NEAPOLIS UNIVERSITY PAFOS SCHOOL OF ARCHITECTURE, LAND AND ENVIRONMENTAL SCIENCES BACHELOR AND DIPLOMA IN ARCHITECTURE HANDBOOK

Transcription

1 NEAPOLIS UNIVERSITY PAFOS SCHOOL OF ARCHITECTURE, LAND AND ENVIRONMENTAL SCIENCES BACHELOR AND DIPLOMA IN ARCHITECTURE HANDBOOK Year 1-3

2 TABLE OF CONTENTS 1. THE VISION OF THE SCHOOL 3 2. PROGRAMME AIM AND OBJECTIVES 3 3. LEARNING OUTCOMES 4 4. PROGRAMME DURATION 5 5. MODES OF TEACHING 6 6. TEACHING AND LEARNING STRATEGY 7 Unified programme empowered by continuous development 7 Course Attendance 10 Class Preparation 10 Class Participation PROGRAMME STRUCTURE AND DELIVERY MODE TIMETABLE FACULTY COURSE DESCRIPTION 165 2

3 THE VISION OF THE SCHOOL The School of Architecture, Land and Environmental Sciences aspires to be an educational and research centre of excellence in architecture, urban and environmental design, real estate and construction management. The programme of Architecture offers a stimulating academic environment focused on the teaching and researching, learning and experimenting architecture, emerged as a manifestation of our social and cultural life, as a regeneration force within the context of nature and the man-made environment, and as an expression of human activity. The philosophy of the School encompasses both professional and educational aspects of the discipline of Architecture, in order to encourage academic rigour and creativity -intellect and imagination-, freedom of inquiry and uninhibited intellectual pursuit, while built a direct sensitivity towards of our surroundings. The location of the School in the UNESCO World Heritage Site of Nea Pafos, in an area immersed in history and culture, supports its commitment to the perception of the environment as the result of the synergy among Culture, Nature and Technology. This triptych offers a new perspective in viewing our world, and therefore directs the School s approach to the natural and the built environment. More analytically, the programme focuses on: a) The integration of issues concerning the environment, from the city and landscape design to the design of bioclimatic and energy-efficient buildings, and sustainable urban and rural districts, b) The awareness of the multi-faceted and crossdisciplinary character of contemporary design, the impact of socio-cultural, economic, political, technological and philosophical factors on built space, and the co-evolution of social issues, building types and forms in the production of space as an integral element of architectural education, and c) Technology as the tool for the materialization of a building that responds to the two first parameters in the production of space. Emphasis is given to environmental and cultural issues, regarding the rich architectural heritage of Cyprus. Traces from the ancient times to colonialism, through medieval and Islamic architecture, are present. Environmental concerns are in the center of the political and cultural debate because of the problems that emerge in our living space by energy waste, pollution, lack of natural spaces in the city, and indifference towards the rich built history of Cyprus. Because of the geopolitical location of Cyprus, in the heart of the arch from North Africa to the Middle East, specific subjects referring to the culture of the neighboring countries are covered mainly through the courses of history of architecture and regional methods and materials of construction. Neapolis University offers a comprehensive programme in architecture, in order to establish a new and contemporary profile of the architect; one who is able to face the new conditions and challenges, but also sensitive to the environmental issues and the local and regional identity. 1. PROGRAMME AIM AND OBJECTIVES BACHELOR OF ARCHITECTURE AND ENVIRONMENTAL DESIGN (BARCH) Architecture is excitingly ever-changing, fuelled by human imagination and creativity. It makes and reshapes our environment, based on the growing demands imposed on the building industry by the continuous transformations in our society, the fast-pace processes of the global economy, the unprecedented advances in technology developments, and the increasing impacts on the environment and our well-being and health. The main aim of the Bachelor of Architecture and Environmental Design is to provide students with a thorough foundation of the many aspects that make up the discipline of architecture, and equip them with academic and professional knowledge, critical skills 3

4 and cognitive independence so that they can adapt, move flexibly and succeed in providing innovative and cutting-edge solutions to any architectural challenges. DIPLOMA IN ARCHITECTURE AND ENVIRONMENTAL DESIGN (DIPARCH) The Diploma in Architecture and Environmental Design program is designed for those who wish to earn a professional accredited degree in architecture. It is a focused, professional degree which qualifies graduates to pursue licensure with the Cyprus Technical Chamber as registered architects and it is open to candidates who have earned the equivalent of a four year undergraduate degree in Architecture. The programme comprises a number of core and elective modules, a studio-based thesis project and dissertation, so that students develop both research and design skills through independent supervised work. An innovative feature of the programme is the ability to select a specialization path that deepens their understanding in one particular area. The course aims, beyond the provision of discipline-specific skills to equip students with generic skills that would allow them to work collaboratively in local and international architectural practices of differing scale, structure and operation, to critically analyze, evaluate, question and engage in informed argument, to communicate ideas effectively, to put forward accurate and persuasive architectural proposals, and to apply ethical, environmental, cultural, aesthetic and technological considerations in architectural practice. 2. LEARNING OUTCOMES Adaptation of the Programme to the National and European Academic Frame BACHELOR OF ARCHITECTURE AND ENVIRONMENTAL DESIGN (BARCH) The programme on architecture studies is designed to fulfil the requirements set by: a) The EU Directive 85/384/EC for architects and the new Directive 2005/36/EC about the recognition of the Professional Qualifications (which is a law of the EU and binds its members since 2007). b) The recommendations of UIA (Union International of Architects) about the skills architects must have to practice as architects. c) The conditions of accession to the profession as they are indicated by the Technical Chamber of Cyprus. According to Article 46 in Directive 2005/36/EC of the European Parliament, by the end of their studies students will acquire: Ability to create architectural designs in all scales, from the building to the landscape and urban design Adequate knowledge of the history of architecture, art and theories of architecture Fine arts abilities which influence the quality of students architectural proposals Adequate knowledge and sensibility on environmental design and bioclimatic architecture, and the skills involved in the planning process Adequate knowledge of conservation and rehabilitation of historical buildings and sites, and respect to the local civilization Ability to translate into an architectural question the way social and cultural life is materialized into space in a critical and creative way 4

5 Ability to translate and communicate the above question into form and space that can satisfy the human needs, the aesthetic preferences, the cultural context, the environmental and technological aspects Understanding of the profession of architecture and the role of the architect in the society, in preparing briefs that take account of social and cultural factors Understanding of the constructional and engineering problems associated with building design Adequate knowledge of physical problems and technologies and of the function of buildings so as to provide them with internal conditions of comfort and protection against the climate Ability to meet building users requirements within the constraints imposed by cost factors and building regulations Adequate knowledge of the industries, organizations, regulations and procedures involved in translating design concepts into buildings Understanding of the methods of research and ability to elaborate a research on various subject areas of architecture Adequate knowledge of the new technologies of space representation and creation of new forms via digital methods DIPLOMA IN ARCHITECTURE AND ENVIRONMENTAL DESIGN (DIPARCH) The Diploma program has been developed to meet the requirements for professional accreditation by the EU and the Technical Chamber of Cyprus. On completion of the program students will have: Acquired specialist knowledge and skills in related fields of study that include Landscape Urbanism, Advanced Design, Bioclimatic and Sustainable Design and Restoration and Preservation Developed their research skills and ability to pursue independent unsupervised research Developed their abilities to work on the design of integrated and complex projects. The ability to work collaboratively with other professionals The Diploma in Architecture and Environmental Design is structured on specialisms so that graduates may, if they wish, follow a master degree in Neapolis University or abroad. The program is also designed considering the EU Directive 2005/36/EC about the skills of the architect, so that the graduates can work to all the counties of the EU. 3. PROGRAMME DURATION BACHELOR OF ARCHITECTURE AND ENVIRONMENTAL DESIGN (BARCH) The Bachelor of Architecture and Environmental Design is a four-year full-time degree that provides students with all the necessary knowledge and skills required to become modern architects. The programme is centred on a series of design studios, theoretical courses, computing labs, modeling classes and workshops for all four years. The Bachelor of Architecture and Environmental Design degree leads to the Diploma in Architecture degree for professional accreditation. 5

6 DIPLOMA IN ARCHITECTURE AND ENVIRONMENTAL DESIGN (DIPARCH) The Diploma in Architecture and Environmental Design is a mandatory one-year full-time degree for students wishing to obtain professional architect s accreditation from the Cyprus Technical Chamber and the EU. The programme allows students to select a particular area of specialization by taking suitable design studios and seminars. Students get trained in research by completing a studio-based thesis project and dissertation. The technical Chamber of Cyprus demands a one-year-long practice period after the Diploma. 4. MODES OF TEACHING The Bachelor and Diploma in Architecture and Environmental Design programmes consists of academic courses that are delivered in design studios, lecture rooms and amphitheatres, computing, research material and structure laboratories. Students have the privilege to work on their individual projects while interact face-to-face with the academic staff, adopt independent learning with supervising academic staff, and work together with the academic staff in research projects and workshops. Face-to-face Students develop their verbal and writing skills through one-to-one and group desk critiques and tutoring, studio presentations and exhibitions. Students learn to work alone on individual projects and in teams delivering group and cross-disciplinary projects. They are taught about architectural issues in lecture rooms and architectural studios; they design by hand and state-of-the-art technology; and learn how buildings are really constructed via reduced-scale modelling and life-size workshops. Independent Learning and Research The BArch and DipArch at NUP offer an attractive combination of a great research setting, excellent teaching and a specialism-oriented environment that suit the aspiring architect. The programme encourages each student to develop their own personal approach to design by asking questions, exploring the unknown and delving in experimentation. It welcomes students who are passionate to invent the future with the new, different, the other. The curriculum is centred on current and new trends and dynamics of the regional and international architectural profession, and adopts the following modes of teaching so that students are able to cope with the challenges of our era, adapt to the changes happening in our natural and built environment and offer innovative and successful solutions: Holistic approach to design based on the synergy among Culture Nature Technology Interdisciplinary collaborations among the academic departments of NUP Student and faculty immersion in a research-oriented environment that uses the district of Pafos and the new university campus of NUP as a living laboratory Student and faculty participation in workshops, competitions and various co-operations with the local authorities, professional organizations and architectural companies, high schools and other local and international universities Computer-Assisted Instruction and Research 6

7 E-learning facilities where students can access instructional materials in text, graphics, audio and video formats and are available online 24/7 5. TEACHING AND LEARNING STRATEGY Unified programme empowered by continuous development The BArch and DipArch programmes are unified into a five-year-programme in architecture and environmental design, with an exit point at four years granting the Bachelor of Architecture and Environmental Design. As a unified program, it is internally organised in three units: Introduction to Architecture, Basic Studies in Architecture and Synthesis and Deeper Study of Architecture. There are about 30 hours of teaching time per week over each 14-week teaching semester.this organisation aims to ensure a cohesive education and the conditions for the development of research interests and specialisations that can be developed after the Diploma, through research or postgraduate studies. Each unit is differentiated in its teaching goals and therefore in the methods of teaching. Introduction to Architecture The goal of the first unit (semesters 1-2), is to introduce the student to architectural and spatial thinking, equip him/her with the basic skills and convert the graduate of the secondary school to an aspiring architect. Basic Studies in Architecture During the second unit (semesters 3-6), the students will face the problems, issues, knowledge and practices which are at the core of the architectural education. They will shape a basis on which they will organise their personal choices and specialisations and their specific interests in architecture. Synthesis and Deeper Study of Architecture In the third unit (semesters 7-10), students are encouraged to synthesise the knowledge and the skills acquired so far. It attempts to go deeper in architectural design, in technology and new materials, in theories of architecture, and in the cultural and environmental dimensions of architecture. During this period, students are expected to formulate a specialisation according to their personal interests, which will be mapped in the selection of an elective studio (9 th semester) and the subject of their diploma thesis. BACHELOR OF ARCHITECTURE AND ENVIRONMENTAL DESIGN (BARCH) The goal of the BArch programme is the education and not the instruction of the architect. The evidence is the broad spectrum of the core subjects that are incorporated in the programme, such as humanities, bioclimatic architecture amd environmental design, sustainable development and landscape urbanism, historic restoration and reuse, new materials and technologies, advanced digital design and structural systems. It also contains subjects related to the professional practise such as design and building construction and management. All subjects are grouped in the following thematic areas: 7

8 The Architectural Design Studios (S): The structure of the programme aims to highlight the Studio environment as the main field of knowledge on architectural synthesis. To fulfil this goal, each semester is devoted to a major Studio with a specific subject, with which most of the courses of the same semester are strongly interrelated. The Studio teaching staff is supported by the active participation of teachers of relative courses. The teaching hours for each major studio are 8-10 hours per week (divided in 2 days, with 4 or 5 hours each). The core skill of an architect is design, therefore the Design Studio is at the heart of the program, with theoretical, technical and contextual studies underpinning and informing design. The Studios respond to contemporary events and issues. Each studio approaches architecture from a different specialized position, including Architectural design, Urbanism, Landscape, the Historic City and Bioclimatic Architecture. The Design Studios are structured to help students develop an iterative approach to design. Studios are supported by courses in Theory and History, Technology and Means of Representation. The design studios are paired with courses that develop technical skills, expand students working knowledge of material and constructive methods and explore design theory and history. Studios further develop students collaborative abilities. The studio course is taught in small research groups and is the primary integrative performance arena for architectural studies, and within which the results of studies in other areas of the curriculum are made manifest. Students carry out analytical, synthetic and critical judgment exercises throughout each semester as they conduct research and develop design proposals. Technology (T): Technology can do without architecture, but architecture cannot do without technology. The unit of Technology covers all the requirements of the materiality of the building. Its aim is to give students the possibility to also think about the construction when they design the architectural form, to be able to select and use materials and methods of construction in a creative and informed manner. An additional goal is the understanding of environmental architecture, energy-conscious design and the principles behind viable sustainable developments, along with experimentation and creative use of new materials and emerging technologies in the field. The program emphasizes the investigative nature of building technology and its potential application in real projects. Technology is taught as a tactile and inventive subject, where the workshop, studio and lecture space are interwoven places for its development and understanding. Over the first three years the Technology courses increasingly stress the interactive nature of design and the place of technical realization in the process. The fourth year (semesters 7 and 8) design studio is the peak of the process, where during the spring semester students are asked to answer the construction problems of the project they designed during the autumn semester. The technology component is taught through lectures, seminars, design exercises, laboratory work, visits to worksites and discussion with practitioners. Professional Practice is supported by two lecture series. All students will be expected to make a written submission at the end of each series. History & Theory (H&T): The History and Theory modules include all the subjects examining the relationship between architecture and the human being through a variety of approaches; the ideas about architecture 8

9 (Theories of Architecture), the ways the socio-cultural, economic and political peculiarities are materialized in space (Sociology) and the practices used to create space (History of Architecture and Art), but also the people s perception of the urban space (Environmental Psychology). Students learn to investigate and read the similarities and differences that define the rich in history and multi-cultural society of Cyprus and of the Mediterranean basin, in order to creatively translate this knowledge in spatial configurations. Cultural notions are to be constantly present in the design studio and the theoretical courses, in order to enrich design with questions regarding human activities and civilizations. The goal of these modules is to assist a socially sensible approach to architecture through which students will be able to conceive the socio-cultural dimension of architecture. Students should critically perceive the co-evolution of design and development strategies and the wider socio-cultural, economic and environmental processes of shaping buildings, neighborhoods, public spaces and cities, which constitutes the architect s social role, in order to respond to the people s demand and perceive the collective and the individual that exist in a multi-cultural society. Changes and evolutionary processes in environment, urbanism and architecture will be viewed through the understanding of changes in cultural, philosophical, scientific, political and economical theories and realities of the different epochs. This unit aims to render that knowledge operational in the design process. That is why a great part of these modules assists the studio modules and enriches the design process with questions and ideas about the human being and the civilisations. The History and Theory courses are conducted through lectures and seminars. The Means of Representation (Media, M): The fourth subject area is Media and refers to all means and tools of representation an architect may employ in order to create architectural forms and communicate them to people. It covers all the possible means of design as speech, sketch, color, painting, model, photography, digital means, etc. The courses are those of Fine Arts, geometrical representation and digital means. The computer is essential for the description and realization of the built environment. Computer-aided design and allied digital media comprise an invaluable medium of expression, the exploration of which is transforming both the practice of design and the environment it creates. The teaching of this module runs through the main contemporary techniques of the three-dimensional space representation, with an emphasis to digital means in the design and the production of the built space. It also tends to broaden the scope of these applications to all possible forms of expression (speech, picture, sketch, sculpture, drawing, digital means, etc). Students are expected to find a field of self expression in the architectural creation but also a tool of their own world discovery. The teaching method is primarily hand-drawn and computer-based tasks. Professional Practices (PP): The courses of Professional Practices are offered during the fourth year of study and provide an introduction to the professional and commercial factors that shape the environment. Further professional input is provided by the design tutors who can bring their knowledge and experience to the design studios. The teaching method is mainly lectures from the teaching staff and external experienced professionals and visits to worksites and architects offices. The subject-matter is the students familiarisation with the organisation of an architectural project, the organisation and management of the worksite, the 9

10 institutional framework that controls the profession of the architect in Cyprus and other countries of the European Union. Elective Courses (EL): The elective courses respond to the particular interests of students, leading them to specialization and/or to further studies in Cyprus or abroad. The students can choose to specialize in architectural design, bioclimatic architecture, restoration-rehabilitation of historic buildings and sites, landscape or urbanism. The courses on offer cover a wide range of subjects from the units of architectural design, technology, sociology, history and theory, and environmental issues. The courses are taught through lectures and seminars. DIPLOMA IN ARCHITECTURE AND ENVIRONMENTAL DESIGN (DIPARCH) Teaching and learning methods vary across modules but the core learning environment in the first semester of the Diploma degree is the design studio around which related modules are organized to support the integrated development of knowledge, skills and professional practice. The second semester is devoted to the Diploma Thesis and the Dissertation. A significant feature of the Diploma is that acquisition of knowledge and skills is based not only on the traditional mixture of lectures, seminars, study visits, case studies, debates, reviews, design tutorials but also on independent design and research work outside the classroom and the studio so that students develop an independent learning ability. The programme offers a large forum for the development of specialized, individual research projects, aided by the School staff, its infrastructure and its unique setting in Neapolis, Pafos and Cyprus in general, as the center of the wider Eastern Mediterranean basin. Course Attendance Each module is assessed individually, through evaluation of the design work, through coursework, such as submission of reports and presentations, and through formal written examination. The Dissertation and the Thesis of the DipArch degree draw together the different elements of accumulated knowledge and enable students to develop as independent practitioners. The semester system requires examinations to be taken at the end of each teaching period. Students are required to attend all sessions of every course. Attendance at all class sessions is essential to maintain academic quality and to benefit from as well as contribute to the dynamic learning environment of the class. If an emergency situation or illness occurs, students must contact the course professor prior to missing a class session. In addition, students should also notify the course office of any absence. Please be advised that absence from class may negatively impact a course grade, and excessive absences may affect a student s eligibility to continue in the programme. If the excessive absence is confined to a single course or course pairing, the student may be required to repeat the course(s) at his/her own expense. Class Preparation Preparation means that students read the materials, consider the critical issues raised during the desk critiques, discussion sessions and presentations, and carry out the appropriate analysis and corrections in order to arrive at and provide support for their thoughtful position. Preparation involves developing a personal position and contributing to fruitful exchange of ideas. Unless students have 10

11 thought about and developed a personal position, it is difficult to learn from others contributions to the class. Class Participation For the learning process to be effective, students will need to participate actively during every class. Only by actively participating in class discussions they will sharpen their own insights and those of their classmates. They will learn the content of the course and, just as important, the process of analysis and implementation that is critical to successful strategic management. The expectations are that students analyze, comment, question, discuss, and build on others contributions. Participation enables students to learn from their colleagues. 6. PROGRAMME STRUCTURE AND DELIVERY MODE BACHELOR OF ARCHITECTURE AND ENVIRONMENTAL DESIGN (BARCH) The Bachelor of Architecture is a four-year degree and comprises a total of 240 ECTS points. Unit 1: Introduction to Architecture In the first year of their study, students gain knowledge, skills and experience. They have the opportunity to develop their architectural creativity through design projects. The emphasis is on helping them to develop a way of thinking, working and designing as an individual designer with an understanding of spatial experience. They learn to think in three dimensions and to scale by sketching, drawing and modeling their ideas both digitally and by hand. The objective of this unit is to develop the architectural thought of the students, that is to acquire eyes that see space. The courses are organized around a combination of design studios, history and theory courses and technical and media of representation studies. ARCH S01 ARCH T01 SEMESTER 1 ECTS SEMESTER 2 ECTS The fundamentals of architecture: elements and forms Materials and Methods of Construction I 12 ARCH S02 The fundamentals of architecture: the private realm (the dwelling) 12 3 ARCH T10 Structural Systems II 3 ARCH T02 Structural Systems I 3 ARCH T04 Methods of Construction II 3 ARCH History of architecture and art 3 ARCH History of architecture and art 3 H&T01 (antiquity) H&T02 (2nd-18th c.) ARCH M01 Representations of Space I 3 ARCH M03 Representations of Space II 3 ARCH M02 Free hand drawing 3 ARCH M05 Volume Metamorphoses 3 PEPS 100 Language and Communication Skills 3 PEPS 100 Language and Communication 3 Skills

12 Unit 2: Basic Studies in Architecture In year two, skills acquired in the first year are developed more fully and applied in a series of design projects of increasing complexity. The technology of building becomes an inherent part of each design. The design tasks require the resolution of more complex problems and on greater scale, and theoretical issues raise questions about the architectural expression of the public domain. The third (3) semester (autumn) has as specific issue the public domain via the design of a small scale public building, while the fourth (4) semester (spring) is focused on Urban design and Bioclimatic architecture. SEMESTER 3 SEMESTER 4 ARCH S03 Architectural design: the public 12 ARCH S04 Bioclimatic architecture 12 realm (a small scale public building) ARCH Seminar on Public Realm 3 ARCH Seminar on Bioclimatic 3 H&T10 H&T11 Principles ARCH T05 Methods of Construction III 6 ARCH S05 Urban design 9 ARCH T06 Building services 3 ARCH T07 Building Physics 3 ARCH T03 Reinforced Concrete Structures 3 ARCH H&T02 ARCH M04 Representations of Space III- 3 Digital Design History of architecture and art (2nd-18th c.) In year three students define the concept of contemporary architecture and establish their theoretical position through a variety of projects. During the fifth semester the main issue is restorationrehabilitation, while the sixth semester focuses on urban planning and Landscape design. In parallel with the studio work, courses in History and Theory, Technical and Media Studies are taught. Each of these makes a valuable contribution to the studio work but is examined separately. 3 SEMESTER 5 ECTS SEMESTER 6 ECTS ARCH S06 Conservation-rehabilitation of 12 ARCH S08 Landscape architecture 12 historic buildings and sites ARCHH&T History and Theory of 3 ARCH History of Architecture and Art 3 12 Conservation H&T04 in the Mediterranean Basin ARCH S11 Architectural Design:a Public 9 ARCH T09 Advanced Methods of 6 Building Construction and New Materials ARCH History& Theory of Landscape 3 ARCH S07 Designing for the Historic 9 H&T13 Architecture Continuity ARCHM06 Computational Design TIMETABLE Both the BArch and the DipArch degrees are full-time academic courses, which require whole days to be invested. The teaching hours for each major studio are 8-10 hours per week (divided in 2 days, with 4 or 5 hours each). The teaching hours for the courses of History & Theory, Technology, Means of Representation, Professional Practice and Electives vary from 2-4 hours, once a week. There are morning, afternoon and evening classes, which are mainly held in the University campus. Nevertheless, several specialized courses require regular site visits and trips to various locations in the 12

13 area of Pafos. Depending on the site selected for the main project of the design studios, field trips to the greater area of Pafos district and Cyprus in general may be scheduled. 8. FACULTY Prof. Cleopatra Karaletsou, Professor of Architecture and Director of the BArch and DipArch programmes Prof. Karaletsou has obtained her Diploma of Architecture from Aristotle University of Thessaloniki (AUTH), and her postgraduate degree in Urban Sociology from Universite Catholigue de Louvain-La- Neuve, Institut des Sciences Politiques et Sociales in Belgium. She has 40 years teaching experience at the Aristotle University of Thessaloniki where she taught numerous architectural design studios and theoretical courses centred on architecture and its relation to humanities. She has published several articles in the area of urban public space, such as transformations of urban space and city cores, dichotomies of public and private space, social and cultural theories of urban space and the anthropology and sociology of the home. She has been a member of the Architectural and Urban Design group IKTINOS-Consulting Engineers for thirty years, during which she designed many public buildings in Greece and was honoured with first prizes in Greek Architectural Competitions. The majority of the buildings she designed have been constructed, published and presented in public. Dimitris Antoniou, Architect, MA., Int l Assoc. AIA Architect, NTU of Athens (1989). MArch in the Urban Landscape, USC, Los Angeles (1991). Junior Designer in firms in Athens and Los Angeles ( ). Set Designer, MCA/Universal Studios, Hollywood. (1992-3). Partner, Theros Architecture (1994-8). Collaborator, Kisho Kurokawa & Associates. Two first, two fourth prizes and four commendations in Panhellenic and European architectural competitions. PhD candidate scholarship (1997). Adjunct Assistant Professor in Architectural Design and Construction Technology at Univ. of Patras (2001-4, ), and at Univ. of Thrace (2005-6). Lecturer, Drury Univ. Center, Greece (2007). Elected as tenure-track Assistant Professor of Bldg. Design, School of Architecture, Univ. of Patras (2010). Co-founder, ONOFFICE environmental architecture, Athens (1998-today). Designer of a variety of projects. (Public, Residential, Offices, Cinemas, Shops, etc.) Member of the Technical Chamber of Greece, Architectural Association of Greece, Do.Co.Mo.Mo., Int l Assoc. AIA. Ms. Evanthia Dova, Lecturer in Architecture Ms. Evanthia Dova has obtained her Bachelor of Architecture from the Aristotle University of Thessaloniki (AUTH), and her Master s degree in Architecture from the Yale University School of Architecture, U.S.A. She has worked as an architect in Greece and the U.S. and as a lecturer at the Aristotle University of Thessaloniki and the Technical University of Crete. Her publications include essays on environmental and healthcare design, and she has co-edited books on architecture and transparency and the documentation and management of monuments. She is a PhD candidate at the Aristotle University of Thessaloniki, researching the relationships between recent urban developments, residential design and the re-structuring of the image of home. 13

14 Ms. Angeliki Sivitanidou, Lecturer in Architecture Ms. Angeliki Sivitanidou has obtained her Bachelor of Architecture and Bachelor of Fine Arts from Pratt Institute and the University of North Carolina at Charlotte, USA. She also completed her Master of Philosophy in Bioclimatic Architecture and Environmental Design at the University of Sheffield, UK. Ms Sivitanidou is a PhD candidate at the University of Sheffield and a practising chartered architect (RIBA) in the UK, Greece and Cyprus. She has worked in several multi-national architecture companies abroad as a senior architect and a sustainability consultant and was awarded international and national first prizes for her work. She taught as a lecturer at Frederick University in Nicosia while continued her research on zero-energy residential design, thermal performance and energy-efficiency of buildings, sustainable development and environmental design, and traditional bioclimatic architecture of the Mediterranean basin. Dr Giorgos Artopoulos, Lecturer in Architecture Dr. Giorgos Artopoulos holds a Master of Philosophy in Architecture and the Moving Image (University of Cambridge, UK, 2004) and a PhD conducted at the Department of Architecture, University of Cambridge ( ). He has taught and lectured at the Department of Architecture, University of Cambridge, the School of Media Arts, Catholic University of Porto (Portugal), Goldsmiths College (University of London, UK), Manchester School of Architecture (University of Manchester), the Architectural Association (London), ENSA Paris-Malaquais and other Universities. He conducted research at the Universities of Melbourne, Cambridge and Aristotle University of Thessaloniki. His design work was presented in books, international exhibitions [Czech National Gallery (Prague), 'Computational Turn in Architecture', MAV (Marseille), Hong Kong and Shenzhen Bi-City Biennale of Architecture and Urbanism, the 'Biennale of Young Creators of Europe', 'La Biennale di Venezia' (Venice), the Royal Institute of British Architects (London), the British Council (Brussels)] and academic conferences. Dr John Bellos, Assistant Professor of Structural Design and Construction Technology Dr Bellos has a Ph.D. in Structural Engineering and an MSc in Mechanical Engineering from SUNY at Buffalo, New York. He has served for several years as Director of Research and Development for Pi-Systems International. He has also worked as Computer Lab Instructor and Director of the Mechanical Systems Lab in Department of Mechanical & Aerospace Engineering at S.U.N.Y at Buffalo. Dr Bellos has several publications in academic and industry publications in the area of structural dynamics and controls. 14

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16 9. COURSE DESCRIPTION 16

17 ARCHS01 FUNDAMENTALS OF ARCHITECTURAL DESIGN: ELEMENTS AND FORMS AIMS AND OBJECTIVES The aim of this studio is to introduce students to the fundamental concepts of architectural design. Students are introduced to the concept of indoor and outdoor space, means of representation, the tectonic making of buildings, scale and analogy and the fundamental building types. In the design education and design professions, message (design) and language (graphics) are so interrelated that they cannot be separated. The aim of this course is to provide students with the language tools that are essential to visual communication methods in the design process. Furthermore, the course provides the fundamental graphic (2D) presentation media and reproduction modelling methods, in combination with the written word to facilitate students in presenting their architectural designs clearly and accurately. The syllabus consists of a series of design case studies that the students study. The syllabus varies from year to year depending on the instructor. LEARNING OUTCOMES On completion of this module, students will: Be familiar with the basic vocabulary of architecture. Be introduced to the basic tools for the communication and representation of an architectural idea/project. Have enhanced their skills in the reading and production of architectural drawings (plans, sections, facades, axonometric drawings). Have honed their ability to analyze, synthesize and express an architectural idea. Develop the ability to express a primary synthetic idea about space. Understand the principles of form, space and order in the natural and man-made environment. Understand the importance of scale and proportion. Utilize various drawing and modelling media. Understand the role of different representation media in the conceptualisation and development of an idea and its manifestation in architectural design. Use the information model exercises provide, to develop further a design proposal and perceive more clearly and accurately the three-dimensional space. SYLLABUS CONTENT This course introduces students to form and space and the principles that guide their ordering in the built environment. It focuses on drawing as a translation from three-dimensional form and space to two-dimensional representation. It explores a full range of drawing techniques, materials, and imagemaking strategies, all non-digital media. It fortifies the use of drawing in the architecture studio practice, through a multidisciplinary understanding of freehand drawing, in the context of both art and architecture. 17

18 The following topics will be covered in the class: Comprehension of key architectural principles (geometry, analogy, volume, scale, balance, structure, symmetry, transparency, solid/void, private/public, built/open space, divided/freeflowing space, light, movement/stasis, materiality). Understanding and using architectural/ spatial terms and language. Understanding and using anthropometrical data. Basic structural and constructional principles. Composing architectural drawings (line drawings and free-hand sketches). Making working and presentation models. Exploring representation media and presentation methods. The course ARCH M04 Architectural Design and Modeling, has been integrated into this module. Conventional architectural drawing (design and construction set of drawings). Perspective and axonometric drawing. Diagramming and conceptual sketching. Drawing and modeling at different scales and level of detailing (mass models vs. detail models). Presentation media and techniques. Modelling materials, tools and methods. TEACHING AND LEARNING METHODOLOGY This is a studio-based module with introductory lectures, individual and group tutorials, private study and design work. Students develop work through self-directed learning, and through tutor consultation. Students will be expected to consult regularly with tutors and present their work to staff, other students and invited critics at periodic reviews. Final designs will be presented orally and using multi-media techniques in open forum. Tutors provide feedback at tutorials and reviews. The studio is supported by ARCHM01 Means of Spatial Representation I and ARCHM02 Free Hand Drawing. ASSESSMENT The module will be assessed by a number of design projects that the students need to complete in order to pass the module. There is no written examination for this module. PRIMARY READING Ching, D.K. Francis, (2007), Architecture, Form, Space and Order. Wiley, (3 rd edition). Ching, D.K. Francis, (2009), Architectural graphics, Wiley, (5 th Edition). Hertzberger, Herman, (2005), Lessons for students in architecture. 010 Publishers. SUPPLEMENTARY READING Ching, D.K. Francis, (1995), A Visional Dictionary of Architecture, Wiley. Cook, Peter, (2008), Drawing. The motive force of architecture. Wiley. 18

19 Krier, Leon, (2009), Drawing for Architecture. MIT Press. Mills, B. Criss. (2005), Designing with Models. Wiley, (2 nd edition). NTUA, School of Architecture (2002), Εισαγωγή στην Αρχιτεκτονική Σύνθεση I (Introduction to Architectural Synthesis I), NTUA Press (in Greek). Rasmussen, Steen Eiler (1959), Experiencing Architecture, The MIT Press. Yee, Rendow, (2007),Architectural Drawing. A Visual Comprehendium of Types and Methods. Wiley. 19

20 ARCH S02 FUNDAMENTALS OF ARCHITECTURAL DESIGN: THE PRIVATE REALM (DWELLING) AIMS AND OBJECTIVES This architectural design course concerns the investigation of the private realm, notably the dwelling. It answers the questions of how people and their needs generate special requirements, and how these requirements are materialized in space, using the basic vocabulary and syntax of architecture presented during the Studio S01. Students are asked to design a single-family house at a specific site. The dwelling is investigated in terms of social, cultural and formal value. Students work with a specific scenario for the family that will live in the dwelling: its socio-cultural position, its structure and the specific interests of each member. Site and context will also play an important role into the design process, together with the choice of materials and construction as integral elements of form. The Studio brings together the skills acquired so far. LEARNING OUTCOMES On completion of the module students will have: A developed ability to formulate spatial requirements and apply basic organizational and structural principles in order to meet them. The capabilities to collect information, analyze and think critically, compose and inform a building programme. An understanding of the reciprocal influence between architecture and society - an awareness of the variety of needs, values, cultural and behavioural norms and patterns that distinguish different social, cultural, religious groups and the social responsibility of the architect. SYLLABUS CONTENT Idea, Concept, Parti- developing an idea into space. Issues of typology and function. Understanding the notion and function of programme. Anthropometrical data on residential design. Understanding closed/ open/ semi-open spaces, private, public and communal spaces. Spatial experience and materials. Introduction to iconic residences building analysis. Human patterns of occupancy and settlement - traditional and contemporary living patterns and their spatial manifestation. Introduction to gender-related issues. Theoretical issues on the influences among society, economy, culture and architecture - the construction of home. Integration of site constraints in the programme and the architectural proposal. TEACHING AND LEARNING METHODOLOGY This is a studio-based module with introductory lectures, individual and group tutorials, private study and design work. Students develop work through self-directed learning, and through tutor 20

21 consultation. Students will be expected to consult regularly with tutors and present their work to staff, other students and invited critics at periodic reviews. Final designs will be presented orally and using multi-media techniques in open forum. Tutors provide feedback at tutorials and reviews. The studio is supported by ARCHM03 Means of Spatial Representation II. 3-d exercises will be done before the final project (a small-scale house). ASSESSMENT The module will be assessed by a number of design projects that the students need to complete in order to pass the module. There is no written examination for this module. PRIMARY READING Davies, Colin (2006), Key Houses of the 20 th Century: Plans, sections and elevations, Laurence King Publishing. (2010), 21 st Century Houses, Robyn Beaver and Images Publishing. SUPPLEMENTARY READING French, Hilary, (2006), New Urban Housing. Laurence King. PRP Architects, (2007), Place and Home. The search for Better Housing. Black Dog Publ. New Concepts in Housing, AD, Links. Friedman, Alice (1998), Women and the Making of the Modern House. A Social and Architectural history, Harry N. Abrams Inc. 21

22 ARCH S03 THE PUBLIC REALM: A SMALL-SCALE PUBLIC BUILDING AIMS AND OBJECTIVES This course is about a small-scale architectural project that builds upon the experiences of the previous two semesters. Context, both physical and social are connected to the design process. Students are asked to translate their investigations on public space into a problematic that will inform the building programme. The technology and materiality of the building becomes an inherent part of the design. Placing the building into its surroundings is also taken into consideration. The aim of the studio is to understand and manipulate the interplay of all issues that preoccupy the architect during the design of a project. LEARNING OUTCOMES On completion of the module students will have: A developed ability to face more complex architectural programmes and approach the specific parameters of a public building design. An understanding of the broader effects of a public building on the site, its immediate surroundings and its wider area. The ability to gather information and think critically in terms of building programme, volume and morphology, landscape and urban space. A comprehension of the importance of site and context the influence of formal principles as insights to design and their potential meaning. A comprehension of the socio-cultural effects on a design project. Further development of their design and presentation skills. SYLLABUS CONTENT Research, analysis and programme formation. Introduction to diagram. Issues of public space. Theoretical approaches and realized projects. Issues of spatial control; access and prohibition. Public building typologies and morphological considerations. Access, circulation, parking. Co-existence of diverse scales and various user groups in a single project. TEACHING AND LEARNING METHODOLOGY This is a studio-based module with introductory lectures, individual and group tutorials, private study and design work. Students develop work through self-directed learning, and through tutor consultation. Students will be expected to consult regularly with tutors and present their work to staff, other students and invited critics at periodic reviews. Final designs will be presented orally and using multimedia techniques in open forum. Tutors provide feedback at tutorials and reviews. 22

23 ASSESSMENT The module will be assessed by a number of design projects that the students need to complete in order to pass the module. There is no written examination for this module. PRIMARY READING Broto, Eduardo, (2009), Contemporary Architecture, Links. Jodidio, Philip, Public Architecture Now, Taschen. SUPPLEMENTARY READING Clark, Roger H. and Pause, Michael (2005), Precedents in Architecture: Analytic Diagrams, Formative Ideas, and Partis, 3 rd edition, Wiley and Sons. Weston, Richard (2004), Key Buildings of the 20 th Century: Plans, sections and elevations, Laurence King Publishing. 23

24 ARCHS04 BIOCLIMATIC ARCHITECTURE AIMS AND OBJECTIVES The main objective of the course is for students to produce architectural solutions that meet the needs of the present, without compromising the ability of future generations to meet their own needs. In this regards, this studio adopts a bioclimatic approach to the design of buildings that takes advantage of the regional (macro) and local (micro) climatic and characteristics of a site, in order to optimise the thermal performance of buildings, to minimize energy loads, decrease dependency on conventional fossil energy sources and introduce the use of renewable sources of energy. The course aims at adopting bioclimatic techniques for passive heating and cooling, natural ventilation and daylighting in order to develop a comprehensive architectural design/proposal. The studio project will research and design an environmental building, aspirating for realization in the future University Campus, encouraging input from professionals in construction-related fields. LEARNING OUTCOMES On successful completion of the module, students will: Understand the physical phenomena and climatic changes and their influences on the built environment. Learn the viability and feasibility requirements for a bioclimatic building. Be able to make and assess design propositions, from a bioclimatic design and sustainability perspective. Learn to utilize bioclimatic design principles and develop and apply construction methods and technologies to provide better, more energy-efficient and economic solutions to conventional architectural proposals. SYLLABUS CONTENT Ecologic systems and concepts of energy, given by Nature and Gentle Architecture. Energy issues: conventional and alternative renewable energy sources. Human thermal comfort, climatology and microclimate resources and analysis. Solar energy: principles of solar energy, solar geometry and shading, radiation and evaporation, passive gain and loss systems, passive solar heating and daylighting. Wind energy: passing cooling and natural ventilation. Geothermal energy: mass effect and earth shelter. Site planning, building massing and orientation, building layout. Form, structure and envelope details, fenestration, thermal storage and greenhouse effects. Passive heating and cooling techniques and mechanical systems. Insulation and waterproofing techniques using natural materials and/or inspired by Nature s processes. 24