School which will be responsible for management of the module
Kent School of Architecture
Start date of the module
The cohort of students (onwards) to which the module will be applicable
The number of students expected to take the module
Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
AR533 Urban 2; no consultation required.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M])
The number of credits which the module represents
45 (22.5 ECTS)
Which term(s) the module is to be taught in (or other teaching pattern)
Prerequisite and co-requisite modules
The programme(s) of study to which the module contributes
BA (Hons) Architecture
The intended subject specific learning outcomes. By the end of the module a student will be expected to have acquired:
An ability to prepare and present building design projects of diverse scale, complexity and type in a variety of contexts, using a range of media, and in response to a brief
An ability to understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project
An ability to develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of its construction and the needs of the user
Adequate knowledge of the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach
Knowledge of how the theories, practices and technologies of the arts influence architectural design
Knowledge of the creative application of such work to studio design projects, in terms of their conceptualization and representation
Knowledge of theories of urban design and the planning of communities
Knowledge of the influence of the design and development of cities, past and present on the contemporary built environment
Knowledge of current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these to design development
The skills to prepare designs that will meet building users’ requirements and comply with UK legislation, appropriate performance standards and health and safety requirements
Knowledge of the fundamental legal, professional and statutory responsibilities of the architect, and the organizations, regulations and procedures involved in the negotiation and approval of architectural designs, including land law, development control, building regulations and health and safety legislation
Knowledge of the professional inter-relationships of individuals and organizations involved in procuring and delivering architectural projects, and how these are defined through contractual and organizational structures
Knowledge of the basic management theories and business principles related to running both an architect’s practice and architectural projects, recognizing current and emerging trends in the construction industry
The intended generic learning outcomes.By the end of the module a student will be expected to have acquired:
The ability to generate design proposals using understanding of a body of knowledge, some at the current boundaries of professional practice and the academic discipline of architecture
The ability to apply a range of communication methods and media to present design proposals clearly and effectively
Knowledge of the context of the architect and the construction industry, and the professional qualities needed for decision making in complex and unpredictable circumstances
The ability to identify individual learning needs and understand the personal responsibility required for further professional education
A synopsis of the curriculum
This module, the final one of the programme, engages students in the design of a building in an urban centre. In lectures and seminars, it deals with distinctive urban plans in the contemporary world, as well as a consideration of their historical provenance. The design exercise seeks to locate a complex building type, of mixed social use, within a developed urban fabric. The module assesses a student’s capabilities, skills, knowledge and understanding that are brought to bear on such a design. The key design skill to be demonstrated is the integration of the conflicting demands surrounding a proposal that successfully balances the requirements of client, user and the public with the cultural, technical and environmental pressures encountered. As the final statement of student competence, the design will be expected to successfully demonstrate critical and reflective awareness of process across a wide range of indicators, including awareness of fine art theories and methods of production as applied to building. The outputs required will comprise a fully designed building proposal, with an accompanying report. The report component will comprise design studies and a technical analysis of the building and its systems, responding to a targeted lecture series. They will also produce a building assessment from the perspective of a professional practice, management & law lecture series, and generate appraisals of the building as though it were a live project, in terms of appointment, procurement, planning permission, statutory permissions and cost.
Indicative Reading List
Adria, Miquel, et al. 2005 10x10 2: 100 Architects, 010 Critics. London: Phaidon.
Bloomer, Kent C., Moore, Charles Willard, Yudell, Robert J. 1978. Body, Memory andArchitecture. New Haven and London: Yale University Press.
Hall, Peter. 1998. Cities in Civilisation. London: Weidenfeld and Nicholson.
Ibelings, Hans. 2002. Supermodernism. Rotterdam: Nai.
Rowe, Colin and Koetter, Fred. 1978. Collage City. Cambridge, Mass: MIT.
Sennett, Richard. 2003. Flesh and Stone: The Body and the City in Western Civilization.Harmondsworth: Penguin.
Weston, Richard. 2003. Materials Form and Architecture. London: Laurence King.
Zumthor, Peter. 1998.Architektur Denken. Baden, CH: Lars Müller.
Bentley, Ian, Alcock, Alan and Murrain, Paul and McGlynn, Sue and Smith, Graham. 1985. Responsive environments: a manual for designers. Architectural Press.
Bizley, Graham. 2007. Architecture in detail. Architectural Press.
Borer, Pat and Harris, Cindy. 1998, 2008. The whole house book (3rd edition). Machynlleth: The Centre for Alternative Technology (CAT).
BRECSU Building a sustainable future: homes for an autonomous community. 1998. General Information Report 53. BRECSU (GIR53)
Broome, Jon. 2007. The green self-build book: how to design and build your own eco-home. Green Books
Brown, Lance J and Dixon, David and Oliver, Gillham. 2009. Urbandesign for an urban century: placemaking for people. John Wiley.
Chambers, Nicky and Simmons, Craig and Wackernagel, Mathis. 2000. Sharing nature’s interest: ecological footprints as an indicator of sustainability. London: Earthscan.
Department for Communities and Local Government. 2006. Code for sustainable homes: a step-change in sustainable home building practice. London: Department for Communities and Local Government.
Department for Communities and Local Government. 2007. Code for sustainable homes: technical guide. London: Department for Communities and Local Government. Available only as an on-line document at: http://www.planningportal.gov.uk/uploads/code_for_sustainable_homes_techguide.pdf
Hawkes, Dean. 2007 The environmental imagination. Routledge/Taylor and Francis.
Horden, Richard. 2008. Microarchitecture. London. Thames and Hudson.
Hyde, Richard. 2007. Bioclimatic housing. Earthscan.
Lechner, Norbert. Heating Cooling & Lighting – Sustainable Design Methods for Architects (3rd ed). Wiley.
Chapell, D., Understanding JCT standard building Contracts (Spon: London, 2003)
Green, R., The Architect’s Guide to Running a Job (Architectural Press, London, 2001)
Harper, R., A Student’s Guide to the First Year in an Architect’s Office (RIBA: London)
Soulsby, Business Law (McGraw, 1989)
Speaight, A., The Architect’s Legal Handbook (Architectural Press: London, 2004)
Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
What you do
How long you do it for
How this relates to
the learning outcomes
of the module
Lecture course on technology & Environment
1 hour each x 6
= 6 hours
12: B C O R S T U V W
13: A C
Lecture course on Management Practice & Law (Lectures & Seminars)
10 of each
= 20 hours
12: I, L, Q, X, Y, Z, AA, BB, CC
13: A, D, E
Lecture course on design
1 hour each x 6
= 6 hours
12: C, D, E, F, G, H, K,
13: A B C D
Private study and background reading on
Group tutorials on development of design proposal
2 hours each x 10
= 20 hours
Crits: final and interim
6 hours each x 4
= 24 hours
Total Module hours = 450
Assessment methods and how these relate to testing achievement of the intended learning outcomes
Students will demonstrate:
(Report & Project)
12: A, C, D, E, F, G, H, I, K, M, O, P
13: A, B, E
Environment & Technology 15%
(Report & Project)
12: B, C, J, O, R, S, T, U, V, W
13: B, C
Professional Practice 15%
12: I, L, N, Q, X, Y, Z, AA, BB, CC
N.B. Assessment is based on submission of a report and the project.
Implications for learning resources, including staff, library, IT and space
A similar module has been taught for a number of years and is adequately resourced. It has been assessed though examination, and the change to embedded report assessment sill be simple to implement, with benefits of increased synergy and coordination.
The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed.
Campus(es) where module will be delivered1
If the module is part of a programme in a Partner College or Validated Institution, please complete the following:
Partner College/Validated Institution
University School (for cognate programmes) or Faculty (for non-cognate programmes) responsible for the programme
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate): "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"