite

cts,

exp

lor-

ing

mat

eria

l pro

perti

es, s

truct

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prin

ciple

s an

d de

sign

and

fabr

icatio

n te

chni

ques

and

iss

ues

of s

usta

inab

ility.

Stu

dent

s wi

ll ex

-pl

ore

how

build

ings

exis

t and

inte

ract

with

th

e ph

ysica

l wor

ld a

nd h

ow t

hey

are

pro-

duce

d, c

onst

ruct

ed,

and

expe

rienc

ed b

y in

divid

ual u

sers

.

Stud

ents

are

intro

duce

d to

a b

road

rang

e of

co

nstru

ctio

n m

etho

ds, t

echn

ique

s an

d ta

c-tic

s, a

ppro

pria

te f

or a

ddre

ssin

g th

e ph

ysi-

cal

cond

ition

s of

site

, wh

ere

the

rela

tion-

ship

to th

e pr

oces

ses

of b

uild

ing

prod

uctio

n an

d fa

brica

tion

are

seen

as

cent

ral t

o th

e de

sign

proc

ess.

_

_ Gre

en

Engi

neer

ing

For

Futu

re

Citi

es

(PT2

)

AR

CT

1066

30 C

redi

ts

The

aim

of t

he c

ours

e is

to c

halle

nge

our

exist

ing

prac

tices

, dem

onst

ratin

g th

e wa

ys

in w

hich

the

y ar

e un

sust

aina

ble.

Thr

ough

le

ctur

es, s

emin

ars

and

work

shop

s st

uden

ts

are

enco

urag

ed t

o de

velo

p a

soun

d un

-de

rsta

ndin

g of

sus

tain

able

prin

ciple

s an

d th

eir

influ

ence

on

the

role

of

arch

itect

s/la

ndsc

ape

arch

itect

s,

and

to

eval

uate

th

e so

cial,

envir

onm

enta

l an

d ec

onom

ic im

plica

tions

of d

esig

n.

The

cour

se w

ill in

trodu

ce s

tude

nts

to c

ur-

rent

theo

ries,

tech

nolo

gies

and

pra

ctice

, at

a ra

nge

of s

cale

s, th

e m

icro

and

the

mac

ro,

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help

stu

dent

s fo

rmul

ate

desig

n st

rate

-gi

es b

ased

on

sust

aina

bilit

y pr

incip

les.

_

_ Inte

grat

ed D

esig

n Te

chno

logy

and

Pr

ofes

sion

al P

ract

ice

(PT4

) AR

CT

1074

30 C

redi

ts

This

cour

se i

s de

velo

ped

with

in t

he D

e-sig

n Un

it wi

th t

he s

uppo

rt of

a ‘

Prac

tice

Tuto

r’,

an

expe

rienc

ed

proj

ect

arch

itect

wo

rkin

g in

a m

ajor

Lon

don

prac

tice.

The

co

urse

is

addi

tiona

lly

supp

orte

d by

an

ev

enin

g le

ctur

e se

ries

and

prov

ides

tec

h-ni

cal a

nd p

rofe

ssio

nal s

uppo

rt fo

r th

e fin

al

desig

n pr

ojec

ts.

The

cour

se i

s de

signe

d to

hel

p st

uden

ts

to u

nder

stan

d th

eir

futu

re r

ole

with

in t

he

cont

ext

of

a co

nstru

ctio

n in

dust

ry,

and

thei

r ind

ividu

al p

lace

with

in a

des

ign

team

. St

uden

ts

ther

efor

e ne

ed

to

deve

lop

an

unde

rsta

ndin

g an

d se

nsiti

vity

towa

rds

the

appr

opria

te u

se o

f mat

eria

ls an

d co

nstru

c-tio

n te

chni

ques

in a

give

n cu

ltura

l, so

cial,

and

hist

oric

cont

ext.

Equa

lly

stud

ents

ar

e re

quire

d to

dev

elop

tec

hnica

l kn

owl-

edge

and

skil

l be

yond

fun

ctio

nal

aspe

cts

of b

uild

ing,

by

inte

grat

ing

tech

nolo

gy a

nd

sust

aina

bilit

y as

pect

s in

the

des

ign

work

an

d by

est

ablis

hing

mat

eria

l pro

perti

es a

nd

deta

iling

as a

prim

ary

tool

thr

ough

whi

ch

conc

eptu

al

fact

ors

are

trans

ferre

d in

to

built

form

.

A se

cond

func

tion

of th

e co

urse

is to

mak

e st

uden

ts a

ware

of t

he p

rofe

ssio

nal r

espo

n-sib

ilitie

s of

an

arch

itect

and

tha

t in

ter-

re-

latio

nshi

ps w

ith o

ther

ind

ividu

als

and

or-

gani

satio

ns a

re i

ncre

asin

g in

com

plex

ity.

This

part

of t

he c

ours

e ai

ms

at g

iving

the

st

uden

ts a

n un

ders

tand

ing

of th

e in

dust

ries,

re

gula

tions

and

pro

cedu

res

with

in w

hich

th

e pr

ofes

sion

oper

ates

. Th

is in

clude

s pl

anni

ng re

gula

tions

, bui

ldin

g co

ntro

l reg

u-la

tions

, hea

lth a

nd s

afet

y, ti

mes

sca

les

and

cost

con

stra

ints

, as

wel

l as

bas

ic bu

si-ne

ss p

rincip

les

rela

ted

to r

unni

ng a

pra

c-tic

e an

d le

adin

g pr

ojec

ts f

rom

con

cept

ion

to c

ompl

etio

n.

The

aim

is

to p

rovid

e th

e st

uden

t wi

th

a co

mpr

ehen

sive

over

all

view

of t

he p

ro-

fess

ion

of a

rchi

tect

ure

as w

ell

as h

elpi

ng

them

to d

efin

e th

eir

pers

onal

dev

elop

men

t as

pira

tions

with

in it

.

_

P - O C T - N O V - D E C - J A N - F E B - M A R - A P R - M A|< Y3 ARCT 1074 >|

|< Y2 ARCT 1066 >||< Y1 BUIL 1166 >|

|< Y3 ARCT 1074 >||< Y2 ARCT 1066 >||< Y1 BUIL 1166 >|


sust

aina

bilit

y as

pect

s in

the

des

ign

work

an

d by

est

ablis

hing

mat

eria

l pro

perti

es a

nd

deta

iling

as a

prim

ary

tool

thr

ough

whi

ch

conc

eptu

al

fact

ors

are

trans

ferre

d in

to

built

form

.

A se

cond

func

tion

of th

e co

urse

is to

mak

e st

uden

ts a

ware

of t

he p

rofe

ssio

nal r

espo

n-sib

ilitie

s of

an

arch

itect

and

tha

t in

ter-

re-

latio

nshi

ps w

ith o

ther

ind

ividu

als

and

or-

gani

satio

ns a

re i

ncre

asin

g in

com

plex

ity.

This

part

of t

he c

ours

e ai

ms

at g

iving

the

st

uden

ts a

n un

ders

tand

ing

of th

e in

dust

ries,

re

gula

tions

and

pro

cedu

res

with

in w

hich

th

e pr

ofes

sion

oper

ates

. Th

is in

clude

s pl

anni

ng re

gula

tions

, bui

ldin

g co

ntro

l reg

u-la

tions

, hea

lth a

nd s

afet

y, ti

mes

sca

les

and

cost

con

stra

ints

, as

wel

l as

bas

ic bu

si-ne

ss p

rincip

les

rela

ted

to r

unni

ng a

pra

c-tic

e an

d le

adin

g pr

ojec

ts f

rom

con

cept

ion

to c

ompl

etio

n.

The

aim

is

to p

rovid

e th

e st

uden

t wi

th

a co

mpr

ehen

sive

over

all

view

of t

he p

ro-

fess

ion

of a

rchi

tect

ure

as w

ell

as h

elpi

ng

them

to d

efin

e th

eir

pers

onal

dev

elop

men

t as

pira

tions

with

in it

.

_

Part

B:

The

cour

se

prov

ides

an

in

trodu

ctio

n to

bu

ildin

g co

nstru

ctio

n fo

r ar

chite

cts,

exp

lor-

ing

mat

eria

l pro

perti

es, s

truct

ural

prin

ciple

s an

d de

sign

and

fabr

icatio

n te

chni

ques

and

iss

ues

of s

usta

inab

ility.

Stu

dent

s wi

ll ex

-pl

ore

how

build

ings

exis

t and

inte

ract

with

th

e ph

ysica

l wor

ld a

nd h

ow t

hey

are

pro-

duce

d, c

onst

ruct

ed,

and

expe

rienc

ed b

y in

divid

ual u

sers

.

Stud

ents

are

intro

duce

d to

a b

road

rang

e of

co

nstru

ctio

n m

etho

ds, t

echn

ique

s an

d ta

c-tic

s, a

ppro

pria

te f

or a

ddre

ssin

g th

e ph

ysi-

cal

cond

ition

s of

site

, wh

ere

the

rela

tion-

ship

to th

e pr

oces

ses

of b

uild

ing

prod

uctio

n an

d fa

brica

tion

are

seen

as

cent

ral t

o th

e de

sign

proc

ess.

_


_ Cul

tura

l Con

text

s of

Arc

hite

ctur

e (P

T1)

AR

CT

1050

15 C

redi

ts

The

cour

se w

ill in

trodu

ce th

e pr

emise

that

ar

chite

ctur

al i

deas

and

con

cept

s ar

e cu

l-tu

rally

con

stru

cted

as

part

of a

disc

ours

e an

d th

at th

ey a

re a

lway

s al

lied

to p

artic

ular

va

lue

syst

ems

and

ideo

logi

es. I

t will

prov

ide

a ba

ckgr

ound

for

cur

rent

iss

ues

conc

ern-

ing

qual

ity i

n th

e bu

ilt e

nviro

nmen

t, wi

th

refe

renc

e to

citi

es in

hist

ory

and

toda

y an

d ex

amin

e th

e cu

ltura

l con

text

of t

he b

uilt

en-

viron

men

t an

d th

e re

latio

nshi

ps b

etwe

en

desig

n an

d so

ciety

.

The

cour

se

will

be

pres

ente

d th

roug

h we

ekly

lect

ures

, sem

inar

s an

d gr

oup

tuto

-ria

ls, s

tude

nts

will

be in

trodu

ced

to m

eth-

ods

for e

valu

atin

g de

signs

of v

ario

us k

inds

an

d to

dem

onst

rate

an

abilit

y to

int

erpr

et

and

eval

uate

the

hist

orica

l an

d co

ntem

-po

rary

bui

lt en

viron

men

t an

d th

e th

eorie

s su

ppor

ting

it.

_ Arch

itect

ure

and

Land

scap

e 17

50-1

970

(PT2

)

ARC

T 10

5215

Cre

dits

The

cour

se

allo

ws

stud

ents

to

ex

plor

e at

titud

es to

mod

erni

sm in

Arc

hite

ctur

e an

d to

dev

elop

an

unde

rsta

ndin

g of

hist

orica

l, so

cial

and

criti

cal

them

es i

n ar

chite

ctur

e,

urba

nism

and

land

scap

e, w

ith re

fere

nce

to

the

perio

d of

175

0 on

ward

s. It

is d

esig

ned

to c

ultiv

ate

skills

in

anal

ytica

l an

d cr

itica

l th

inkin

g an

d de

velo

p sk

ills in

crit

ical w

rit-

ing

and

pres

enta

tion

thro

ugh

a fa

milia

rity

with

a r

ange

of

text

s, d

esig

ners

, de

sign

mov

emen

ts

and

thei

r m

eani

ng;

and

an

unde

rsta

ndin

g of

the

ir so

cial,

cultu

ral

and

hist

orica

l con

text

s.

The

cour

se

will

be

pres

ente

d th

roug

h we

ekly

lect

ures

, sem

inar

s an

d gr

oup

tuto

ri-al

s, s

tude

nts

will

expl

ore

the

influ

ence

s of

in

divid

ual b

uild

ings

, lan

dsca

pes

and

urba

n co

ntex

ts o

n ar

chite

ctur

e an

d so

cial d

evel

-op

men

t. Th

ere

is an

em

phas

is on

the

im-

pact

of

indu

stria

lisat

ion

and

deve

lopm

ent

upon

con

stru

ctio

n, d

esig

n, a

nd u

rban

ism;

and

the

socia

l an

d ar

tistic

res

pons

es t

o th

ese

fact

ors.

_ Con

tem

pora

ry T

heor

ies

(PT2

)AR

CT

1008

15 C

redi

ts

Sinc

e th

e 19

60s,

the

ory

has

play

ed a

n in

crea

singl

y im

porta

nt r

ole

in a

rchi

tect

ural

th

ough

t and

pra

ctice

. Awa

rene

ss o

f dive

rse

thin

kers

an

d m

etho

ds,

from

in

side

and

outs

ide

arch

itect

ure,

is

now

cons

ider

ed a

ne

cess

ary

part

of a

n ar

chite

ct’s

train

ing

as

a st

imul

us to

cre

ativi

ty a

nd a

mea

ns o

f be-

ing

able

to a

rticu

late

a p

ositi

on a

nd to

en-

ter

into

crit

ical j

udgm

ent a

bout

the

work

of

an a

rchi

tect

.

The

cour

se a

ims

to m

ake

stud

ents

fam

il-ia

r wi

th a

ran

ge o

f po

sitio

ns,

thro

ugh

the

med

ium

of

ac

adem

ic te

xts

and

rela

ted

proj

ects

and

pro

duce

con

fiden

ce i

n us

ing

this

know

ledg

e.

Thro

ugh

lect

ures

and

disc

ussio

n th

e co

urse

pr

esen

ts a

ran

ge o

f th

eorie

s co

ncer

ned

_ Arch

itect

ural

Dis

serta

tion

(PT3

)

ARC

T 10

1430

Cre

dits

Curre

nt a

rchi

tect

ural

pra

ctice

req

uire

s en

-ga

gem

ent

and

unde

rsta

ndin

g of

a v

arie

ty

of le

vels

of th

eore

tical

, hist

orica

l, on

text

ual,

tech

nolo

gica

l, cu

ltura

l an

d so

cial

aspe

cts

of d

esig

n.

In o

rder

to

dem

onst

rate

thi

s un

ders

tand

-in

g wi

th s

ome

dept

h, t

he r

ole

of t

he d

is-se

rtatio

n is

stro

ngly

coup

led

with

a c

hang

-in

g fo

cus

as d

efin

ed b

y ea

ch d

isser

tatio

n tu

toria

l gro

up.

044


Services Installations - Containment + Pipework + Ductwork - Main Distribution Routes (All Floors)

P - O C T - N O V - D E C - J A N - F E B - M A R - A P R - M A|< Y3 ARCT 1014 >||< Y2 ARCT 1052 >||< Y1 ARCT 1050 >|

|< Y2 ARCT 1008 >||< Y1 ARCT 1004 >|


_ Cul

tura

l Con

text

s of

Arc

hite

ctur

e (P

T1)

AR

CT

1050

15 C

redi

ts

The

cour

se w

ill in

trodu

ce th

e pr

emise

that

ar

chite

ctur

al i

deas

and

con

cept

s ar

e cu

l-tu

rally

con

stru

cted

as

part

of a

disc

ours

e an

d th

at th

ey a

re a

lway

s al

lied

to p

artic

ular

va

lue

syst

ems

and

ideo

logi

es. I

t will

prov

ide

a ba

ckgr

ound

for

cur

rent

iss

ues

conc

ern-

ing

qual

ity i

n th

e bu

ilt e

nviro

nmen

t, wi

th

refe

renc

e to

citi

es in

hist

ory

and

toda

y an

d ex

amin

e th

e cu

ltura

l con

text

of t

he b

uilt

en-

viron

men

t an

d th

e re

latio

nshi

ps b

etwe

en

desig

n an

d so

ciety

.

The

cour

se

will

be

pres

ente

d th

roug

h we

ekly

lect

ures

, sem

inar

s an

d gr

oup

tuto

-ria

ls, s

tude

nts

will

be in

trodu

ced

to m

eth-

ods

for e

valu

atin

g de

signs

of v

ario

us k

inds

an

d to

dem

onst

rate

an

abilit

y to

int

erpr

et

and

eval

uate

the

hist

orica

l an

d co

ntem

-po

rary

bui

lt en

viron

men

t an

d th

e th

eorie

s su

ppor

ting

it.

_ Arch

itect

ure

and

Land

scap

e 17

50-1

970

(PT2

)

ARC

T 10

5215

Cre

dits

The

cour

se

allo

ws

stud

ents

to

ex

plor

e at

titud

es to

mod

erni

sm in

Arc

hite

ctur

e an

d to

dev

elop

an

unde

rsta

ndin

g of

hist

orica

l, so

cial

and

criti

cal

them

es i

n ar

chite

ctur

e,

urba

nism

and

land

scap

e, w

ith re

fere

nce

to

the

perio

d of

175

0 on

ward

s. It

is d

esig

ned

to c

ultiv

ate

skills

in

anal

ytica

l an

d cr

itica

l th

inkin

g an

d de

velo

p sk

ills in

crit

ical w

rit-

ing

and

pres

enta

tion

thro

ugh

a fa

milia

rity

with

a r

ange

of

text

s, d

esig

ners

, de

sign

mov

emen

ts

and

thei

r m

eani

ng;

and

an

unde

rsta

ndin

g of

the

ir so

cial,

cultu

ral

and

hist

orica

l con

text

s.

The

cour

se

will

be

pres

ente

d th

roug

h we

ekly

lect

ures

, sem

inar

s an

d gr

oup

tuto

ri-al

s, s

tude

nts

will

expl

ore

the

influ

ence

s of

in

divid

ual b

uild

ings

, lan

dsca

pes

and

urba

n co

ntex

ts o

n ar

chite

ctur

e an

d so

cial d

evel

-op

men

t. Th

ere

is an

em

phas

is on

the

im-

pact

of

indu

stria

lisat

ion

and

deve

lopm

ent

upon

con

stru

ctio

n, d

esig

n, a

nd u

rban

ism;

and

the

socia

l an

d ar

tistic

res

pons

es t

o th

ese

fact

ors.

_ Con

tem

pora

ry T

heor

ies

(PT2

)AR

CT

1008

15 C

redi

ts

Sinc

e th

e 19

60s,

the

ory

has

play

ed a

n in

crea

singl

y im

porta

nt r

ole

in a

rchi

tect

ural

th

ough

t and

pra

ctice

. Awa

rene

ss o

f dive

rse

thin

kers

an

d m

etho

ds,

from

in

side

and

outs

ide

arch

itect

ure,

is

now

cons

ider

ed a

ne

cess

ary

part

of a

n ar

chite

ct’s

train

ing

as

a st

imul

us to

cre

ativi

ty a

nd a

mea

ns o

f be-

ing

able

to a

rticu

late

a p

ositi

on a

nd to

en-

ter

into

crit

ical j

udgm

ent a

bout

the

work

of

an a

rchi

tect

.

The

cour

se a

ims

to m

ake

stud

ents

fam

il-ia

r wi

th a

ran

ge o

f po

sitio

ns,

thro

ugh

the

med

ium

of

ac

adem

ic te

xts

and

rela

ted

proj

ects

and

pro

duce

con

fiden

ce i

n us

ing

this

know

ledg

e.

Thro

ugh

lect

ures

and

disc

ussio

n th

e co

urse

pr

esen

ts a

ran

ge o

f th

eorie

s co

ncer

ned

_ Arch

itect

ural

Dis

serta

tion

(PT3

)

ARC

T 10

1430

Cre

dits

Curre

nt a

rchi

tect

ural

pra

ctice

req

uire

s en

-ga

gem

ent

and

unde

rsta

ndin

g of

a v

arie

ty

of le

vels

of th

eore

tical

, hist

orica

l, on

text

ual,

tech

nolo

gica

l, cu

ltura

l an

d so

cial

aspe

cts

of d

esig

n.

In o

rder

to

dem

onst

rate

thi

s un

ders

tand

-in

g wi

th s

ome

dept

h, t

he r

ole

of t

he d

is-se

rtatio

n is

stro

ngly

coup

led

with

a c

hang

-in

g fo

cus

as d

efin

ed b

y ea

ch d

isser

tatio

n tu

toria

l gro

up.


046

[BA (HONS) ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]_ H

isto

ry o

f Ar

chite

ctur

e an

d La

ndsc

ape

(PT1

)

AR

CT

1004

15 C

redi

ts

The

cour

se p

rese

nts

arch

itect

ure

and

land

-sc

ape

in t

erm

s of

a r

ange

of

tech

niqu

es

for

orga

nisin

g an

d or

derin

g sp

ace.

Som

e of

the

se a

re v

ery

ancie

nt,

and

foun

d in

al

l par

ts o

f the

wor

ld;

othe

rs a

re r

elat

ively

new.

The

y of

fer

a wa

y of

loo

king

at a

ny

kind

of b

uild

ing

or d

esig

ned

land

scap

e an

d se

eing

a p

atte

rn in

it. T

he c

ours

e gi

ves

the

inte

rpre

tive

tool

s to

see

thes

e pa

ttern

s an

d in

terp

ret

gene

ric

desig

n te

chni

ques

an

d st

rate

gies

, as

man

ifest

ed in

bui

ldin

gs a

nd

desig

ned

land

scap

es th

roug

h hi

stor

y.

The

cour

se w

ill be

pre

sent

ed th

roug

h we

ek-

ly le

ctur

es,

sem

inar

s an

d gr

oup

tuto

rials,

st

uden

ts w

ill be

exp

ecte

d to

dem

onst

rate

a

broa

d un

ders

tand

ing

of d

evel

opm

ents

in

the

hist

ory

and

theo

ry o

f ar

chite

ctur

e an

d la

ndsc

ape;

an

d th

e re

late

d di

sci-

plin

es o

f art

and

cultu

ral s

tudi

es b

efor

e th

e m

oder

n m

ovem

ent.

with

the

mea

ning

of a

rchi

tect

ure

in s

ocie

ty.

They

are

con

tem

pora

ry in

sofa

r as

they

are

id

eas

that

hav

e be

en c

onsid

ered

impo

rtant

in

rece

nt y

ears

, and

are

bro

adly

conc

erne

d wi

th th

e de

sire

to g

ive a

rchi

tect

ure

a m

ore

secu

re g

roun

ding

in m

oder

n th

ough

t, ch

al-

leng

ing

a pu

rely

tech

nica

l or

ins

trum

enta

l vie

w of

its

purp

ose

and

seek

ing

to r

evea

l th

e de

eper

pot

entia

l of d

esig

n an

d m

akin

g wh

en a

pplie

d.

The

diss

erta

tion

shou

ld e

nabl

e st

uden

ts

to r

ecog

nize

the

elu

siven

ess

and

mea

n-in

g of

writ

ten

text

s re

lativ

e to

the

fixi

ty o

f fo

rms.

The

pre

para

tion

of a

diss

erta

tion

enab

les

stud

ents

to

use

a ra

nge

of s

kills

that

hav

e be

en d

evel

oped

thr

ough

out

the

prog

ram

me:

for

exa

mpl

e, t

he s

kills

of e

n-te

rpris

e an

d in

itiat

ive r

equi

red

for

thor

ough

in

vest

igat

ion

and

rese

arch

int

o a

chos

en

topi

c; th

e m

otiva

tion

and

time

man

agem

ent

skills

nec

essa

ry t

o pr

oduc

e a

subs

tant

ive

and

orga

nise

d pi

ece

of w

ritte

n wo

rk;

the

abilit

y to

syn

thes

ise a

nd in

tegr

ate

com

plex

in

form

atio

n; a

nd t

he a

bilit

y to

dev

elop

a

conc

eptu

al a

nd c

ritica

l app

roac

h to

arc

hi-

tect

ural

des

ign.

Steel Structures, Large Lecture Theatre - Basement & Grd



048


Steel Structures, Small Lecture Theatre - Basement & Grd

049[DIPLOMA IN ARCHITECTURE INTRODUCTION ][STUDENT COURSE GUIDE ]

OVERVIEWThe Diploma in Architecture is a two-year full-time, and a three-year part-time course that leads to exemption from ARB/RIBA Part Two. The course encourages both a rigorous professional approach to architec-ture within a highly speculative and crea-tive context. There is an emphasis on work being conducted at a graduate level, with the expectation that students will, through reading and research, define an ambitious area of study.

A unique aspect of the course is the oppor-tunity for students to develop research into advanced architectural design and tech-nology and explore architectural ideas and practices beyond the traditional remit of the architectural profession.

In the Diploma program we see that our responsibility is to provide an environment where students are encouraged to reflect on an evolving world, searching out an ap-propriate Architectural response relevant to their time. Ultimately the aim is to engage with students and to challenge them to be independent in thought and action.

Year 1 provides students with an appropri-ate grounding into contemporary issues of

Architectural Design, Urbanism, Technology and Theory.

The Urban and Building Design Projects and Design Realisation report provide a frame-work through which students can critically examine the Technical and Professional de-sign drivers for the principle design project of the year. Bridging the gap between school and practice, Design Realisation in particu-lar re-situates Technology and Professional Studies within the creative Design process.

Each Design Unit has an established part-nering with a major London practice to sup-port and mentor students through the prac-tice based tutor program, which runs across the school. The course is further augmented by a dedicated lectures series. Students also start to develop an individual approach to theory through the ‘Theories of Architectural Design’ course.

Year 2 provides the opportunity for students to develop agendas in Advanced Archi-tectural Design, Technology and Theory, through individually tailored design projects that are underpinned with the help of a specialist Thesis.

Continues overleaf >


050


Continued >

DIPLOMA DESIGN UNITSThe Diploma program operates through a Design Unit system that stresses innova-tion and continually highlights the value of design propositions, their social impact and professional requirements.

Design is always conducted within a broad and rigorous intellectual framework pro-vided by the Unit tutors, the culture of the school and the external expectations placed upon it.

Unit tutors expect and support a high level of skill in design, as well as resourceful research and the thoughtful application of technological and environmental criteria.

Each Design Unit provides a range of de-sign, technological and related skills, as well as a clear and particular intellectual position within which to conduct those skills. Each of the Units has a strong identity within which the student is encouraged to develop their own particular approach to the study of architecture.

Steel Staircase - Main Library

P - O C T - N O V - D E C - J A N - F E B - M A R - A P R - M A|< Y2 ARCT 1058 + ARCT 1059 >||< Y1 ARCT 1036 + ARCT 1061 + ARCT 1062 >|

051[DIPLOMA IN ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]

Year

1 F

ull-T

ime

(Par

t-Tim

e le

vel i

n br

acke

ts)

_ Urb

an D

esig

n Pr

ojec

t (PT

1)

TOW

N 1

036

20 C

redi

ts

The

Urba

n De

sign

cour

se f

acilit

ates

an

unde

rsta

ndin

g of

the

com

plex

ities

of

con-

tem

pora

ry c

ities

. Th

e pr

ojec

t wi

ll ou

tline

an

ana

lysis

of th

e Ur

ban

Cont

ext t

o sh

ow

how

this

info

rms

the

deve

lopm

ent

of d

e-sig

n wo

rk.

Stud

ents

will

be e

ncou

rage

d to

loo

k at

a r

ange

of

fact

ors

from

the

hi

stor

ical

trans

form

atio

ns o

f th

e sit

e, i

n-clu

ding

the

maj

or d

river

s th

at i

nflu

ence

d th

ose

chan

ges,

to

a cr

itica

l an

alys

is of

th

e sp

ecifi

c sit

e co

nditi

ons,

eco

nom

ic fa

c-to

rs a

nd t

heir

desig

n re

spon

ses.

Stu

dent

s m

ay a

lso w

ish t

o sp

ecul

ate

on t

he n

atur

e of

new

inf

orm

atio

n te

chno

logi

es a

nd t

heir

impa

ct o

n th

e au

gmen

ted

natu

re o

f citi

es o

f th

e fu

ture

.

The

proj

ect

will

be a

des

ign

prop

osal

for

a

defin

ed u

rban

terri

tory

. Th

ose

prop

osal

s sh

ould

loca

te th

e sit

e co

ntex

t for

the

subs

e-qu

ent B

uild

ing

Desig

n Pr

ojec

ts, a

nd s

houl

d de

mon

stra

te t

heir

abilit

y to

sup

port

suc-

cess

ful

cont

empo

rary

urb

an l

ife w

ithin

an

envir

onm

enta

lly,

socia

lly a

nd e

cono

mica

lly

resp

onsib

le u

rban

fabr

ic.

Year

2 F

ull-T

ime

(Par

t-Tim

e le

vel i

n br

acke

ts)

_ Adva

nced

Arc

hite

ctur

al D

esig

n 01

- Pr

ojec

t The

mes

(PT2

)

ARC

T 10

5840

Cre

dits

Adva

nced

Arc

hite

ctur

al D

esig

n 02

- M

ajor

Pro

ject

(PT3

) AR

CT

1059

40 C

redi

ts

Adva

nced

Arc

hite

ctur

al D

esig

n 01

- P

roje

ct

Them

es p

rese

nts

stud

ents

with

an

opp-

ortu

nity

to e

xper

imen

t and

dev

elop

spe

cu-

lativ

e m

odes

of

inqu

iry t

hat

will

be r

igor

-ou

sly d

eplo

yed

in th

eir M

ajor

Pro

ject

s.

It al

lows

st

uden

ts

to

deve

lop

the

con-

cept

s,

tech

niqu

es

and

met

hods

th

roug

h de

sign

rese

arch

and

as

part

of t

his

som

e st

uden

ts m

ay w

ish t

o de

velo

p sp

ecia

lised

m

etho

dolo

gies

an

d m

edia

, wh

ilst

othe

rs

may

wi

sh

to

deve

lop

arch

itect

ural

co

n-ce

pts

from

ae

sthe

tics,

te

chno

logy

an

d cu

ltura

l pra

ctice

s.

Adva

nced

Arc

hite

ctur

al D

esig

n 01

may

be

deve

lope

d as

a c

ompl

ete

proj

ect i

n its

own

rig

ht o

r it m

ay b

e se

en a

s th

e pr

elud

e to

the

Maj

or P

roje

ct.


052

[DIPLOMA IN ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]

The

Maj

or P

roje

ct is

an

oppo

rtuni

ty fo

r stu

-de

nts

to c

onst

ruct

a p

iece

of i

ndivi

dual

de-

sign

rese

arch

tha

t is

char

acte

rised

by

an

in-d

epth

inve

stig

atio

n of

a s

pecif

ic ar

ea o

f ar

chite

ctur

al in

quiry

. Th

e sc

ope

of t

he r

e-se

arch

will

be d

evel

oped

in

cons

ulta

tion

with

thei

r Un

it tu

tor’s

, st

uden

ts s

houl

d de

-pl

oy th

e th

emes

and

tech

niqu

es d

evel

oped

in

Adv

ance

d Ar

chite

ctur

al D

esig

n 01

to c

re-

ate

a ro

bust

and

rigo

rous

thes

is th

at is

fully

ex

plor

ed a

nd a

rticu

late

d th

roug

h th

e de

vel-

opm

ent

of a

n ar

chite

ctur

al p

ropo

sal.

The

inte

llect

ual

ambi

tions

of

the

Maj

or P

roje

ct

are

to b

e de

velo

ped

with

ref

eren

ce t

o th

e Ad

vanc

ed A

rchi

tect

ural

The

sis (

see

be-

low)

. Stu

dent

s ar

e en

cour

aged

to b

e am

bi-

tious

and

inno

vativ

e an

d to

que

stio

n wh

at is

an

app

ropr

iate

form

of a

rchi

tect

ural

inqu

iry

at th

e be

ginn

ing

of th

e C2

1st.

Stud

ents

will

be r

equi

red

to d

emon

stra

te

the

deve

lopm

ent

of t

heir

Adva

nced

Arc

hi-

tect

ural

Des

ign

Proj

ect

with

ref

eren

ce t

o th

eir r

esea

rch

cour

se w

ork

and

will

pres

ent

thei

r pro

ject

thro

ugh

a de

sign

portf

olio

that

m

ay i

nclu

de d

rawi

ngs,

illu

stra

tions

, m

od-

els

[phy

sical

and

/or

virtu

al],

inst

alla

tions

, fil

ms,

an

imat

ions

, in

tera

ctive

m

edia

an

d pe

rform

ance

. Al

l wo

rk m

ust

be s

uita

bly

docu

men

ted

and

cohe

rent

ly pr

esen

ted

to

the

high

est l

evel

.

_

_ Build

ing

Des

ign

Dev

elop

men

t (PT

1)

AR

CT

1061

20 C

redi

ts

Build

ing

Des

ign

Repr

esen

tatio

n (P

T2)

ARC

T 10

6220

Cre

dits

Build

ing

Desig

n De

velo

pmen

t an

d Bu

ild-

ing

Desig

n Re

pres

enta

tion

toge

ther

requ

ire

stud

ents

to d

evel

op a

brie

f and

the

desig

n of

a re

ason

ably

com

plex

bui

ldin

g fo

r a re

al

or im

agin

ary

clien

t.

Build

ing

Desig

n De

velo

pmen

t is

prod

uced

in

con

junc

tion

with

the

Des

ign

Real

isatio

n re

port

to e

nabl

e th

e st

uden

ts t

o de

mon

-st

rate

the

ir ab

ility

to s

atisf

y te

chni

cal

and

prof

essio

nal c

riter

ia w

hile

mee

ting

aest

hetic

an

d fu

nctio

nal

requ

irem

ents

. Th

e pr

oduc

-tio

n of

the

desig

n an

d th

e re

port

will

be c

ar-

ried

out i

n co

llabo

ratio

n wi

th a

Pra

ctice

tuto

r fro

m a

pro

fess

iona

l offi

ce.

Build

ing

Desig

n Re

pres

enta

tion

will

be p

re-

sent

ed th

roug

h a

portf

olio

that

mus

t dem

-on

stra

te a

n ap

prop

riate

leve

l of r

esol

utio

n,

look

ing

parti

cula

rly a

t qua

litat

ive a

spec

ts o

f ar

chite

ctur

al p

rodu

ctio

n in

cludi

ng p

ossib

le

mod

es o

f in

habi

tatio

n by

end

use

rs.

The

portf

olio

will

cons

ist o

f a c

ompr

ehen

sive

set

of re

pres

enta

tions

that

will

inclu

de a

set

of

scal

e dr

awin

gs th

at a

dequ

atel

y de

scrib

e th

e fin

al p

ropo

sal a

nd m

ay a

lso in

clude

phy

si-ca

l mod

els,

virt

ual m

odel

s an

d illu

stra

tions

, as

wel

l as

ins

talla

tions

, an

imat

ions

and

in

tera

ctive

med

ia.

Stud

ents

are

enc

oura

ged

to a

dopt

a c

riti-

cal

and

inno

vativ

e at

titud

e to

ward

s th

e te

chni

cal

and

prof

essio

nal

requ

irem

ents

an

d ap

proa

ch t

hem

with

int

ellig

ence

and

ambi

tion.

The

exa

ct n

atur

e of

requ

irem

ents

is

to b

e in

terp

rete

d th

roug

h th

e et

hos

of th

e in

divid

ual u

nit.

_

Steel Staircase - SoADC Atrium

053[DIPLOMA IN ARCHITECTURE COURSES ][STUDENT COURSE GUIDE ]_ Bu

ildin

g D

esig

n D

evel

opm

ent (

PT1)

ARC

T 10

6120

Cre

dits

Build

ing

Des

ign

Repr

esen

tatio

n (P

T2)

ARC

T 10

6220

Cre

dits

Build

ing

Desig

n De

velo

pmen

t an

d Bu

ild-

ing

Desig

n Re

pres

enta

tion

toge

ther

requ

ire

stud

ents

to d

evel

op a

brie

f and

the

desig

n of

a re

ason

ably

com

plex

bui

ldin

g fo

r a re

al

or im

agin

ary

clien

t.

Build

ing

Desig

n De

velo

pmen

t is

prod

uced

in

con

junc

tion

with

the

Des

ign

Real

isatio

n re

port

to e

nabl

e th

e st

uden

ts t

o de

mon

-st

rate

the

ir ab

ility

to s

atisf

y te

chni

cal

and

prof

essio

nal c

riter

ia w

hile

mee

ting

aest

hetic

an

d fu

nctio

nal

requ

irem

ents

. Th

e pr

oduc

-tio

n of

the

desig

n an

d th

e re

port

will

be c

ar-

ried

out i

n co

llabo

ratio

n wi

th a

Pra

ctice

tuto

r fro

m a

pro

fess

iona

l offi

ce.

Build

ing

Desig

n Re

pres

enta

tion

will

be p

re-

sent

ed th

roug

h a

portf

olio

that

mus

t dem

-on

stra

te a

n ap

prop

riate

leve

l of r

esol

utio

n,

look

ing

parti

cula

rly a

t qua

litat

ive a

spec

ts o

f ar

chite

ctur

al p

rodu

ctio

n in

cludi

ng p

ossib

le

mod

es o

f in

habi

tatio

n by

end

use

rs.

The

portf

olio

will

cons

ist o

f a c

ompr

ehen

sive

set

of re

pres

enta

tions

that

will

inclu

de a

set

of

scal

e dr

awin

gs th

at a

dequ

atel

y de

scrib

e th

e fin

al p

ropo

sal a

nd m

ay a

lso in

clude

phy

si-ca

l mod

els,

virt

ual m

odel

s an

d illu

stra

tions

, as

wel

l as

ins

talla

tions

, an

imat

ions

and

in

tera

ctive

med

ia.

Stud

ents

are

enc

oura

ged

to a

dopt

a c

riti-

cal

and

inno

vativ

e at

titud

e to

ward

s th

e te

chni

cal

and

prof

essio

nal

requ

irem

ents

an

d ap

proa

ch t

hem

with

int

ellig

ence

and

ambi

tion.

The

exa

ct n

atur

e of

requ

irem

ents

is

to b

e in

terp

rete

d th

roug

h th

e et

hos

of th

e in

divid

ual u

nit.

_


_ Des

ign

Real

isat

ion

(PT1

)

AR

CT

1063

40 C

redi

ts

The

cour

se p

rovid

es t

he o

ppor

tuni

ty f

or

all F

T1 a

nd P

T1 s

tude

nts

to c

onsid

er h

ow

build

ings

are

des

igne

d, c

onst

ruct

ed a

nd

deliv

ered

. St

uden

ts w

ill be

ask

ed t

o re

-fle

ct

upon

th

eir

rela

tions

hip

to

tech

nol-

ogy,

th

e en

viron

men

t an

d th

e pr

ofes

-sio

n.

This

will

be

expl

ored

th

roug

h an

ite

rativ

e cr

itica

l ex

amin

atio

n of

the

ma-

jor

build

ing

desig

n pr

ojec

t ta

ught

with

in

the

cont

ext

of i

ndivi

dual

des

ign

units

in

Year

1.

The

cour

se

runs

co

ncur

rent

ly wi

th

the

Build

ing

Desig

n Pr

ojec

t an

d is

supp

orte

d by

an

exte

nsive

lec

ture

ser

ies,

sem

inar

s an

d cr

oss

unit

crits

, wi

th e

ach

desig

n un

it be

ing

supp

orte

d by

a d

edica

ted

prac

tice-

ba

sed

tuto

r.

The

cour

se

aim

s to

in

trodu

ce

stud

ents

to

cor

e kn

owle

dge

that

is

requ

ired

in t

he

real

isatio

n of

bui

ldin

gs i

n pr

ofes

siona

l ar

-ch

itect

ural

des

ign

prac

tice.

Stu

dent

s wi

ll be

ask

ed to

con

sider

the

influ

ence

of a

nd

deve

lop

an a

ttitu

de t

owar

ds c

onst

ruct

ion,

te

chno

logy

and

the

pro

fess

ion,

whi

ch a

re

all

seen

as

havin

g an

int

egra

l ro

le w

ithin

th

e cr

eativ

e de

sign

proc

ess.

The

cou

rse

will

intro

duce

stu

dent

s to

ele

men

tary

mat

ters

in

volve

d in

the

runn

ing

of a

rchi

tect

ural

con

-su

ltanc

ies

and

build

ing

proj

ects

; th

e pr

o-gr

essio

n of

wor

ks fr

om c

omm

issio

n to

com

-pl

etio

n an

d th

e br

oad

rang

e of

stra

tegi

es

that

influ

ence

the

des

ign

and

cons

truct

ion

of b

uild

ings

.

_ Arch

itect

ural

The

sis

(PT3

)

AR

CT

1060

40 C

redi

ts

The

Arch

itect

ural

The

sis e

nabl

es s

tude

nts

to d

evel

op a

n ap

prop

riate

and

rig

orou

s in

-te

llect

ual

rese

arch

age

nda

for

thei

r M

ajor

Pr

ojec

t. Th

e em

phas

is of

the

thes

is ca

n be

de

rived

from

a v

arie

ty o

f disc

iplin

es in

clud-

ing

scie

nce,

arc

hite

ctur

al h

istor

y, c

ultu

ral

stud

ies,

phi

loso

phy

or te

chno

logy

.

Star

ting

with

an

inte

nsive

ser

ies

of le

ctur

es,

work

shop

s an

d se

min

ars

deliv

ered

at

the

conf

eren

ce,

which

will

inclu

de s

pecia

list

guid

ance

on

the

met

hodo

logi

es o

f res

earc

h,

each

stu

dent

will

deve

lop

an in

divid

ual t

he-

sis to

sup

port

the

theo

retic

al a

nd o

r tec

hni-

cal a

mbi

tions

of t

heir

maj

or p

roje

ct.

Stud

ents

ar

e ap

poin

ted

a Th

esis

tu-

tor,

in c

onsu

ltatio

n wi

th t

he D

esig

n Un

it st

aff

and

the

Cour

se c

o-or

dina

tors

, fro

m

avai

labl

e Un

ivers

ity p

erso

nnel

and

if n

ec-

essa

ry

a sp

ecia

list

exte

rnal

tu

tor

may

be

app

oint

ed.

The

subm

issio

n wi

ll be

in

two

parts

; pa

rt on

e wi

ll be

a R

esea

rch

Met

hods

Stu

dy,

and

part

two

will

be a

n in

divid

ually

writ

-te

n th

esis.

How

ever

the

the

sis m

ay a

lso

cont

ain

evid

ence

-bas

ed

expe

rimen

tal

and

tech

nica

l res

earc

h; d

etai

ls of

spe

cial-

ist p

rogr

amm

ing

and

scrip

ting;

int

erac

tive

med

ia;

full

size

inst

alla

tions

and

con

stru

c-tio

ns.

The

exac

t co

nten

t an

d st

ruct

ure

of

the

subm

issio

n wi

ll be

agr

eed

with

the

Th

esis

tuto

r in

co

njun

ctio

n wi

th

the

Cour

se c

o-or

dina

tors

.

054


Stone Cladding - Upper Levels

P - O C T - N O V - D E C - J A N - F E B - M A R - A P R - M A|< Y2 ARCT 1060 >|

|< Y1 ARCT 1063 >| |< Y1 ARCT 1063 >|


_ Des

ign

Real

isat

ion

(PT1

)

AR

CT

1063

40 C

redi

ts

The

cour

se p

rovid

es t

he o

ppor

tuni

ty f

or

all F

T1 a

nd P

T1 s

tude

nts

to c

onsid

er h

ow

build

ings

are

des

igne

d, c

onst

ruct

ed a

nd

deliv

ered

. St

uden

ts w

ill be

ask

ed t

o re

-fle

ct

upon

th

eir

rela

tions

hip

to

tech

nol-

ogy,

th

e en

viron

men

t an

d th

e pr

ofes

-sio

n.

This

will

be

expl

ored

th

roug

h an

ite

rativ

e cr

itica

l ex

amin

atio

n of

the

ma-

jor

build

ing

desig

n pr

ojec

t ta

ught

with

in

the

cont

ext

of i

ndivi

dual

des

ign

units

in

Year

1.

The

cour

se

runs

co

ncur

rent

ly wi

th

the

Build

ing

Desig

n Pr

ojec

t an

d is

supp

orte

d by

an

exte

nsive

lec

ture

ser

ies,

sem

inar

s an

d cr

oss

unit

crits

, wi

th e

ach

desig

n un

it be

ing

supp

orte

d by

a d

edica

ted

prac

tice-

ba

sed

tuto

r.

The

cour

se

aim

s to

in

trodu

ce

stud

ents

to

cor

e kn

owle

dge

that

is

requ

ired

in t

he

real

isatio

n of

bui

ldin

gs i

n pr

ofes

siona

l ar

-ch

itect

ural

des

ign

prac

tice.

Stu

dent

s wi

ll be

ask

ed to

con

sider

the

influ

ence

of a

nd

deve

lop

an a

ttitu

de t

owar

ds c

onst

ruct

ion,

te

chno

logy

and

the

pro

fess

ion,

whi

ch a

re

all

seen

as

havin

g an

int

egra

l ro

le w

ithin

th

e cr

eativ

e de

sign

proc

ess.

The

cou

rse

will

intro

duce

stu

dent

s to

ele

men

tary

mat

ters

in

volve

d in

the

runn

ing

of a

rchi

tect

ural

con

-su

ltanc

ies

and

build

ing

proj

ects

; th

e pr

o-gr

essio

n of

wor

ks fr

om c

omm

issio

n to

com

-pl

etio

n an

d th

e br

oad

rang

e of

stra

tegi

es

that

influ

ence

the

des

ign

and

cons

truct

ion

of b

uild

ings

.

_ Arch

itect

ural

The

sis

(PT3

)

AR

CT

1060

40 C

redi

ts

The

Arch

itect

ural

The

sis e

nabl

es s

tude

nts

to d

evel

op a

n ap

prop

riate

and

rig

orou

s in

-te

llect

ual

rese

arch

age

nda

for

thei

r M

ajor

Pr

ojec

t. Th

e em

phas

is of

the

thes

is ca

n be

de

rived

from

a v

arie

ty o

f disc

iplin

es in

clud-

ing

scie

nce,

arc

hite

ctur

al h

istor

y, c

ultu

ral

stud

ies,

phi

loso

phy

or te

chno

logy

.

Star

ting

with

an

inte

nsive

ser

ies

of le

ctur

es,

work

shop

s an

d se

min

ars

deliv

ered

at

the

conf

eren

ce,

which

will

inclu

de s

pecia

list

guid

ance

on

the

met

hodo

logi

es o

f res

earc

h,

each

stu

dent

will

deve

lop

an in

divid

ual t

he-

sis to

sup

port

the

theo

retic

al a

nd o

r tec

hni-

cal a

mbi

tions

of t

heir

maj

or p

roje

ct.

Stud

ents

ar

e ap

poin

ted

a Th

esis

tu-

tor,

in c

onsu

ltatio

n wi

th t

he D

esig

n Un

it st

aff

and

the

Cour

se c

o-or

dina

tors

, fro

m

avai

labl

e Un

ivers

ity p

erso

nnel

and

if n

ec-

essa

ry

a sp

ecia

list

exte

rnal

tu

tor

may

be

app

oint

ed.

The

subm

issio

n wi

ll be

in

two

parts

; pa

rt on

e wi

ll be

a R

esea

rch

Met

hods

Stu

dy,

and

part

two

will

be a

n in

divid

ually

writ

-te

n th

esis.

How

ever

the

the

sis m

ay a

lso

cont

ain

evid

ence

-bas

ed

expe

rimen

tal

and

tech

nica

l res

earc

h; d

etai

ls of

spe

cial-

ist p

rogr

amm

ing

and

scrip

ting;

int

erac

tive

med

ia;

full

size

inst

alla

tions

and

con

stru

c-tio

ns.

The

exac

t co

nten

t an

d st

ruct

ure

of

the

subm

issio

n wi

ll be

agr

eed

with

the

Th

esis

tuto

r in

co

njun

ctio

n wi

th

the

Cour

se c

o-or

dina

tors

.


056


Stud

ents

are

enc

oura

ged

to a

dopt

a c

ritica

l an

d in

nova

tive

attit

ude

towa

rds

the

tech

ni-

cal a

nd p

rofe

ssio

nal r

equi

rem

ents

and

ap-

proa

ch t

hem

with

int

ellig

ent

curio

sity

and

ambi

tion.

The

exa

ct n

atur

e of

requ

irem

ents

is

to b

e in

terp

rete

d th

roug

h th

e et

hos

of th

e in

divid

ual u

nit.

_ Theo

ries

of A

rchi

tect

ural

Des

ign

(PT2

)

ARC

T 10

6420

Cre

dits

The

cour

se o

ffers

stu

dent

s a

plat

form

for

th

eore

tical

and

crit

ical

disc

ours

e in

arc

hi-

tect

ure,

and

ope

ns u

p an

int

erdi

scip

linar

y di

alog

ue in

the

field

of a

rchi

tect

ure,

the

arts

, cr

itica

l the

ory,

and

rela

ted

disc

iplin

es.

Star

ting

with

an

inte

nsive

ser

ies

of le

ctur

es,

work

shop

s an

d se

min

ars,

pr

esen

tatio

ns

deliv

ered

at t

he c

onfe

renc

e an

d in

a s

erie

s of

lect

ures

in te

rm 1

, stu

dent

s wi

ll de

velo

p tw

o se

para

te p

iece

s of

wor

k, th

ey w

ill wr

ite

a re

view

on o

ne o

f the

key

asp

ects

of t

he

conf

eren

ce a

nd th

ey w

ill de

velo

p an

ess

ay

on a

n in

divid

ually

agr

eed

topi

c.

Curtain Walling System - Atrium/Roofs & Greenhouses


|< Y1 ARCT 1064 >|



058


Finishes - Toilets & Changing



060

[STOCKWELL STREET CONSTRUCTION DURING ACADEMIC YEAR 2012 -2013 ]

Associated Works

Steel Structure etc

Steel Staircases

Waterproof Membrane

Curtain Walling System

Installation Overall

Stone Cladding

Precast Panels

Rear Elevations (South & East)

Plant Rooms + Distribution Routes

Sub Station

Toilets & ChangingMain Theatre Ground Floor

Lift Cores & Walls G-11st Floor Slab

RC Frame Walls & Cols 1-2nd FloorSteelwork ‘Hangers’ 2nd Floor

2nd Floor SlabCast-In Steelwork (Brackets/Plates) Connections for Atrium Stairs

Steelwork ‘Hangers’ 2-3 (GL 4 H-J) Deliver to SiteSteel Colums 2-3 Delivery to Site

RC Frame Walls & Cols 2-3 Fl3rd Floor Slab

Precast Concrete Core Staircases (LS 01 + LS 03 + AS 02) - Deliver to SiteSteelwork ‘Hangers’ 3-R (GL 4 H-J) Deliver to Site

Steel Columns 3-R Deliver to SiteRC Frame Walls & Cols 3-4/Roof

Precast Concrete Core Staircases (AS 01)Roof Slab & Upstands

Structures Above Main Roof & Plant BasesPlant Bases In Basement

Waterproof Membrane - Service Yard (Over Basement)Sub Station Base/Plinth

Waterproof System (Walls + Floor) - BasementProtection Screed Over Waterproof System - Basement

Blockwork To Perimeter Walls - BasementPolished Concrete Screed + Insulation - Basement

Screed + Insulation - Plant Rooms + Toilet Areas - BasementPolished Concrete Screed + Insulation - Gound FloorPolished Concrete Screed + Insulation - Upper Floors

Screed + Insulation - Toilet Areas - Ground + Upper FloorsPlant bases On Roof & Assoc W/Proof

TV Studio - Basement/Grd GLS 8-9/ H-I Inc Rc SlabLarge Lecture Theatre - Basement & Grd GLS 8-10/F-H

Basement Trench Support StructureSmall Lecture Theatre - Basement & Grd GLS 5-7/H-I

Roof SteelworkJib Crane

Rear External - GL H-KMain Library - LS 02

SoADC Atrium - AS 03

Canyon (Level Gnd)Courtyard 1 (Level 1)Courtyard 2 (Level 1)Courtyard 3 (Level 1)

Patio (3 No) - Stockwell Strret (Level 1)Roof 1 (Level 2)Roof 2 (Level 2)Roof 3 (Level 2)Roof 4 (Level 2)Roof 5 (Level 2)Roof 6 (Level 3)Roof 7 (Level 3)Roof 8 (Level 3)Roof 9 (Level 3)

Roof 10 (Level Roof)Roof 11 (Level Roof)Roof 12 (Level Roof)Roof 13 (Level Roof)Roof 14 (Level Roof)

Core RoofsSloping Roof (Core AS 02)

Rainwater InstallationsBalustrades - 1st Visit (Fix Support Brackets)

Mansafe System - 1st Visit (Fix Support Brackets)Dismantle Cranes

Award & Lead InInitial Surveys

Installation OverallRailway Facade

Stockwell Street FacadeAtrium /Roofs & Greenhouses

Courtyards & Glazed BridgeStonemasons ScaffoldingGrids C-E Upper LevelsGrids F-G Upper LevelsGrids H-I Upper LevelsGrids J-H Upper LevelsGrids F-G Upper Levels

Ground FloorSurvey & Enabling Works

Site Install PC Panels (Using Tower Cranes)Point Precast Units

Temporary Weathertight Areas (For Finishes)Blockwork

Services Within The Structure BWICBasement Plant Installations

Roof Plant InstallationsServices Risers

Containment + Pipework + Ductwork - Main Distribution Routes (All Floors)Sub Station Shell Complete Ready for UKPN

UKPN 12 Week Notice Period - By UKPNUKPN Work in Highway + Substation Installation

Lift Install 5 no Inc Test (HO 2no early For Fit Out)

Internal BlockworkErect Builders Goods Hoists

High Level Services & Sprinkler PipeworkUnderfloor Services

Glazed Partitions Non FR & FR - Frames EtcStud Partitions

Raised Access Flooring & ProtectSuspended Lighting System

Toilets & ChangingBirdcage & HL Services, Acostics,Clg & Decs

Sub Station Area (Rear 4 - 8 Navada Street)Railway Elevation (King William Passage) Reduce Level & Sub Base

SUPER STRUCTURE

ROOF FINISHES

ELEVATIONS

SERVICES INSTALLATIONS

FINISHES

EXTERNAL WORKS (STREET LEVEL)

061

062

[MSc ARCHITECTURAL DESIGN (AVATAR) ]

Neil Spiller, Wheelbarrow With Expanding Bread, Perspective.

063[MSc ARCHITECTURAL DESIGN (AVATAR) ]

The MSc Architectural Design (AVATAR) is a one-year full-time and two-year part-time course that encourages students to develop a speculative and experimental approach to architectural design through the use of advanced digital tools and techniques.

The course is designed for students of arch-itecture and related disciplines, who wish to continue their academic, intellectual and pro-fessional skills beyond the requirements of their professionally recognised qualification.

The course promotes an experimental and speculative approach to architecture and provides the skills for the production of theo-retical, analytical and critical studies on and in advanced architectural design. It aims to address and redefine new trends and knowl-edge in the field of architecture and offers a postgraduate design framework strongly supported by theoretical components.

Students are embedded within one of the Di-ploma Architecture Units run by members of the AVATAR research group and encouraged to develop a personal focus and independent research position within the Unit framework.

AVATAR is an acronym for Advanced Virtu-al and Technological Architecture Research,

the AVATAR research group was founded by Professor Neil Spiller in 2004.

The programme is not validated by a profes-sional body and does not provide exemption from the Royal Institute of British Architects (RIBA) Part 2 professional examination or from the Architects’ Registration Board (ARB) Part 2 prescriptions.

The aims of the programme are:

- To develop research concerning the im-pact of advanced technology on architectur-al design, and to contribute on a discussion on issues such as aesthetics, philosophy and cybernetics.

- To concern itself with the technologies of virtuality (exploring fully immersed, mixed and augmented environments); Time based digital media (film, video and animation), Nano and bio technology (micro landscapes and architecture, ethics, sustainability and ecology), reflexive environments and cybernetic systems.

- To posit new aesthetic systems and codes of representation for architecture, interior design, multimedia design and graphic design.

064

065[http://www.gre.ac.uk/stockwell-street ][STOCKWELL STREET DEVELOPMENT ]

University of GreenwichSchool of Architecture,Design and ConstructionMansion SiteBexley Road London SE9 2PQ

Cover image courtesy of Seele Austria GmbH

Drawings on pages 036 - 059 courtesy of Henegan Peng Architects

Thanks to Adele BrooksRoisin Heneghan Bryn Oakley Osborne ConstructionRobert SalmonSeele Austria GmbH

gre_conference&studentguide 2012

Documents

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