taught master of philosophy in architecture and urban ... · challenges the conventional practices...

TAUGHTMASTEROFPHILOSOPHYINARCHITECTUREANDURBANDESIGN:

PROJECTIVECITIES

PROGRAMMEGUIDE2018/19

TAUGHTMASTEROFPHILOSOPHYINARCHITECTUREANDURBANDESIGNPROJECTIVECITIES

ARCHITECTURALASSOCIATIONGRADUATESCHOOL36BEDFORDSQUARELONDONWC1B3EST:+442078874000F:+442074140782W:http://projectivecities.aaschool.ac.ukProgrammeStaffDrSamJacoby ProgrammeDirectorDrPlatonIssaias ProgrammeDirectorDrMarkCampbell CourseMasterDrHamedKhosravi CourseMasterSpyrosEfthymiou DesignStudioConsultantExternalExaminerProfDrKatharinaBorsi DepartmentofArchitectureandtheBuilt

Environment,UniversityofNottinghamGraduateSchoolAdministratorClementChung E:[email protected] T:02078874025

CONTENTS

1 INTRODUCTION 1

2 TEACHING STAFF 2

3 PROGRAMME SPECIFICATION 43.1 Overview 43.2 AimsandObjectives 43.3 ProgrammeStructure 43.4 LearningOutcomes(LevelFHEQ7) 53.5 CriteriaforAdmission 63.6 CurriculumMap 73.7 SubmissionandResubmissionMap 7

4 COURSE AND MODULE SPECIFICATION 94.1 STUDIO1:Parts,UnitsandGroups:AnalysisofArchitecturalPrecedents 104.2 SEMINAR1:ArchitecturalTheories,DesignandResearchMethods 164.3 ACADEMICWRITING1 214.4 STUDIO2:Scales:FromtheRoomtotheCity 224.5 SEMINAR2:ProjectsoftheCity(Surveysandcasestudies) 264.6 ACADEMICWRITING2 304.7 THESIS-STUDIO:Representations,Investigations,Diagrams 314.8 ACADEMICWRITING3 404.9 DISSERTATION 41

5 TEACHING AND LEARNING STRATEGIES 455.1 SupportforStudentsandLearning 47

6 ASSESSMENT 50APPENDICES Appendix1:READINGLISTS 53Appendix2:FORMATTINGOFCOURSEWORK 57Appendix3:MHRAREFERENCINGSTYLE 59Appendix4:ACADEMICCALENDAR2018-19 63

Projective Cities 2018/19 Architectural Association Graduate School

1

1 INTRODUCTIONProjectiveCities isa20-monthpostgraduateprogrammeintheAAGraduateSchoolleadingtoaMasterofPhilosophy inArchitecture andUrbanDesigndegree. Theprogramme follows in in the first year a taughtstructuredwhilethefollowingsecondyearisbasedonindependentdissertationresearch.Theprogrammedealswithhowthecityinthetwenty-firstcenturyiswitnesstofundamentalchangesinitsform,organisation,andstructure,whosemulti-scalarcomplexitycannolongerbecomprehendedinisolationor through the functional separation of planning, urban design, and architecture. This fundamentallychallenges the conventional practices and theories of architecture and urbanism, and the task for urbanthinkersandpractitionersalikeistoreconceptualisethecityandourrolesasdesigners.In response, Projective Cities provides a forum for meaningful speculations on the contemporary city andpreparesstudentsforpracticeandindependentresearchthrougharigorousmethodologicalframework.ProjectiveCitiesproposesarchitecturaldesignasapreconditiontotheconception,realisation,andsubversionofurbanplans.ProjectiveCitiesrecognisesarchitectureandthecityasacollectiveformofknowledgeshapedbycultural,social,political,andeconomiccontexts.ProjectiveCitiesspecificallyraisesthequestionofwhatkindofprojectandresearcharisesfromarchitectureandarchitecturalurbanism.Itsetsouttodefinethestatusandmethodsofdesignresearch.Thisisunderstoodbothasanintellectualproblem,exploringtherelationshipbetweentheoryanddesignforknowledgeproductionandthediscipline,aswellasapracticalproblem,ofthewaythatdesignresearchcanaffectpractice.The ambitions of Projective Cities are framed by the following methodological and pedagogical propositionsthroughwhichourresearchisclarified:

• Thatthecontemporarycitycanbereadasanarchitecturalprojectandthecityasaprojectionofthepossibilitiesofarchitecture.

• That typal and typological are complementary disciplinary frameworks and conceptualmodes ofthinkinginwhichreasonacquiresacriticalandconjecturalstructure.

• Thattheurbanplananditscultural,social,political,historical,andeconomiccontextsaredefinedbyarchitecturaldesignoperativeatdifferentscales.

• That architectural and urban design are intelligible as formal and theoretical products ofdisciplinaryactivityaswellasthecollectiveformaloutcomeofsocio-politicalforces.

• That design and research activities are inseparable in architecture and urbanism, and thatknowledgeproduction(theory)andformalproduction(practice)aremethodologicallylinked.

Architectureandurbanismaresymbioticmodesofenquirydrivenbyrelevanceandagencywithinafieldandnotnoveltyfortheirownsake.Thisfieldisdefinedintermsofaseriesofdistinctdiagramsthatarealwayssocialandspatial.Inthefollowing,thisdocumentsetsoutthestructureandcontentofProjectiveCities.Itoutlinestheteachingand learningstrategies, theassessmentprocedures,andresources.TheProgrammeGuide is tobe read inconjunctionwiththecurrentversionsoftheAASchoolAcademicRegulationsandAAStudentHandbook.


2

2 TEACHINGSTAFFFACULTYDrSamJacobyProgrammeDirectorSamisacharteredarchitectwithanAADiplomaandadoctoratefromtheTechnischeUniversitätBerlin.HehasworkedintheUK,Germany,USAandMalaysiaandhastaughtattheAAsince2002,includinginthe Intermediate School and Diploma School. He is currently the Research Leader of the School ofArchitecture at the Royal College of Art. Sam previously taught at the University of Nottingham, TheBartlett(UCL),StaatlicheAkademiederBildendenKünsteStuttgartandtheHochschuleAnhalt.DrPlatonIssaiasProgrammeDirectorPlatonisanarchitect,researcherandteacher.HestudiedarchitectureinThessaloniki,GreeceandholdsanMScinAdvancedArchitecturalDesignfromColumbiaUniversityandaPhDfromTUDelft.ApartfromhisroleattheMPhilProjectiveCities,heisacurrentlyDiplomaUnitMasterandaVisitingLecturerattheSchoolofArchitecture/RoyalCollegeofArt.Prior to this,he taughtat theBerlage Institute/Rotterdam,theMArchUrbanDesign/Bartlett-UCL, the Faculty of Architecture/University ofWestminster, SyracuseUniversityandtheUniversityofCyprus.DrMarkCampbellCourseMaster

Mark is an architect and academic. He completed his PhD andMA as a Fulbright Scholar at PrincetonUniversityandBArch (Hons)andBAatAucklandUniversity,NewZealand.HisPhD focusedon issuesofaestheticandpsychoanalytictheoryintheearly-twentiethcenturyandhiscurrentresearchexaminesthecontemporaryUnitedStatesandChina.Since2005hehastaughtattheArchitecturalAssociationandisaSeniorTutorattheRoyalCollegeofArtandaVisitingProfessorofArchitectureatSoutheastUniversity,Nanjing.Hehaspreviously taughtatCambridgeUniversity, theCooperUnion,PrincetonUniversityandtheUniversityofAucklandUniversityandisaneditoroftheJournalofArchitecture(RIBA/Routledge)andformermanagingeditorofGreyRoom(MITPress).

DrHamedKhosraviCourseMasterHamedKhosravi is an architect, researcher, and educator.He graduated from the Faculty of FineArts,UniversityofTehran.HeholdshisMastersinarchitecturefromIranUniversityofScienceandTechnology.HelaterstudiedurbanismwithinthePost-GraduateMastersinUrbanism(EMU)programmeatTUDelftandIUAV.HamedreceivedhisPhDwithin‘TheCityasaProject’programmeattheBerlageInstitute/TUDelft.HehastaughtattheBerlageInstitute,OxfordBrookesUniversity,andDelftTechnicalUniversity.Hisresearch and projects focus on the relationship between architecture and urban form, territory, andpolitics. SpyrosEfthymiouConsultantSpyros Efthymiou is an architectural engineer, researcher and educator. Currently he is working as acomputationaldesignerattheParametricAppliedResearchteamatAKTIIinLondon.Inparallel,heexplores


3

and teaches computational design research methodologies in the UK and abroad. He holds a degree inArchitecturalEngineeringfromtheNationalTechnicalUniversityofAthens[N.T.U.A]andaMasterofScienceat the Emergent Technologies and design programme from the Architectural Association School ofArchitecture. His personal interests are focused on design computation and research, advance digitalfabricationtechniquesandVirtual&AugmentedRealityenvironments.Heaspirestocarryonhisresearchtopursuedeeperunderstandingandthoroughknowledgeontheirapplicationinthefieldofdesign. EXTERNALEXAMINERProfDrKatharinaBorsiDr Katharina Borsi is an Associate Professor in theDepartment of Architecture and Built Environment,UniversityofNottingham.


4

3 PROGRAMMESPECIFICATION3.1 Overview Programmename TaughtMPhilinArchitectureandUrbanDesign(ProjectiveCities)Programmeaward MasterofPhilosophy(MPhil)inArchitectureandUrbanDesignTeachinginstitution ArchitecturalAssociationSchoolofArchitecture(AA)Awardinginstitution TheOpenUniversity(OU)DateoffirstOUvalidation September2010Dateoflatestrevalidation September2015Nextrevalidation ForSeptember2020Creditpointsforaward 240(FHEQLevel7);plus120(FHEQLevel6)forpriorlearningProgrammestartdate September2017Referencepointsusedtoinformprogrammeoutcomes

QAA,‘QualityCodePartA’’(2017);andQAA,‘CharacteristicsStatement:Master'sDegree’(2015)

Modeofstudy Full-timeDurationofprogramme 20months TheAAisaPartnerInstitutionandAffiliatedResearchCentreofTheOpenUniversity(OU),UK.AlltaughtgraduatedegreesattheAAarevalidatedbytheOU.TheOUistheawardingbodyforresearchdegreesattheAA. 3.2 AimsandObjectivesProjectiveCitiesaimstodevelopinnovativeresearcherscapableofworkingacrosscultural,disciplinary,andsectoralboundaries.Itherebyalsoaimstofosterpractice-ledresearchandnewdesignresearchmethodologyinspatialdesignpractices.Theobjectivesoftheprogrammeare:

• to enable students to gain mastery of a complex and specialised area of knowledge and skills,employing advanced skills to conduct design research, and accepting accountability for relateddecisionmaking,includingtheuseofsupervision;

• toprovidestudentswithknowledgeoftheory,methods,andpracticeofresearchneededtoconductandcompleteindependentandoriginalresearchprojectsinarchitecture,urbandesign,planningandrelatedspatialdesigndisciplines;

• totrainstudentsinthecombinationoftheoretical,historical,andpracticaldesignresearch;• to prepare students for diverse research careers, including doctoral level studies or research-led

practice.3.3 ProgrammeStructureYear 1 is organised around seminar courses, design studios, and workshops in Term 1 and Term 2 thatprepare students forwriting a Dissertation Proposal in the Thesis-Studio (Term 3). The Thesis-Studio alsomarksthebeginningofthedissertationproject.Year2hastwolongerterms(Term4and5)inwhichstudentsunderthesupervisionofprogrammestaffdeveloptheirfinalindividualdesigned-and-writtenDissertation.Thecoursecreditsandassessedworkarelistedbelowforeachmodule(allmodulesarecompulsoryfortheMPhilaward).1Thehourlybreakdownisindicativeonlyandvariesdependingonastudent’sneedandability.2

1 Not included in the matrix are the 120 study credits at FHEQ Level 6 given for prior learning, see 3.5 Prior Learning section for details. 2 Contact hours generally mean formal contact in individual or group teaching sessions but include informal opportunities of exchange to discuss study related subjects with teaching staff (via email, during study trips, etc.). Study hours means all the remaining study related activities making up the remaining hours of learning. Their balance varies between modules, with the proportion between ‘contact hours’ and ‘study hours’ approximately 20% to 80% respectively. Taken together, these notional hours indicate the time required by a typical


5

Module Hours Credit AssessedWork

YEAR

1(TAU

GHT

)AU

TUMNTER

M1

TAUGH

TPH

ASE

Studio1:Parts,Units,andGroups:AnalysisofArchitecturalPrecedentsContacthoursStudyhours

160

25135

16 StudioReport

Seminar1:ArchitecturalTheories,DesignandDesignMethodsContacthoursStudyhours

160

30130

16 Essay(4,000words)

AcademicWriting1ContacthoursStudyhours

401525

4 Paper(ca.1,200words)

SPRINGTERM

2

Studio2:Scales:FromtheRoomtotheCityContacthoursStudyhours

160

25135

16 StudioReport

Seminar2:ProjectsoftheCityContacthoursStudyhours

16030130

16 Essay(4,000words)


401525

4 LiteratureReview(ca.2,000words)

SUMMER

TER

M3

Thesis-Studio:Representations,Investigations,andDiagramsContacthoursStudyhours

200

55145

20 DissertationProposal(incl.essayanddesignwork)


401525

4 Abstract(ca.1,000words)

TotalTaughtPhase 960 96 (40%ofaward)

RESEAR

CHPHA

SE

DissertationContacthoursStudyhours

1,440108

1,332144

Dissertation(incl.designworkand15,000wordsofwrittenwork)

YEAR

2(R

ESEA

RCH)

AUTU

MNTER

M4

SPRINGTERM

5

TotalResearchPhase 1,440 144 (60%ofaward 2,400 240 TotalProgramme3.4 LearningOutcomes(LevelFHEQ7)Graduatesfromtheprogrammeareexpectedtohavedemonstratedthattheyfulfilthefollowingattributes:A KnowledgeandUnderstanding(SubjectSpecific)A1 Knowledge: A systematic understanding of knowledge across architecture, urban design, and

planning, and a critical awareness of current problems and/or insights at the forefront of relatedscholarshipandprofessionalpractice.

A2 Ethics:Anawarenessofandabilitytomanagetheimplicationsofethicalissues.A3 Methodology:Acomprehensiveunderstandingof techniquesandmethodologiesapplicabletotheir

student to achieve the learning outcomes (including all forms of learning, such as formal contact, independent learning, and assessment activities).


6

ownresearchandadvancedscholarship(theoryandpractice-leddesignresearch).B CognitiveandIntellectualSkills(Generic)B1 Analysis: The ability to analyse complex issues both systematically and creatively,making sound

judgementsintheabsenceofcompletedataorinthecontextofincompleteorcontradictoryareasofknowledge.

B2 Synthesis: The ability to apply knowledge in an original manner, together with a practicalunderstanding of how established techniques of research and enquiry are used to create andinterpretknowledgeinthediscipline.

B3 Evaluation: A conceptual understanding enabling the critical evaluation of current research,advanced scholarship, and methodologies, especially in the disciplines of architecture, urbandesign, and planning; and the ability to develop critiques of them and, where appropriate, toproposenewhypotheses.

B4 Application:Thecapacityforself-directionandoriginalityintacklingandsolvingproblems.C PracticalandProfessionalSkills(SubjectSpecific)C1 Application of Skills: The capacity for decision-making in complex and unpredictable situations,

exercisinginitiativeandpersonalresponsibilitywithanawarenessofgoodpractice.C2 TechnicalSkills:Theabilitytodevelopnewtechnicalskillstoahighlevel.D KeyandTransferableSkills(Generic)D1 Learning:Thecapacityforindependentlearningrequiredforcontinuingprofessionaldevelopment,

usingthefullrangeoflearningresources.Whenapplicable,theabilitytoworkeffectivelywithinagroupasleaderormemberandtheskillstomanageconflicteffectively.

D2 Self-evaluation:Theabilitytocriticallyreflectontheirownandothers’learninginordertoimprovetheirpractice.

D3 Management:Theabilitytocompetentlyandautonomouslyplanandundertakeresearch.D4 Communication:Theabilitytocommunicateresearchandconclusionsclearlytospecialistandnon-

specialistaudiences.3.5 CriteriaforAdmission Theminimumentryrequirementfortheprogrammeisa four-yeardegree inarchitecture,urbandesignorrelateddiscipline(BArch/Diplomaequivalent). A total of 360 credits are required toqualify for theMPhil inArchitecture andUrbanDesigndegree. 240creditsat theFramework forHigherEducationQualifications (FHEQ)Level7aregainedbycompleting thetaughtMPhilprogrammeattheAA.120creditsatFHEQLevel6aregiventoapplicantswhocandemonstrateacademicabilityandcompetencethroughpriorlearninginformaleducationthatisequivalentto120studycreditsatFHEQLevel6.ThegradesfromapreviousdegreearenotpartofthefinalMPhilinArchitectureandUrbanDesigndegreemark.PriorLearningThepriorlearningequivalentto120studycreditsatFHEQLevel6isassessedattheapplicationstagebasedonthecandidate’sportfolioandacademicrecordsortranscriptsthatincludeadetailedlistofsubjectstakenandmarksattained,withcreditstreatedequivalenttoacredittransfer.Afullyearofstudy,forexample,atBArch,Diplomaorequivalentdegreelevelwillusuallysatisfythisrequirement.Non-academic,professionaloremployment-basedpriorlearningisnotconsideredwhendeterminingthesecredits.Allapplicantsmustmeetthisrequirementbysuccessfullydemonstratingthroughpreviouslycompletedstudies:

• asystematicunderstandingofkeyaspectsof their fieldof study, includingacquisitionof coherentanddetailedknowledge,atleastsomeofwhichisat,orinformedby,theforefrontofdefinedaspectsofadiscipline;

• anabilitytodeployaccuratelyestablishedtechniquesofanalysisandenquirywithinadiscipline;


7

• conceptualunderstandingthatenablesthestudentto:-deviseandsustainarguments,and/ortosolveproblems,usingideasandtechniques,someofwhichareattheforefrontofadiscipline;- to describe and comment upon particular aspects of current research, or equivalent advancedscholarship,inthediscipline;

• anappreciationoftheuncertainty,ambiguityandlimitsofknowledge;• theabilitytomanagetheirownlearning,andtomakeuseofscholarlyreviewsandprimarysources

(forexample,refereedresearcharticlesand/ororiginalmaterialsappropriatetothediscipline).Priorlearningsummary:PriorLearning(FHEQLevel6) Credits %ofFinalMPhilDegreeMark

1AcademicYear30Weeks

Finalpreviousdegreeproject(s)and/orpaper(s)

120

0.0%

TOTAL 120 0.0%

3.6 CurriculumMapThistableindicateswhichmodulesassumeresponsibilityfordelivering(shaded)andassessing(ü)particularprogrammelearningoutcomes.Module LearningOutcomes A1 A2 A3 B1 B2 B3 B4 C1 C2 D1 D2 D3 D4Studio1 ü ü ü ü ü Seminar1 ü ü ü ü AcademicWriting1 ü ü Studio2 ü ü ü ü ü Seminar2 ü ü ü ü AcademicWriting2 ü ü Thesis-Studio ü ü ü ü ü ü ü ü ü ü üAcademicWriting3 ü ü ü Dissertation ü ü ü ü ü ü ü ü ü ü ü ü ü

3.7 SubmissionandResubmissionMapAllsubmissionsaretobemadetotheGraduateSchoolAdministrationOfficeatthetimeanddayagreedwiththeteachingstaff.Formallyassessedsubmissionsareshowninbold.

Year1Term Week Submission ResubmissionAutumnTerm1 (12Weeks)

Week6 AcademicWriting1

14August2019

Week12 Studio1Report/AcademicWriting1ChristmasBreak Week3 Seminar1Essay(draft)SpringTerm2(11Weeks)

Week1 Seminar1EssayWeek6 AcademicWriting2Week11 Studio2Report/AcademicWriting2Week11 DissertationProposal(abstract,outline)

EasterBreak Week3 Seminar2Essay(draft)SummerTerm3 (9Weeks)

Week1 Seminar2EssayWeek6 AcademicWriting3Week6 DissertationProposal(draft)

SummerBreak Week2 DissertationProposal/AcademicWriting3

Year2


8

Term Week Submission ResubmissionAutumnTerm4 (12Weeks)

Week12 DissertationProgressReview

FollowingacademicyearSpringTerm5(16Weeks(11+5))

Week4 FinalDesignReviewWeek10 DissertationProgressReviewWeek15 FinalPresentationWeek16 Dissertation


9

4 COURSEANDMODULESPECIFICATIONTheprogrammemodulesarestructuredtopreparestudentstocompleteasubstantialandindependentresearch project. The general focus in Term 1 is on architectural case studies, design and researchmethods,inTerm2onmulti-scalarreasoningandprecedentstudies,andinTerm3andtheDissertationonindividualinvestigationsandliveprojectsbywhicharchitecturalprojectsandthecityaredefined.ThefieldofinterestofProjectiveCitiesisthecontemporarycityandrelatedquestionsofdesign-research.This interest includesamongstothers the specific contexts that shapecitiespolitically, governmentally,culturally,socially,spatially,infrastructurally,territorially,andeconomically.Through the studios and seminars, a number of concepts and propositions key to the pedagogy andmethodologyof theprogrammeare explored.Architecture’smoderndisciplinary knowledgeprincipallyoriginatesfromtheabstractionsaffordedbytypalreasoning,aprimarilyconceptualandsystematicwayof thinking, and typological reasoning, the diagrammatic and analytical resolution of formal models.Togethertheyconstitutethecollectiveknowledgeandformsthatunderliethedisciplineofarchitecture.Essential tomaking this typo–diagrammatic knowledgeavailable to themulti–scalar city is thepremisethatarchitecturedoesnotonlyexistasaspecificobjectatonescale,butasagenericpossibilityatmanyscales. If urbanity thus canbe said toemerge from the synthesisof fundamental types –buildingsandurbanarmaturescriticaltoacity’sformation–typecanbedefinedasaspecificspatial,socio–culturalandpoliticalproductthatderivesasmuchfromthecityasitorganisesitsidea,whereastypologyenablesthetranslationofthegenericintospecificpractice–drivenandstructuralsolutions.Therefore,bothtypeandtypologyareinterrelatedandnecessarytoconceptualise,design,andmanageanurbanplan,suggestingthe importance of the concurrent reading of the city at different scales.With this, an analysis of thecommonorganisationalandstructuraldiagramsoftype,itsformativediagrams,becomescriticaltomaketypologytranslatableandoperativetodesign.Themethodologyoftypalandtypologicalreasoning,onceextended to thescalesof thecity, canbe termedarchitecturalurbanism. Itspursuit is thedefinitionofdiagramsthatarebothsocialandspatial.The following sections describe the programme modules and detail the submissions, credits, aims,learningoutcomes,andassessmentcriteria.


10

4.1 STUDIO1:Parts,UnitsandGroups:AnalysisofArchitecturalPrecedentsEachcohortofProjectiveCitiesexaminesacommonthemeasthestartingpoint for individual researchagendas. The current theme is the Architecture of Collective Living. The ambition is to investigate, bycomparativeanalysis,thedifferentorganizational,formal,programmatic,andmaterialparticularitiesthatdefine the Architecture of Collective Living in series of historic and contemporary case studies. Thedifferentpolitical,economic,social,andculturaldimensionsarereflectedinanumberofparametersthatemergebyaseriesofconflictualaimsandambitions.Differentsocialgroupsandtheirinterests,differentconceptions of social, familial and gender relations, management and decision-making protocols,procurement models, public and private development strategies define the diagrammatic and formalrelations of how we live together. All these points define a network of diagrammatic relations thatemerge in a series of conflicts and their interrelated scales through which housing and the city areconceptualised: the scale of architecture; its specificity and typological analysis; the urban scale; itsconfiguration, limits,andcentralitiesbutalso thepoliticalandsocio-economic realities thatorganise it;the national scale and the establishment of a citizenry, and the regional scale and its economic andgeopolitical realities. The Architecture of Collective Living therefore opens up a discussion of how theurban can be understood through specific architecture and its design, and how its effect as an urbanarmatureisnotonlyofspatialimportance,butequallyorganisedbylargerpoliticalandsocialdiscourses.The spatial organizationof theArchitectureof Collective Living is reflectedon a series of informal andformal relations between subjects, between spaces, between structural and non-structural elements,betweenobjects, andprotocolsofuseandoccupation.Any formof collective living is characterisedbythis multiscalar network of power relations that is specific and particular to each social group andcollective that lives together. A series of asymmetries and conflicts emerge that require a resolutionframework or at least protocols of conduct. What architecture does is to set up some of theseparameters,mainlythedefinitionofunits,therelationsbetweenpartsandthewaygroupsofspacesandpeopleareorganised.Architectural typologies of collective living are shaped by these distinct social diagrams but could varyspatially and formally. Typically, collective living organises part to whole relations that set levels ofinteraction between individuals: rooms, dwelling units, horizontal and vertical circulations, spaces ofcollectiveactivitiesandprogrammes,complexes,andlargergroupings.Distincttypes-courtyards,towers,linear blocks - and composite and hybrid types organize the ways and the spaces these differentinteractionscouldoccur.Collectivelivinganditspolitically,historically,socially,economically,andculturallyspecificcharacteristicshave the capacity to challenge the fundamental diagram ofmodernity: domesticity. The domestic is aspatial and social diagram that sets very specific hierarchies and relations -gender, age, andprogrammatic. Today, the single-family dwelling is challenged by the realities of contemporary urbanenvironments. New subjectivities have emerged: many live outside family structures; a youngergeneration shares housing and working spaces; an increasingly precarious and migrant working forcerequires short term, serviced accommodation; the elderly population has become more present andactiveincitiesacrosstheworldTherealityoftherealestatemarket,andtheavailabledesigntoolsandbuildingmethodsandstandardsarenotnecessarilyreflectingtheabovetransformations.Often,thechallengesofnewformsofcollectiveliving are tackled as a financial problem, or an issue of density and lifestyle. However, historically,collective living and forms of living together have had the capacity of opening up social and spatialimagination. Today, there is an array of incredibly interesting experimentation in collective livingprotocols andarchitectural configurations, suchasnew formsof cooperatives thathaveproposednewtypes of collective living units such as the ‘cluster apartment’. Moreover, public administrations andprivate stakeholders are seekingnew ideas thatwouldallow for an imaginative transformationof howpeopleliveincities,inurbanandruralareasacrosstheworld.


11

Thus, one of the challenges arising from the Architecture of Collective Living is how architecture canrespondtochangingpolitical,cultural,economic,andurbancontextsandhowtoproposeneweffectivedesign ideasandmodels.What is theagencyofarchitecture?Howdowedevelopapedagogicalmodelthatallowsforamoreeffectiverelationbetweenacademicinstitutionsandpractice?A.StudioStructureInStudio1:Parts,UnitsandGroups:studentswillbegivenaseriesofhistoricalandcontemporarycasestudies. Then, theywill have todefine a preliminary research interest thatwould allow them to selectother relevant examples of collective living. A number of related analytical studies and comparativeanalysesofarchitecturalprecedentsframeindividualstudent’spreliminaryresearchinterests,i.e.thewaytheywouldapproachthedesignandresearchquestionsofcollectiveliving.1.FieldofInterestandEnquiryThestudiostartswithstudentsdetermininganareaofinterestthatmustberelated,eveniflaterally,tothelargerdiscussionoftheArchitectureofCollectiveLiving.Studentsarethereforeaskedtofirst:• Defineanareaofinterestandfindrelevantdocumentsorobjectsinanarchiveorcollection.• Decidewhichspecificgroupofbuildingtypestostudyandasocio-culturalorpoliticalcontextfor

theresearch.• Compile a list of at least 6 architectural built or unbuilt case studies that are chosen from the

selectedgroupofbuildingtypes.

Thearchivalmaterialanditsstudyshouldhelptobetterdefinethefieldofinterestandresearchenquiry.Identify a number of documents or objects from an archive or collection and consider: What is thesignificanceof thechosenmaterial toyour research?Howdoes thematerial relate toor raiseadesignresearch problem? How is the material selected, curated and accessed in the archive and in yourpresentation?Provideabibliographyrelevanttothematerial.A number of archives that could be consulted are listed below (but find your own archive that holdsmaterialspecifictoyourresearchinterest):AAArchives,32,BedfordSquare,LondonWC1B3ESLondonMetropolitanArchives,40NorthamptonRd,LondonEC1R0HBRIBADrawingsandArchivesCollections,Victoria&AlbertMuseum,CromwellRoad,LondonSW72RLRoyalCollegeofArtArchive,KensingtonGore,LondonSW72EUSirJohnSoaneMuseum(ResearchLibrary),13Lincoln'sInnFields,LondonWC2A3BPTheWarburgInstituteArchive,WoburnSquare,LondonWC1H0ABVictoria&AlbertMuseum:ArchiveofArt&Design,BlytheHouse,23BlytheRoad,LondonW140QXOnlineresourcestofindarchivesinclude:AIM25(archivesinLondonandtheM25area):http://www.aim25.ac.uk/TheNationalArchives:http://www.nationalarchives.gov.uk/TheArchivesHub,UK:http://archiveshub.ac.uk/2.Architecture’sFormativeDiagramsThechosencasestudiesaretobedescribedandanalysedthroughdrawings.Theanalysisofbuildingtypesand their formativediagrams requires the studyof common shared traitsby recognisingorganisationalandstructuralrepetitionsorexceptionsthatdefinetheirtypicalitybothinaformalsenseandtheirsocio-culturalmeaning.Thecommonalitiesandtransformationsevidentinaparticulargroupofbuildingtypesare comparedasa seriesofdescriptiveandanalyticaldiagrams that conveyabuilding type’s collectiveform, structure, organisation, and construction (often only clearly recognisable through their


12

developmentover time). Inarchitecture, typology is closelyconnected to the functionsof thediagram,andthisisexploredinthefollowing:Fortheabstractionofformativediagrams,studentswillfirstredrawtheprojects.Considerationshouldbegiventothetypicalunit,e.g.asingleroomforanindividual,amodularunit,aflatorahouse,andtheirinterior definition by furniture, relations between individuals that share a number of spaces, dwellingregimesandprotocolsofsharing,butalsotherelevanceofoutdoorspaces,sharedandcommonspaces,andspacesotherthanthetypicalunits.Thedrawingsshouldclearlyconveythefollowingcharacteristicsanddetails(asapplicable):DescriptionofArchitecture•Projectdescriptions(name,location,year,architect,projectbrief)•Locationplan,plan(s),section(s),andelevation(s)AnalysisofArchitecture•Figure-groundplan/section•Orientation•Massing[+axonometric]•Structuralorganisation[+axonometric]•Programme•Circulation-to-use(hierarchyandprocession)•Part-to-whole[+axonometric]•Repetitive-to-unique(modularity)[+axonometric] •Geometricalorder•Parti[Note: For drawing conventions and examples see Sam Jacoby, Drawing Architecture and the Urban(Chichester:Wiley,2016).]3.ComparativeAnalysisFollowingtheabstractionoftheformativediagrams,matricescomparingtheprecedentscanbedrawntodefine shared traits and structures that characterised the studiedgroupofbuilding types. This analysisshouldinclude(asapplicable):•Disposition: single-room building, multi-room building, and building complex; square, radial, andtriangular.•Distribution:linear,parallel,axial,radial,centralised,andclustered;rooms,corridor(singleanddoubleloaded),passages,andenfilade(singleanddouble).•HierarchyandLayering(Comparisonofhierarchyandrelationalshiftsevidentindifferentlayers).•Modularity or Difference (Comparison of repetitive parts in relation to the structure of thewhole orcomparisonofformal,structural,andorganisationaldifferences).•Growth and Limits (Comparison of growth patterns and their limit in relation to specific formativeelements,repetitiveormodularelements,programme,andstructure).4.Conclusion1:HistoricalandStructuralAnalysisAlthough precedents are often understood as historical, the studio considers the inevitabletransformationofcurrenttypologicalmodelswithinitscontextandinrelationtothecontemporarycity.Thepreviouslyderivedcomparativematricesaremeanttoassistindrawingtheseanalyticalandinpartsspeculativeconclusionsinordertoraiseandansweranumberofquestions:• Whataretheirideadiagrams?

(Whatarethecommonalitiesandinter-dependenciesbetweenrelativeformal,structural,cultural,andperformativetypeswithinagroup?)


13

• Whataretheirtransformativematrices?(What generates or limits the emergence of a particular type and what is the historicaltransformationofthistypeinresponsetoitspossibleredundancyandexpiry?)

• Whatarepotentialtypologicaltransformations? (Howcanhistoricalorexistingtypesbedefinedashavingasustainedrelevance?)Theanalysedcasestudies,representingcertainmomentsinthetransformationofbuildingtypes,shouldbecontextualisedbyframingthemwithinacomparativehistory.Thishistory,averybriefsurveymadeupofdiagrams,photographs,drawings,andtext,mapsouttheemergenceanddevelopmentofthechosenbuilding type and should be part of the conclusions.Questions to be considered, for example, are thedefinitionofgenericroomsizes,andhowthesocialdiagramofhousingandcollectivelivingchanges(e.g.fromformsofpre-modern,multigenerationaldwellings,orearlymodelsofnon-familialhousingtypes,totypical flats andnuclear familyhousingexamples).At the same time, althoughbeinga generalhistory,ideasofwhatkindofurbanquestionthispotentiallyraisesshouldbeoutlined.Thisanalysisrequires:•A list of exemplary and typical precedents that represents the chosen building type and significanttransformations.•Awrittenandillustrateddescriptionandreviewoftheseprecedents,outliningtheircommonalitiesanddifferences,while providing a coherent argument and criteria for the inclusion or exclusion of specificprecedents.•Ahistoricaltimelinethatchartsthecasestudiesandtheirtypologicaltransformations.Through the comparative history and matrices, an argument and assessment of the historicaltransformationsofbuildingtypescanbeattempted,providingthegroundsforapreliminaryprojectionofananticipatedornecessary(future)typologicaltransformation.Altogether,theaimistounderstandtypologylessasaclassificationofbuildingtypes,orforthatmatteras contained by building types itself, but to seek typological diagrams that transcend classificatoryrestraints.5.Conclusion2:DesignExerciseBased on the studied type, the identified formative diagrams, and typological transformations, a shortdesignexerciseistobeproposedbyeachstudent.Thebrieffortheexerciseistospecify:• Aspecificcollective• Anspecificcityorneighborhood(density,builtform)• Anareaschedule(programmeinm2)• Atypologicalandlimitingconstraint• Aparticularprotocolofliving(eg.kind/typeofsharingprogrammes)• Aparticulardevelopmentmodels• Materials/constructionmethod[Note:ExamplesofdesignbriefsarefoundinOMUngers’s‘Wochenaufgaben’]B.ComputationalWorkshopsComplementarytoStudio1,computationalworkshopsintroducetheskillsnecessarytofulfilthedrawing,modelling,analytical,anddesignexplorationsandrequirements.Term 1 will focus on the development of the skill set needed in terms of 3D modelling anddesigncommunication through drawings and diagrams. Complementary presentations will also illustrate thesignificant benefits of using informationdriven computationalmethods as part of an integrateddesign


14

process. Furthermore, the acquired skills will serve as an introduction to the advanced computationalprocessesthatwillbeinvestigatedthroughthefollowingstudios.StudentsarealsoencouragedtoattendcoursesofferedbytheAAMediaStudies.C.ReadingEisenman,Peter,TenCanonicalBuildings(NewYork:Rizzoli,2008).Evans, Robin, Translation from Drawing to Building and Other Essays (London: Architectural Association,

1997).Jacoby,Sam,DrawingArchitectureandtheUrban(Chichester:Wiley,2016).Kuhnert,Nikolausetal,eds,ARCH+,179(2006).OswaldMathiasUngers,Architekturlehre:BerlinerVorlesungen,pp.1964–65.Steadman,Philip,BuildingTypesandBuiltForms(London:Matador,2014).RecommendedReading:Daston,LorraineJ.,andPeterGalison,Objectivity(NewYork:ZoneBooks,2007).Durand, JeanNicolasLouis,Précisof theLecturesonArchitecture, trans.byDavidBritt (LosAngeles:Getty

TrustPublications,2000).Garcia,Mark,ed.,TheDiagramofArchitecture(London:JohnWiley&Sons,2010).Moneo, Rafael, Theoretical Anxiety and Design Strategies: In theWorks of Eight Contemporary Architects

(Cambridge,MA:TheMITPress,2005).Roger, H. Clark, andMichael Pause,Precedents in Architecture: Analytical Diagrams, Formative Ideas and

Partis(London:JohnWiley&Sons,2005).Rosenberg,Daniel,andAnthonyGrafton,CartographiesofTime:AHistoryofTimeline(NewYork:Princeton

ArchitecturalPress,2010).Tufte,Edward.EnvisioningInformation(Cheshire:GraphicsPress,1990).Tufte,Edward.TheVisualDisplayofQuantitativeInformation(Cheshire:GraphicsPress,1983).Yee, Rendow,ArchitecturalDrawing:AVisual Compendiumof Types andMethods (London: JohnWiley&

Sons,2003).D.CourseSpecificationTutors: SamJacoby,PlatonIssaias,HamedKhosraviandSpyrosEfthymiouSubmissions: StudioReport (illustrations,drawings,andwriting)Credits: 16

AimsandLearningOutcomes:Familiarisationwith thecasestudymethodandconceptsof fundamental type and formativediagrams.Developmentofdescriptiveandanalyticaldiagrams.Oncompletionofthisdesignstudioandworkshops,studentsareexpectedto:B1 Beabletoanalysecomplexissuesbothsystematicallyandcreatively,makingsoundjudgementsin

theabsenceofcompletedataorinthecontextofincompleteorcontradictoryareasofknowledge.B2 Beabletoapplyknowledgeinanoriginalmanner,togetherwithapracticalunderstandingofhow

establishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline.

B4 Demonstrateself-directionandoriginalityintacklingandsolvingproblems.C2 Beabletodevelopnewtechnicalskillstoahighlevel.D1 Have the capacity for independent learning required for continuing professional development,


15

using a full range of learning resources. When applicable, they must have the ability to workeffectivelywithinagroupasleaderormemberandtheskillstomanageconflicteffectively.

AssessmentCriteria:TheStudioReportassessmentisbasedon:•Theabilitytocriticallyanalyse,interpret,compare,andgeneralisecasestudies.•Thedepthofunderstandingdisciplinaryknowledgeanddesignresearchtechniquesinarchitecture.•Competenceinarchitecturalmodesofrepresentationsandproductions.•Originalityandrigourindevelopingadesignbriefandproposal.•Theabilitytoclearlycommunicateconceptsandwork.


16

4.2 SEMINAR1:ArchitecturalTheories,DesignandResearchMethodsTheseminarcourseisfocusedonthearchitecturalscaleandintroducesanumberofresearchanddesignmethodologies,aswellastheoriesorthemescriticaltotheprogramme,suchastype,typology,drawing,anddiagram.Theseminarexploresquestionsofasystematicunderstandingofdisciplinaryknowledgeandmethodicaldesigninarchitecture,therebyexaminingahistoriographyofamodernreasoningofform.Allseminarsarestructuredasfollows:1. Discussionofstudentsummariesofthepreviousseminar.

(Studentsareaskedtowriteafewparagraphsfollowingeachseminartosummarisethemaindiscussionandinadditionformulateanumberofquestionsthatwereexaminedand/orraisedbythelastseminar).

2. Presentation/lecturebyseminartutor.3. Presentationofatextand/orprojectbyastudent.

(Astudentwillpresentaselectedtextorproject.Thisshouldincludeashortbackgroundtothetext/author,andareviewanddiscussionofthetext/project.Thisistobesubmittedasawrittentextof2-3pages.)

4. Discussion.5. (Optionalreadinganddiscussionofselectedtexts.)A.SessionDescriptions1.ArchivalResearchThisseminarisanintroductiontoarchivalworkinaresearchcontext.(PlatonIssaias)Azoulay,Ariella,‘Archive’,PoliticalConcepts:ACriticalLexicon1(2011)[Availableonlineat:

http://www.politicalconcepts.org/issue1/archive/]Featherstone,Mike,‘Archive’,Theory,Culture&Society,23:2-3(2006),pp.591-6.RecommendedReading:Buchloh,BenjaminH.D.,‘GerhardRichter's“Atlas”:TheAnomicArchive’,October,88(Spring1999),pp.117–

45.Derrida,Jacques,ArchiveFever:AFreudianImpression,trans.byEricPrenowitz(Chicago:TheUniversityof

ChicagoPress,1996).Enwezor,Okwui,‘PhotographyBetweenHistoryandtheMonument’,inArchiveFever:UsesoftheDocument

inContemporaryArt(NewYork:InternationalCenterofPhotography,2008).L'Eplattenier,BarbaraE.,‘AnArgumentforArchivalResearchMethods:ThinkingBeyondMethodology’,

CollegeEnglish,72.1(September2009),pp.67–79.2.Whatis(Design)Research?Thisseminar isan introductiontodefinitionsofdesignresearch,especially inarchitecture,anddifferencesbetween‘architecturalresearch’and‘researchbydesign’.(SamJacoby)Archer,Bruce,‘TheNatureofResearch’,Co-design,InterdisciplinaryJournalofDesign(January1995),pp.6–

13.Fraser,Murray,ed.,DesignResearchinArchitecture(Farnham:Ashgate,2013).RecommendedReading:Daston,LorraineJ.,andPeterGalison,Objectivity(NewYork:ZoneBooks,2007).2.HistoryvTheoryofArchitectureTheconceptofhistoryandhistoricisminarchitecturewasfirstintroducedbyLeRoyinTheRuinsoftheMost


17

BeautifulMonumentsofGreece (1758) inorder to separate it from thepracticeof architecture,whichheconsidereditstheory.Thiscriticaldistinctionderivedfromtheneedtoclarifythedisciplinaryknowledgeofarchitecture and is closely connected to the French seventeenth- and eighteenth-century normativediscourseinarchitectureandtheageofEnlightenmentwithitsquestforrationality.(SamJacoby)LeRoy,Julien-David,‘EssayontheHistoryofArchitecture’and‘EssayontheTheoryofArchitecture’,inThe

RuinsoftheMostBeautifulMonumentsofGreece,trans.byDavidBritt(LosAngeles:GettyPublications,2004),pp.209–35and367–86

RecommendedReading:Colquohoun,Alan,‘ThreeKindsofHistoricism’,inModernityandtheClassicalTradition:ArchitecturalEssays

1980–1987(Cambridge,MA:MITPress,1989),pp.3–19. 3.OriginsofTypeDiscourseinArchitectureThe theory of type in architecture consolidated at the turn of the nineteenth century in the theories ofQuatremèredeQuincybasedonanencyclopaedic clarificationof knowledgeandanarthistorical enquiryinto imitationandthe finearts.TyperepresentedQuatremère’s radicalconclusiontohisstudiesoforiginsandtheeighteenth-centuryobsessionwithclassificationandwasdefinedbyanewhistoricalconsciousnessoutofwhichamodernunderstandingofarchitecturalknowledgewouldarise.(SamJacoby)QuatremèredeQuincy,AntoineChrysôthome,‘Architecture’,‘Character’,‘Imitation’,and‘Type’,inTheTrue,

theFictiveandtheReal:TheHistoricalDictionaryofArchitectureofQuatremèreDeQuincy,trans.byYounésSamir(London:AndreasPapadakisPublishers,2000),pp.74-86,103-11,175-78,and254-57.

RecommendedReading:Forty,Adrian,‘Type’,inWordsandBuildings:AVocabularyofModernArchitecture(London:Thames&

Hudson,2000),pp.304-11.Moneo,Rafael,‘OnTypology’,Oppositions,13(1978),pp.23-45.4.Genre,DesignMethod,andtheTypologicalDiagramInarchitecture,anearly typological reasoningcanbe tracedback toLeRoy,however, the first typologicaldesignmethodonlyemergedwithDurand,despitehimnotdealingwithtypesbutgenres.Duranddevisedadidactic method of disposition by translation his demand for utility and functionalism into a proceduraldifferentiationofbuildingelements,whichhesystematicallycombinedintotheprogressivedispositionandtaxonomyofbuildingpartsandthegeometrictransformationofapre-establishedparti.(SamJacoby)Durand,JeanNicolasLouis,‘VolumeOne:Introduction’,‘PartII:CompositioninGeneral’,and‘Graphic

PortionoftheLecturesonArchitecture:SummaryoftheOralPortionoftheLectures’,inPrécisoftheLecturesonArchitecture,trans.byDavidBritt(LosAngeles:GettyPublications,2000),pp.77-88,119-127(andplates1-20to‘PartII:CompositioninGeneral’),and187-201(andplates1-25of‘GraphicPortion’)

RecommendedReading:Bandini,Micha‘TypologicalTheoriesinArchitecturalDesign’,inCompaniontoArchitecturalThought,eds.byBenFarmerandHentieLouw(London:Routledge,1993),pp.387-395.Colquohoun,Alan,‘DisplacementofConceptsinLeCorbusier’,inEssaysinArchitecturalCriticism:Modern

ArchitectureandHistoricalChange(Cambridge,MA:MITPress,1989),pp.51–66.Eisenman,Peter,TheFormalBasisofModernArchitecture(Zurich:LarsMüllerPublisher,2006).Lucan,Jacques,Composition,Non-composition(Oxford:Routledge,2012).Oechslin,Werner,'PremisesfortheResumptionoftheDiscussionofTypology’,Assemblage,1.5.CollectiveForms:TheDiagramsofHousingThis seminar is adiscussionof collective formsofhousingand the relationshipbetween formaland social


18

diagrams.(SamJacoby)Bray,David,SocialSpaceandGovernanceinUrbanChina:TheDanweiSystemfromOriginstoReform

(Stanford:StanfordUniversityPress,2005).Donzelot,Jacques,ThePolicingofFamilies(Baltimore:JohnsHopkinsUniversityPress,1997)RecommendedReading:Evans,Robin,‘RookeriesandModelDwellings:EnglishHousingReformandtheMoralitiesofPrivate

Space’,inTranslationfromDrawingtoBuildingandOtherEssays(London:ArchitecturalAssociation,1997),pp.93–117.

Foucault,Michel,‘TheConfessionoftheFlesh’(1977interview),inPower/KnowledgeSelectedInterviewsandOtherWritings(edColinGordon),1980:pp.194–228.

Deleuze,Gilles,‘TheRiseoftheSocial’,inJacquesDonzelot,ThePolicingofFamilies(Baltimore:JohnsHopkinsUniversityPress,1997),pp.ix-xvii.

Maki,Fumihiko,‘SomeThoughtsonCollectiveForm’,inStructureinArtandinScience,ed.byGyorgyKepes(NewYork:GeorgeBraziller,1965),pp.116-127.

6.FormsandDiagramsofCollectivity:ProgrammesandEquipmentsThe lecturepresents a selectionof key texts, books, andprojects thatdiscuss keydevicesof architecturalexperimentationandtheirclassifications incurrentandpastarchitectural literature:collectiveprogrammesand equipments and their history of typal, formal and stylistic evolution. Moreover, the lecture drawsattentiononcontemporaryprojectsthatre-claimthishistoryaspartofsocialstruggles,referringtotheworkofADS7attheRoyalCollegeofArt.Howdotheseeffortsrelatewiththediscussionaboutprogramme,hybriduses,publicbuildings,thestyleof(contemporary)architecturethatexistwiththediscipline?Aspartoftheseminar,studentswillhavetoselectandpresentoneexampleofcollectiveequipment.(PlatonIssaias) Guattari,Félix,LinesofFlight:ForAnotherWorldofPossibilities(London:Bloomsbury,2015).Moussavi,Farshid,TheFunctionofStyle(Barcelona:Actar,2015).Moussavi,Farshid,TheFunctionofForm(Barcelona:Actar,2009).RecommendedReading:Araguez,Jose,ed.TheBuilding(Zurich:LarsMuller,2016).Santos,BoaventuradeSousa,AnotherProductionisPossible:BeyondtheCapitalistCanon(London:Verso,

2006).7.FormsofAbstraction:Money/Property/TerritoryTheseminarisanattempttodiscussfundamentalformsofabstraction–money,territory,debtandproperty–andthewaytheyappearanddefinethephenomenaoftheurban.Thecategorythatwilloperatetounlocktheirrigidity is theoneofeconomy,asthisbecomesanalmostunchallengedconcept instrumental forthedissolution of modern politics. If abstraction is the condition of modernity, then management andadministrationare the toolsofmoderngovernance.Whatasymmetriesdo thesecreate?Howdo lawandbiopolitics construct, if they do, a different type of space and subjectivity? How does debt, as MaurizioLazzaratoargued,becomeapoliticalconstruction,anontologicalguilt initiatedbycapital,whichcannotbereducedtoaneconomicmechanism,butconstitutesadeviceofgovernanceandcontrol?Whatisthespacethatreflectsthisrealestateandmanagement?(PlatonIssaias)Agamben,Giorgio,WhatisanApparatus?AndOtherEssays,trans.byDavidKishikandStefanPedatella

(Stanford,CA:StanfordUniversityPress,2009).Elden,Stuart,TheBirthoftheTerritory(Chicago:UniversityofChicagoPress,2013).Foucault,Michel,TheBirthofBiopolitics:LecturesattheCollegedeFrance,1978-79(Picador:London,2010).Graeber,David,Debt:TheFirst5,000Years(NewYork,NY:MelvillePublishingHouse,2011).


19

RecommendedReading:Lazzarato,Maurizio,TheMakingoftheIndebtedMan,translatedbyJoshuaDavidJordan(LosAngeles,CA:

Semiotext(e),2012).Lazzarato,Maurizio,GoverningbyDebt,TranslatedbyJoshuaDavidJordan(LosAngeles,CA:Semiotext(e),

2015).RealEstates:LifewithoutDebt,ed.Fulcrum(JackSelf,ShuniBose),(London:BedfordPress,2014).Simmel,Georg,ThePhilosophyofMoney,trans.anded,byDavidFrisby(London:Routledge,2011).8.PoliticsofUrbanFormSincethebeginningoftheRenaissancewecantraceaparadigmshiftintheideaofurbanform;theimageofthe good city,whichwas oncebound firmly to itsmilitary strength and fortification,was replacedby theabstractnotionof ‘production’.The ideaofagoodurban formwas thereforedeveloped in thesame line;‘circulation’and‘distribution’becamethedrivingforceofurbandevelopment.Whatchangedwasnotonlytheformofthecity,butalsoitssubjects.TheseminardiscussestheratherlonghistorythroughcasestudiesfromCerdàUrbanizacióntoHilberseimer’sHochhausstadt.(HamedKhosravi)LudwigHilberseimer,Metropolisarchitecture.NewYork:ColumbiaUniversityPress,2012.RossExoAdams,‘NaturaUrbans,NaturaUrbanata:EcologicalUrbanization,CirculationandtheImmunization

ofNature’,inEnvironmentandPlanningD:SocietyandSpace,32(1),pp.12–29.MariaShéhérazadeGiudici,‘SpecificSpaces:GovernmentandtheEmergenceofarchitecture

d’accompagnement,1584–1765’,inPierVittorioAureli(ed),TheCityasaProject,Berlin:RubyPress,2013,pp.140–169.

AlbertPope,Ladders(2nded.).NewYork:PrincetonArchitecturalPress,2015.9.InhabitableWalls:OnArchitecture,Power,andTerritoryForearlynomadic societies, the spiritual dimensionwasof great importance. In the struggle to survive inharshconditions,eachaspectoflifewasarite,watchedoverbyaspiritorgod,andthehousewasthespatialmanifestation of those rites, safeguarding and regulating every action. Daily existence was carefullychoreographedwithinthe‘sacredenclosure’,asequenceofinhabitablewallsthatprotectedlifeandallowedittoproliferate.Theseminarinvestigatesthespecifichistoricaltypologieswhichemergedasaresultoftheperformanceofnomadicsubjectsovera territory.Thearchitectureof these typologiesembeds thepowerrelationsaswellasspatialapparatusestotametheterritory.(HamedKhosravi) PierVittorioAureliandMariaShéhérazadeGiudici(eds.),RitualsandWalls.TheArchitectureofSacredSpace.

London:AAPublications,2016.RichardBradley, ‘A life LessOrdinary:Ritualizationof theDomestic Sphere in LaterPrehistoric Europe’, in

CambridgeArchaeologicalJournal13,no.1(2003),pp.5–23.LordRaglan,TheTempleandtheHouse.London:RoutledgeandKeganPaul,1964.JerryD.Moore,ThePrehistoryofHome.BerkeleyandLosAngeles:UniversityofCaliforniaPress,2012.10.ArchitectureofLogisticsArchitecture has been always oneof the pillars of the global economy;where capital is accumulated andcirculated, where various forms of labour meet. Logistics is the founding principle of today’s economy.Whereastheformereconomywasbasedonindustrialproduction,logisticsismeta-production:second-levelproduction,theproductionofproduction,theinfrastructurethatmakesanyotherproductionpossible.Thearchitectureoflogistics,rangingfromshippingvessels,dockyards,oilrigs,harbours,warehouses,tofulfilmentcentres, is then a directmodulation of these standardized procedures,making the space a highly genericenvironmentabletocopewith(economic,environmental,political)instabilityandchange.Oftenconsideredas an “architecture without humans,” such architecture is in fact the breeding ground for new forms ofresistanceandre-organization.(HamedKhosravi)JesseLeCavalier,TheRuleofLogistics:WalmartandtheArchitectureofFulfilment.Minneapolis:Universityof

MinnesotaPress,2016.


20

FrancescoMarullo,‘LogisticsTakesCommand:Architecture,Warfare,Abstraction,’inLog35,pp.103–120.Alberto Toscano, ‘Logistics and Opposition,’ in Mute (3)2. Available online:

http://www.metamute.org/editorial/articles/logistics-and-opposition(Accessed,20August2018)Alberto Toscano, ‘Landscapes of Capital,’ in e-flux conversations (15 March 2015). Available online:

https://conversations.e-flux.com/t/landscapes-of-capital-alberto-toscano-on-allan-sekula/1060(Accessed,20August2018)

B.CourseSpecificationTutors: SamJacoby,PlatonIssaias,andHamedKhosraviDelivery: LecturesandstudentpresentationsSubmissions: Essayof4,000wordsCredits: 16

AimsandLearningOutcomes:Familiarisationofstudentswitharchitecturaltheoriesandtheoriesofdesignmethods.Toprovideacriticalsurveyof thehistoriographyandhistoryof ideas framedby typological and typal reasoning, including theclarificationof type as a formof reasoning that is traditionally distinguished as relating either to a designmethodorcriticaltheory.Oncompletionofthisseminarstudentsareexpectedto:B1 Beabletoanalysecomplexissuesbothsystematicallyandcreatively,makingsoundjudgementsin

theabsenceofcompletedataorinthecontextofincompleteorcontradictoryareasofknowledge.B2 Beabletoapplyknowledgeinanoriginalmanner,togetherwithapracticalunderstandingofhow

establishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline.

B4 Demonstrateself-directionandoriginalityintacklingandsolvingproblems.D1 Have the capacity for independent learning required for continuing professional development,

using full range of learning resources.When applicable, they should demonstrate the ability toworkeffectivelywithinagroupasleaderormemberandtheskillstomanageconflicteffectively.

AssessmentCriteria:TheEssayassessmentisbasedon:•Acriticalknowledgeandunderstandingoftheprinciplesandconceptsintroducedintheseminars.•Therigourandoriginalityindevelopingargumentsandprovidingsupportiveevidence.•Theability todemonstrateclearmethodologyandstructure in theplanningandexecutionofa research

inquiry.•Theabilitytoclearlyandpersuasivelypresentanddebatearguments.•Theabilitytoreferencesourcesofinformationusingagreedconventions.


21

4.3 ACADEMICWRITING1

ComplementarytoSeminar1,studentsareintroducedtoacademicwriting.Thecourseisscheduledonceaweek.Ondayswhennoseminarsorgroupsessionstakeplace,individualtutorialsaregiventodiscussanywritinginprogress(alsoavailabletoYear2students).A.SessionDescriptionsWeek1:EvidenceThisseminarexaminestheroleofnotetakingandthepreliminarycollectionofinformationforthepurposeofscholarlywriting.Week3:Format/StructureThisseminarexamineshowtheformatandstructureofwrittenmaterialcaninformtheintellectualargumentofthewriting.Week6:Submission1(Marked)Edited summaryofoneof theSeminar1 texts (ca1,200words) is tobe submitted inWeek6andwillbeformallyassessedandmarked.Week6:ResearchMethodologiesThisseminarexamineshowvariedandmultivalentmodesofresearchcanbeemployedtoinformascholarlyproject.Week6-10:Submission2Descriptionsof3casestudiesrelatedtoStudio1aretobecompletedbetweenWeek6-10.Asummarytextshouldframeaproblemor issuethatrelatesthecasestudies.Draftsofcasestudieswillbework-shoppedduringtheterm.Week9:FormulatinganArgumentDrawingonthefirstseminars,thissessionwillexaminehowtheresearch,casestudiesandothercollectedsupportingmaterials (suchas images) canbe collatedand structured inorder to formulate andexpress ascholarlyargument.B.CourseSpecificationTutor: MarkCampbellSubmission: EditedsummaryofoneoftheSeminar1texts(ca1,200words)Credits: 4AimsandLearningOutcomes:Tofamiliarisestudentswithacademicwritingconventionsandthe importanceofwritingtoformulatearesearch argument. Understanding of the differences in writing when examining a case study or textsource. Oncompletionofthisworkshopstudentsareexpectedtodemonstrate:C2 Theabilitytodevelopnewtechnicalskillstoahighlevel.D1 Thecapacityforindependentlearningrequiredforcontinuingprofessionaldevelopment,usingfull

rangeoflearningresources.AssessmentCriteria:•Clarity,intelligence,andrigourinsummarisingtextsandcasestudies.•Compliancewithacademicreferencingstandards.


22

4.4 STUDIO2:Scales:FromtheRoomtotheCityTheassumptionunderlyingarchitecturalurbanismisthataninterdisciplinaryrelationbetweenarchitecture,urban design, and urban planning can be understood through multi-scalar reasoning. Furthermore, theanalysis of architecture’s formative diagrams in Studio 1 is seen as a prerequisite to an operativeunderstanding of built forms within the city through a typal and typological analysis. Thereby questionsemergingfromtheArchitectureofCollectiveLivingprovideatypologicalandintellectualframeworktostudythisrelationshipinTerm2.Consequently,Studio2buildsonthepreviouslyintroducedconceptofformativediagrams in relation to fundamental typesas thebasis toanalysemodelsof collective livingand formsofsharing,while the ideaof typeandtypology isexpandedto thestudyof thecity.Studio2also introducesstudentstotheconventionsofurbanplanning,itsparameters,processes,andlimits.A.Studio2StructureUnderstandingfundamentaltypesasprovidingbasicorganisational,structural,andtectonicelementsofthe city, and by drawing a deliberate relationship between the scales of building types and city,architectural design becomes operative at different scales. Thismeans that the hierarchies, limits, anddifferentiationsofbuildingtypesandtheirstructuralandorganisationaldiagramscanbeseentopartiallycontrol urban development. In this sense, architectural and urban plans are intelligible as formal andtheoreticalproductsofdisciplinaryactivityasmuchasthecollectiveoutcomeofsocio-politicalforces.Thecity, in other words, is defined by typological conflicts and transformations that arise when typesencounter a specific context and become materially realised. By uncovering these conflicts andtransformationsofbuiltformandthenecessaryscalarnegotiationsandtranslations,aspecificideaofthecityemergesthathasintrinsicformal,spatial,andsocialrelationships.Studio2isorganisedbythreemainparts:1:UrbanPlanAnalysisThestudiobeginswiththeselectionandanalysisofanexistingorproposedurbanplanforacontemporarycityoraregioninwhichthebuildingtypeschoseninStudio1playasignificantandformativerole.Theaimisfor the students to initiate an active engagementwith a selected case study, to contact local authorities,collectivearchitects,plannersandresearchers, formulatinga ‘liveproject’.As inStudio1, relevantarchivalmaterialshouldbeidentifiedandarchivesvisitedtostudy,analyse,representthefoundmaterial.Followingthis, the first analysis is that of common urban design and planning criteria, which should include thefollowingcommonelementsofanurbanplan(asapplicable):DescriptionofUrbanPlan•Masterplan•Landuse(zoning,coverage,massing,anddensity)AnalysisofUrbanPlan•Contextandstrategicanalysis

-Planninggoalsandpolicies-Economicdevelopment-Landform(andlandscape)-Implementationandphasing

•Spatialandprogrammaticanalysis-Figure-groundplan-Circulationandtransportation-Services,facilities,andinfrastructures-Naturalresources,openspace,recreation,andlandscape-Hierarchyandorganisation(structure,route,connection,andview)-Part-to-wholeandrepetitive-to-unique


23

-Geometry,grids,andsymmetry2:TypologicalConflictandTransformationFollowing the basic analysis of the urban plan, the relationship of housing types to its conceptualisation,organisation,and formation is studied.Howdoes thegeneralityof typeadapt tosocio-cultural,economic,andpoliticalcontexts?Withinthisstudy, thequestionwhethera typological transformation results fromatypologicalconflict,createdbyaninsertionintoacontext,orastrategicargumentanditspossibilitieswithinacontext is emphasised. This expands the conclusions of Studio 1 and requires a good knowledge of thephysical,social,andculturalcontextoftheurbanplan.The identified conflicts and transformation are diagrammedanddevelop the preceding analysis. To beginwith,theurbanplaniscomparedtootherplansand/oritsarchitecture,consideringordeveloping:•Architecture’srelationshipstotheurbanplan;scalarcomparison•Distribution:linear,parallel,axial,radial,centralised,andclustered•Hierarchyandlayering•Modularity,difference,andflexibility•Comparativematrix•TimelinesSubsequentlythetransformationoftheurbanplananditsrelationtoformativetypesisstudiedbystudying:•Growthandlimits•Ideaandstrategydiagrams•TransformationdiagramsThisshouldbeconcludedinasetofspeculativetransformativematricesforthearchitecturalbuildingtypeandurbanplan.Toconcludetheanalysisandspeculations,afirstattemptshouldbemadetodefine:

1. How do the relationships between type and urban plan raise a larger disciplinary question, adiscursiveresearchproblemthatnotonlyrelatestothespecificcityandplanstudiedbuttoageneraldiscussionandthecontemporarycity?

2. Whatisaclearlydefinedurbanresearchquestiondealingwithadesignproblemthatemergesfromtheanalysis?

3. Whatisarelatedyetdistincttypologicalandarchitecturaldesignresearchquestion?While this is a first attempt to formulate questions important for the Dissertation Proposal, it is also aconclusiontoStudio2,potentiallyquestioningsomeearlierconclusionsfromStudio1.3:DesignExerciseAshortdesignbrief,writtenbyeachstudent,willbeexploredovertwoweeks.Thebrieffortheexerciseistospecify:• Atypologicaltransformation• Aspecificarea,location,neighborhoodofaselectedcity• Aspecificcollective,group(thesubject(s)shouldbedefined)•Anumberofurbanconstraints(structural,physical,material,andprogrammatic)B.ComputationalWorkshopsDuringTerm2,studentswillfurtherdevelopadvanced3Dmodellingtechniqueswhilealsobecomingfamiliar


24

withbasicnotionsofparametricmodellingandassociativedesignmultiscalartools.Inaddition,studentswillalsogetthechancetoexploredigitalfabricationandrapidprototypingtechniquessotheyareabletodevelopphysicalmodels thus illustrating and interrogating their explorations. The examined processes during thisstudiowillallowspacefordata-drivengenerativeandanalyticalexplorationsthatwilltakeplaceinStudio3.C.ReadingAllen,Stan,PointsandLines:DiagramsandProjectsfortheCity(NewYork,NY:PrincetonArchitecturalPress,

1999).Hall,Peter,CitiesofTomorrow:AnIntellectualHistoryofUrbanPlanningandDesignintheTwentiethCentury,

3rdedn(Malden,MA:Blackwell,2002).Lehnerer,Alex,GrandUrbanRules(Rotterdam:010Publishers,2009).RecommendedReading:Arendt,Hannah,TheHumanCondition(Chicago:UniversityofChicagoPress,1958).Carmona,Matthew,etal,PublicPlaces,UrbanSpaces:TheDimensionofUrbanDesign,2ndedn(London:

Routledge,2010).Gehl,Jan,LifeBetweenBuildings:UsingPublicSpace(London:IslandPress,2011).Habermas,Jürgen,TheStructuralTransformationofthePublicSphere:AnInquiryintoaCategoryofBourgeois

Society(Cambridge:PolityPress,1992).Kayden,JeroldS.,etal,PrivatelyOwnedPublicSpace:TheNewYorkCityExperience(NewYork:JohnWiley&

Sons,2000).Sennett,Richard,TheFallofPublicMan(NewYork:Knopf,1977).Sudjic,Deyan,The100MileCity(London:Flamingo,1993).D.CourseSpecificationTutors: SamJacoby,PlatonIssaias,andSpyrosEfthymiouSubmissions: StudioReport (illustrations,drawings,andwriting)Credits: 16 AimsandLearningOutcomes:Familiarisationwiththeconceptsoftypologicalconflictandtransformation,andanintroductiontourbandesign and urban planning methodologies. Understanding the socio-political, economic, ecological,spatial,andphysicalparametersorprocessesinformingthedevelopmentandformationofanurbanplan.Oncompletionofthisdesignstudiostudentsareexpectedtodemonstrate:B1 Theabilitytoanalysecomplexissuesbothsystematicallyandcreatively,makingsoundjudgements

in the absence of complete data or in the context of incomplete or contradictory areas ofknowledge.

B2 Theability toapplyknowledge inanoriginalmanner, togetherwithapracticalunderstandingofhowestablishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline.

B4 Self-directionandoriginalityintacklingandsolvingproblems.C2 Theabilitytodevelopnewtechnicalskillstoahighlevel.D1 Thecapacityforindependentlearningrequiredforcontinuingprofessionaldevelopment,usingfull

range of learning resources. When applicable, the ability to work effectively within a group asleaderormemberandtheskillstomanageconflicteffectively.

AssessmentCriteria:TheassessmentoftheStudioReportisbasedon:


25

• Theabilitytocriticallyanalyse,interpret,compare,andgeneraliseurbanplans.• Thedepthofunderstandingdisciplinaryknowledgeanddesignresearchtechniquesinurbanism.• Competenceinmodesofrepresentationsandproductionsinurbandesignandmasterplanning.• Originalityandrigourindevelopingadesignbriefandproposal.• Theabilitytoclearlycommunicateconceptsandwork.


26

4.5 SEMINAR2:ProjectsoftheCity(Surveysandcasestudies)The phenomenon of the city has been continuously theorised through a number of critical writings andprojects that reformulate,andobject to, itsestablishedhistory.At thesametime,modernurbanplanningonly emergedwith scientific urbanism in the late-nineteenth century andwas formalised by theModernMovement.Thecoursepositionsthemodernisttheoriesofanewcontemporarycity,whichdevelopedwithanincreasedfascinationwiththecity,inthewidercontext.Thecourseproposesthatthecityhasincreasinglybecome a critical field of theory driven by practitioners in an attempt to reconnect architecturewith thechallengesandquestionsraisedbythecontemporarycityandprolificurbanisation.Seminar2isdividedintotwodistinctiveparts.Thefirst,exploresthedevelopmentofdisciplinaryknowledgeaboutarchitectureandurbanismfromthe19thcenturyuntiltoday.Thesecondpartpresentsscholarlyresearchinseriesofimportantcontemporarycasestudies.ThiswouldallowstudentstoformulatetheirindividualresearchpropositionsforThesis–StudioinTerm3.A.SessionDescriptions1+2.SurveyIandII.Nineteenth-CenturyConceptsofCityPlanningThisisasurveylectureprovidinganoverviewfromthenineteenth-totwentieth-centuryideasofthecityandits planning. Following the Industrial Revolution, a rapid growth of cities led to a radical change of itstraditionalspatialorganisation. Inthesecondhalfofthenineteenthcentury,newsystemsandconceptsofplanning cities emerged. Ildefons Cerdà coined the term ‘urbanisation’ in the 1860s as part of his newprogressiveandscientificunderstandingofplanningasanorderingdiscipline.Whiletohimissuesofhousing,mobility,andhygieneraiseasocialquestionandarepragmaticallyembeddedintechnical,economic,legal,administrative,andpoliticalconsiderations,CamilloSitte,forexample,attheendofthenineteenthcenturysuggestedanalternativeculturisturbanismthathighlightedtheaestheticexperienceofthecity.(SamJacoby+PlatonIssaias)Cerdà,Ildefons,‘TheUrbanWaysorStreet’and‘LayoutsfortheNetworksofWays’,inCerda:TheFiveBases

oftheGeneralTheoryofUrbanization,ed.byArturoSoriayPuigandtrans.byBernardMiller(Milan:Electa,1999),pp.101-37.

Choay,Françoise,TheModernCity:Planninginthe19thCentury.TranslatedbyMargueriteHugoandGeorgeR.Collins,withaPrefacebyG[eorge]R.C[ollins](NewYork:GeorgeBraziller,1969).

Howard,Ebenezer,GardenCitiesofTo-morrow(1898).Sitte,Camillo,‘TheMeagreandUnimaginativeCharacterofModernCityPlans’,‘ModernSystems’,and

‘ArtisticLimitationsofModernCityPlanning’,inCityPlanningAccordingtoArtisticPrinciples,trans.byGeorgeCollinsandChristianeCollins(NewYork:DoverPublications,1986),pp.221-50.

Projects:Haussmann'sRenovationsofParis(1852-70)byGeorges-EugèneHaussmannSnow,John,BroadStreet(London)CholeraMap(1854)ExtensionPlanofBarcelona:Eixample(from1859)byIldefonsCerdàTheViennaRing(1898)byCamilloSitteBooth,Charles,PovertyMapofLondon(1898-99)LetchworthGardenCity(from1903)byBarryParkerandRaymondUnwin

RecommendedReading:Aibar,Eduardo,andWiebeBijker,‘ConstructingaCity:TheCerdàPlanfortheExtensionofBarcelona’,Science,

Technology,&HumanValues,22.1(1997),pp.3-30.Choay,Françoise,TheRuleandtheModel:OntheTheoryofArchitectureandUrbanism(Cambridge,MA:MIT

Press,1997).Hall,Peter,CitiesofTomorrow:AnIntellectualHistoryofUrbanPlanningandDesignintheTwentiethCentury,

3rdedn(Malden,MA:Blackwell,2002).Hall,Peter,‘TheCityofDreadfulNight’,inPeterHall,CitiesofTomorrow,3rdedn(Oxford:Blackwell,


27

2002),pp.14–47.Johnson,Steven,TheGhostMap(NewYork:Riverhead,2006).Mumford,Eric,TheCIAMDiscourseonUrbanism,1928-1960(Cambridge,MA:MITPress,2000)Summerson,John,‘ClassicalintoModern’,inTheClassicalLanguageofArchitecture(Cambridge,MA:MIT

Press,1966),40-46.3.SurveyIII.UrbanDesign:TheEmergenceofaNewDisciplineReactingtothebankruptcyoftheModernMovement’surbanplanningdoctrinechargedwiththedeclineofcities,theconceptofurbandesigninitsmodernusageasaconcernwiththeprocessesinvolvedinphysicallyshapingcitiesandtownsemergedinthelate1950s.InitiatedbywritersanddesignerssuchasKevinLynch,Jane Jacobs, and Christopher Alexander, it propagated practical architectural solutions with the aim toinfluenceurbanrenewalthroughthedesignofpublicspacesandchangesinpolicy.Withinthenewdiscipline,two opposite interests arise, on the one hand community driven and political activism, on the other anattempttofindprocedurestounderstandanddesignthecity.(SamJacoby)Lynch,Kevin,‘TheCityImageandItsElements’,inTheImageoftheCity(Cambridge,MA:MITPress,1960),

pp.46-90.Jacobs,Jane,‘Introduction’,inTheDeathandLifeofGreatAmericanCities(1961;repr.NewYork:Random

House,1993),pp.5-34.RecommendedReadingandProjects:Alexander,Christopher,APatternLanguage:Towns,Buildings,Construction(NewYork:OxfordUniversity

Press,1977).Alexander,Christopher,TheTimelessWayofBuilding(NewYork:OxfordUniversityPress,1978).[Explaina

typicaldesignprojectbasedonAlexander’sdesignpatters].Broadbent,Geoffrey,EmergingConceptsinUrbanSpaceDesign(London:Taylor&Francis,1995)Mumford,Eric,DefiningUrbanDesign:CIAMArchitectsandtheFormationofaDiscipline,1937-69(New

Haven:YaleUniversityPress,2009).Shane,DavidGraham,RecombinantUrbanism;ConceptualModellinginArchitecture,UrbanDesignandCity

Theory(2005).4.SurveyIV.Post-warArchitecture:ColonialStruggles,Post-colonialNationBuildingandtheWelfareStateArchitectural ‘modernism’ and ideas and projects of modernization have often been presented inarchitectural historiography through a colonial lens that implied a rather global canon. However, recentscholarship influenced by post-colonial studies and radical cultural studies has critically approachedmanyimportantexamples,builtprojects,exhibitionsandpublications.Thelecturepresentskeyprojectsofnationbuildingandcasesofalternativemodelsofurbandesignandarchitecture,mainlyhousing,thatchallengetheideaofa‘universalmodernity’.(PlatonIssaias)Avermaete,Tom,Karakayali,Serkat,VonOsten,Marion,ColonialModern:AestheticsofthePastRebellions

fortheFuture(London,BlackDogandHausderKulturenderWelt,Berlin,2010).Goldhagen,SarahWilliams,Legault,Rejean,AnxiousModernisms:ExperimentationinPostwarArchitectural

Culture(Cambridge,MA:MITPress,2000).5.SurveyV.ArchitecturalUrbanismTheproposednotionofarchitecturalurbanismisbasedonthepremisethattypalandtypologicalreasoningprovidestheprimarycross-disciplinaryframeworkbetweenarchitecture,urbandesign,andmaster-planning.By lookingat the city from theperspectiveofarchitects, thequestions canbeposedofhowarchitecturalideasofandforthecitysuggestalternativeapproachestocurrentdesignthinking,andwhatkindofprojectandresearchisassociatedwith,orarisesfrom,architecturalurbanism.ThediscussedworkwillrangefromAlsoRossi,RobandLeonKrier,RobertVenturi,ColinRoweandstudents.(SamJacoby)


28

Rossi,Aldo,TheArchitectureoftheCity,trans.byDianeGhirardoandJoanOckman,withintroductionbyPeterEisenman,OppositionsBooks(Cambridge,MA:TheMITPress,1982).

Jacoby,Sam,‘ArchitecturalUrbanism:ProposalsfortheArabWorld’,inReconceptualisingBoundaries:UrbanDesignintheArabWorld,ed.byRobertSaliba(Ashgate:forthcoming).

RecommendedReading:Durand,JeanNicolasLouis,‘VolumeOne:Introduction’,‘PartII:CompositioninGeneral’,and‘Graphic

PortionoftheLecturesonArchitecture:SummaryoftheOralPortionoftheLectures’,inPrécisoftheLecturesonArchitecture,trans.byDavidBritt(LosAngeles:GettyPublications,2000),pp.77-88,119-127(andplates1-20to‘PartII:CompositioninGeneral’),and187-201(andplates1-25of‘GraphicPortion’)

Barth,Larry,‘TheComplicationofType’,inTypologicalFormations:RenewableBuildingTypesandtheCity(London:AAPublications,2007),pp.158-64.

6.CaseStudyIAthens,aprojectofcrisisTheseminarpresentsresearchaboutthehistoryoftheGreekcityanditsdistinctdomesticarchitecture.Theseminaraimstocritiquethepopularcategoryof‘informalurbanism’byinterrogatingtheunderliningrelationbetweenurbanmanagementandarchitecturalform.Whatisatstakeistoestablishandtheorizethestrategiclinkbetweendomesticspace,production,conflictanddebt.Howcanformsofdomesticethos,thehabitsandpracticesofdomesticlifecouldberelatedwithadministrativeandmanagerialprojects?Howcouldthiswayofthinkingaboutthecitybeusedtoconfrontthedistinctionbetween‘formal’and‘informal’?Whatmakesadiagram of space and social relations, such as the Greek apartment building, a successful territorial,biopolitical machine? The second lecture will present a series of projects done in Athens during the lastdecade,mainlyreflectingthecity’sconditionofacuteeconomicandspatialcrisis.(PlatonIssaias)Aureli,PierVittorio,Giudici,Maria,Issaias,Platon,’FromDom-inotoPolykatoikia’,Domus962,October

2012,pp.74-87.Issaias,Platon,‘TheAbsenceofPlanasaProject:OnthePlanningDevelopmentofModernAthens:1830-

2010’,inTheCityasaProject,ed.Aureli,PierVittorio,(Berlin:RubyPress,2013)pp.292-333.RecommendedReading:Aureli,PierVittorio,’TheDom-inoProblem:QuestioningtheArchitectureofDomesticSpace’,inLogn.30,

Winter2014.Issaias,Platon,’OnConflict,GenericandtheInformal:TheGreekCase’,availableonlineatTheCityasa

Projectwebsite:http://thecityasaproject.org/2016/01/on-conflict-generic-and-the-informal-the-greek-case/

Issaias,Platon,’WarWithinFourWalls:FamiliarHorrorandDomesticArchitectureinAthens’,availableonlineatTheCityasaProjectwebsite:http://thecityasaproject.org/2015/12/war-within-four-walls-familiar-horror-and-domestic-architecture-in-athens

Castoriadis,Cornelius,’TherationalityofCapitalism’,InFiguresoftheThinkable,trans.byHelenArnold.(Stanford:StanfordUniversityPress,2007).

Marx,Karl,’EconomicandPhilosophicalManuscripts’,InEarlyWritings,translatedbyRodneyLivingstoneandGregorBenton,(London:PenguinClassicsinassociationwithNewLeftReview,1975)pp.279-400.

Rice,Charles,TheEmergenceoftheInterior:Architecture,Modernity,Domesticity(London:Routledge,2006).7.CaseStudyII.Tehran:LifewithinWallsLife in Tehran proliferates and thrives in its interiors. When public space is policed and controlled,domesticinteriorsbecomeartgalleries,clubs,culturalcentres,workshops,andoffices.Interiorsceasetobe theexclusivedomainof individual life and familymatters; homesbecome the spaces inwhichnewformsofcollectivelifeareexperimentedwithandnurtured,andthebattlegroundforsocialconflictsandpolitical constituencies. Through its extensive apparatus of drawings, the seminar presents anarchaeologicalinquiryintothepoliticsandtheecologiesoftheinteriorspacesoftheIranianmetropolis,fromitsfoundationastheIraniancapitaluntiltoday.(HamedKhosravi)


29

Khosravi,Hamed(ed.),Tehran.LifeWithinWalls(Berlin:HatjeCantz,2017)8.CaseStudyIII.Territory,Settlement,Home:AProjectforRuralThecountrysideisthenewfrontlineofurbanisationinChina.Theruralterritory,newruralsettlementandfamilyhomebecomekeyinstrumentsofthestateapparatusintheprocessofappropriation,redistributionandproduction.Eventuallythroughthefinegrainofdailyroutineandsocialbehaviour,desiredsubjectsarebeing constructed. Through design projects, the thesis is to disclose mechanisms of planning strategiesunderpinnedbythegrowthcentredoctrine, theurbanspatial template forconsolidatingruralsettlementsand the modern apartment and family house as transformative tools to bring urban lifestyle to thecountryside.(JingruCyanCheng)9.CaseStudyIV.BarcelonaThe lecture will describe the relationship between the development processes of La Borda, the firsthousing cooperative built in Barcelona and its architectural development. In the case of La Borda, thehousingprojectwaschallengedbysustainabilityinthebroadestwaypossible:political,social,economicandenvironmental.(CristinaGamboa,LaCol)B.CourseSpecificationTutors: SamJacoby,PlatonIssaias,HamedKhosraviandguestlecturersDelivery: LecturesandstudentpresentationsSubmissions: Essayof4,000wordsCredits: 16 AimsandLearningOutcomes:Toprovidestudentswithasurveyoftheoriesthatconceptualisethecity,inparticularthecontemporarycity, through its architecture and architectural projects. The seminar discusses theories of the city inrelationshiptocriticalarchitecturalpractice.Oncompletionoftheseminarcoursestudentsareexpectedto:B1 Have the ability to analyse complex issues both systematically and creatively, making sound


B2 Havetheabilitytoapplyknowledgeinanoriginalmanner,togetherwithapracticalunderstandingofhowestablishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline.

B4 Demonstrateself-directionandoriginalityintacklingandsolvingproblems.D1 Have the capacity for independent learning required for continuing professional development,

usingthefullrangeoflearningresources.Whenapplicable,theabilitytoworkeffectivelywithinagroupasleaderormemberandtheskillstomanageconflicteffectively.

AssessmentCriteria:Theessayassessmentisbasedon:•Acriticalknowledgeandunderstandingoftheprinciplesandconceptsintroducedintheseminars.•Therigourandoriginalityindevelopingargumentsandprovidingsupportiveevidence.•Theability todemonstrateclearmethodologyandstructure in theplanningandexecutionofa research

inquiry.•Theabilitytoclearlyandpersuasivelypresentanddebatearguments.•Theabilitytoreferencesourcesofinformationusingagreedconventions.


30


ComplementarytoSeminar2,theacademicwritingcourseisscheduledonceaweekduringtheterm.Ondays when no seminars or group sessions take place, individual tutorials are available to discuss anywritinginprogress(alsoavailabletoYear2students).A.SessionDescriptionsWeek1:BibliographicandGraphicReferencesThis seminaroutlinesgoodacademicpractice for assembling large collectionsofbibliographic andgraphicreferences.Week3:ComparativeAnalysisThisseminarexamineshowtodrawondifferentandmultiplereferencesinordertostructureandformulateacomparativeanalysis.Week6:Submission(Marked)EditedliteraturereviewofcriticaltextsfromSeminar2(ca4,000words)istobesubmittedinWeek6andwillbeformallyassessedandmarked.The structure and writing of the literature reviewwill be work-shopped in individual and group sessionsthroughouttheterm(priorandpostsubmission).Week9:IntroductiontotheThesisThisseminarexaminesthenotionofanacademicthesisandbeginstodiscusshowtoapproachalongerformofacademicwritingandtimemanagingtheproductionofathesis.B.CourseSpecificationTutor: MarkCampbellSubmission: LiteraturereviewofsourcetextsfromSeminar2(ca4,000words).Credits: 4 AimsandLearningOutcomes:Tofamiliarisestudentswiththewritingofliteraturereviews,toassesscurrentknowledgeandtopositionone’sownwriting. Oncompletionofthisworkshopstudentsareexpectedtohave:C2 Theabilitytodevelopnewtechnicalskillstoahighlevel.D1 Br able todemonstrate independent learning required for continuingprofessional development,

usingafullrangeoflearningresources.AssessmentCriteria:•Intelligence,structure,andclarityoftheliteraturereview.•Abilitytosynthesiseargumentsbetweenseveraltexts.•Compliancewithacademicreferencingstandards.


31

4.7 THESIS-STUDIO:Representations,Investigations,DiagramsThe Thesis-Studio is a combined design studio and seminar course in which students develop theirDissertationProposalandstart theDissertation.UnderlyingtheThesis-Studio is thehypothesis thatcriticalandspeculativeprojectsonthecity,whetherpracticeand/ortheoryoriented,manifestan‘ideaofthecity’thatcanbeunderstoodthroughcorrespondingtypologicalandsocialdiagrams.Someoftheseideasanddifferenthistorical,theoretical,andepistemologicalperspectivesofthecitywillbediscussed in seminars through critical projects of the recent past: exemplary proposals, representations,theories, and reflections of and on the city. The seminar examines how diverse readings of the citypromulgatespecificideasanddefineaspectsofthecitythatareformativeandfundamental.Mostofthesereadingsshareamedium-specificityandhaveaclearmethodologicalapproachthroughwhichacriticalurbanthesis is related to its processes of conceptualisation and representation. Often speculative—un-built orunbuildable—manycriticalurbanprojectshaveremained in therealmof speculationand imagination,butwith an enduring effect on our (disciplinary) understanding and knowledge of the city. Representations,InvestigationsandDiagramsinthatsensearespeculative,projectiveandopen-endedintheirpossibilities,butconsistentintheirconstruction.A.StudioStructure1.ObjectofResearchDuringtheThesis-Studio,studentswillfinalisetheirresearchinterestandconfirmatheoreticalandphysicalcontext in which this is situated. They develop their initial research enquiry into a proposal for theDissertation. Students are asked to formulate a research problem with relevance to a larger disciplinarydiscourse,andresearchquestionsthatarearchitecturallyspecificandexamineadistincturbanproblem.Aclear relationship but also distinction must be established between the typological and urban researchquestions. The research questions defining the typological and urban problems must be further locatedwithinthelargerdiscourseoftheArchitectureofCollectiveLiving.Thecollectivelivingbuildingtype(s)andthecityandurbanplan(s)examinedinTerm1and2willconstitutethespecificsiteandcontextfortheDissertationProposalandlatertheDissertation,unlesstherearegoodargumentspresented forchanging this.Bothbuilding typologiesandsitesshouldnotsimplybedefinedasphysical and material contexts but should also be considered geographically, socio-politically, culturally,economically,andecologically.Thisdefinesthelimitsoftheresearchinvestigation.The Dissertation Proposal is to formulate a coherent research thesis and enquiry that structure theintellectualanddisciplinaryresearchproject,theresearchproblem,andalsocreatearigorousframeworkfordesignandresearchspeculationsatanarchitecturalandurbanscale:theresearchquestions.Thisrequiresaproblemdefinition,methodological clarityandcoherence, thedemarcationofa siteandcontext (physical,historical,theoretical,andspeculative),andthewritingofapreliminarydesignandresearchbrief(drafttobesubmittedendofTerm2). It furtherhastoformulatespeculativeandoperative idea(s)ofthecitythroughwrittenandvisualmanifestoesthatoutlinetheobjectofresearch.TheDissertationProposalwillbejudgedonthestudent’sabilityto:

1. Posit a clear and rigorous research problem that is original and contributes new disciplinaryknowledge.

2. Define a specific typological design-research question that is both analytical and projective,whilehavingrelevancetotheconditionofthecontemporarycity.

3. Articulateanurbandesign-researchquestion that is complementary to,butalsodistinct from, thetypologicalquestionandchallengesthescaleofarchitecture.

The Dissertation Proposal should demonstrate that the proposed enquiry is within the student’s grasp,


32

capabilities,andtimeschedule.Inaddition,studentsareexpectedtoclarifyhowtheirresearchprojectrelatestoandmakesuseoftheoreticalanddesignresearchbystatinghowtheyintendtosynthesisetheirdesignedandwrittenresearchintheDissertation,towhichequalweightingisgivenintheThesis-Studio.TobegindevelopingtheDissertationProposal,startbyformulating:

• aseriesofobservationsthatarebasedonevidence(textual,material,visual,etc.sources);• andaseriesofhypothesisorstatementshowtheobservationsraiseorrelatetocertaindisputesthat

arelinkedtotheareaofinterestthathasbeenidentified.2.DesignProposal:IdeaoftheCityToclarifytheobjectofresearchoftheDissertationProposalandstarttheDissertation,anumberofquestionsandproblemsshouldbeexploredthroughwritinganddrawings:• Therelationofarchitecture’sdisciplinaryknowledgetothecityanditsdiscourse.

(Whatistherelevanceoftypesandtheirtransformationtothecontemporarycity?Clarificationoftheresearchproblem.)

• Diagrammingoftypologicaltransformations(Matrices that contextualise incremental or abrupt variation and transformation of types derivingfromspeculationsontheirdeepstructures.Whatstructuralandorganisationalelementsoftypearetransformed?)

• Concludingtypologicaltransformationdiagrams(Derived from the matrices of typal transformation. What are the criteria and objectives oftransformationandspeculation?Clarificationofthetypologicalresearchquestion.)

• Theurbanplan(Programmatic and organisational analysis, but also socio-cultural, political, economic, ecologic etcstudiesofthecityanditsplans.)

• Concludingurbanorganisationalandprogrammaticchangediagrams(Howdoestheurbanscalediffersfromandprovidesresistancetothetypologicalapproach?Whataretheurbanconflictsandtransformationsinrelationtothoseofarchitecture?Clarificationoftheurbanresearchquestion.)

Theaboveisasmuchananalysisof,asitisaspeculationon,theformationofthecityanditsorganisation,diagrams, and (re)presentation by providing well-argued observations and hypotheses of relationshipsbetween a fundamental type, its formative diagrams, and an urban plan. These idea(s) of the city arethereforeameans to clarify theobjectof research throughdrawingsand graphicalmanifestoes. Theyarefurtherthebasisforwritingapreliminarydesignbriefandstartthedesignwork,whichareessentialpartsofthedissertationframework.Design briefs typically include: descriptions of the project background and context, a problemdescriptionwithdefinitionof constraints andneeds, includingguidelinesonapproachandmethodologyandplanningcriteria,andastatementoftheprojectorresearchobjectiveswithalistofdeliverablesandtimeschedules.Basedonthedesignbrief,afirstdesignproposalmustbedevelopedthatelaboratestheobjectofresearchthrough a series of design speculations. This explores anothermeans to clarify the research problemandresearchquestions.B.SeminarDescriptions:TheseminarcourseisanintegralpartoftheThesis-Studioandexploresresearchmethodologiesaswellasideas of the city from a historical, theoretical, and epistemological perspective, but also through therepresentationsavailabletoanddefinedbydifferentmedia.Theseminardiscusseshowdiverse(ideological,technique-based,orrepresentational)readingsofthecityinexemplaryprojects,ideas,representations,andwritings, produce specific ideas that are either graphic-, design-, and process-oriented, or are expressedthroughalternativeformsofrepresentation(painting,writing,film,etc).


33

1:ResearchMethodologiesandWritingaResearchProposalThis seminar provides an overview of researchmethodologies andmethods, especially in architecture, topreparestudentstodefinetheirownmethodologyforthedissertation.(SamJacoby)Borden,Iain,andKaterinaRuedi,TheDissertation:AnArchitectureStudent’sHandbook,5thedn(Oxford:

Butterworth-Heinemann,2006).Groat,Linda,andDavidWang,ArchitecturalResearchMethods(Hoboken:Wiley,2013).Lucas,Ray,ResearchMethodsforArchitecture(London:LaurenceKingPublishing,2016).Yin,RobertK.,CaseStudyResearch:DesignandMethod(LosAngeles:Sage,2014).

2.ArchitectureAssembled:ExquisiteCorpseThe tools of assemblage, originally developed by Dada, were also at the centre of the production ofarchitecturalimages.Themontagewasnotonlythetoolthroughwhichthenewarchitecturewasreactingtotheoldcityasapolemicaldevice.Theideaofassemblingready-madeobjectswasalsoatthecoreofanideaofarchitecturemadeofprefabricatedelements,makingarchitecturean industryandno longeranartasitwastaughtinthebeaux-artsacademies.TheseminardiscussestheevolutionoftheconceptandtechniqueofassemblageinarchitecturethroughexamplesfromRenaissance,toPost-digitalarchitecture.(HamedKhosravi)

MaudLavinandMatthewTeitelbaum,MontageandModernLife1919–1942.Cambridge:MITPress,1992.MassimoScolari,ObliqueDrawing:AHistoryofAnti-Perspective.Cambridge:MITPress,2012.SimondeDreuille,‘LesNuitssansKimWilde,’inSanRocco2,pp.6–11. 3.ObliqueDrawingThe lecturewill present a close readingofMassimoScolari’sbookObliqueDrawing on thehistoryof antiperspectivalvisualrepresentationandparallelprojection.FollowingScolaributalsoexpandingtoincludethehistoryof20thcenturyarchitecturalavant-garde,thelecturewillexplorethewayknowledge,andespeciallytechnologies of representation, obtain meaning from the social and political contexts in which they areembeddedanddevelopedfrom.Apartfromahistoryofopticsandscientificorartisticdevelopment,whatispresentedhereisaquickoverviewofideological,culturalandcosmologicalperceptionsandbeliefs,caughtalwayswithindiagramsofpowerrelationsandstruggle.(PlatonIssaias)Scolari,Massimo,ObliqueDrawing:AHistoryofAnti-perspective,trans.byJamesS,Ackerman(Cambridge,

MA:MITPress,2012).Ackerman, James, ‘The Origins of Architectural Drawing in theMiddle Ages and Renaissance’, in Origins,

Limitations,Conventions(Cambridge,MA:MITPress,2002)pp.28-65.RecommendedReading:Carpo,Mario.TheAlphabetandtheAlgorithm(Cambridge,MA:MITPress,2011).Belting,Hans.FlorenceandBaghdad:RenaissanceArtandArabScience,trans.byDeborahLucasSchneider

(Cambridge,MA:TheBelknapPressofHarvardUniversityPress,2011).

4.OMUngers:DialecticalPrinciplesofDesignAnimportantcontributortothedebateonarchitecture’srelationshiptothecityafterModernismwastheprolific German architect and educator Oswald Mathias Ungers (1926–2007). Coinciding with hisappointment at the Technische Universität Berlin, he became interested in questions of typologicalorganisationandmorphological transformation,positingthat theyarerelatedbydialecticalprinciples.ThisconcernremainedimportanttoUngersthroughouthislongarchitecturalcareer.ThisseminarwilltracesomeoftheshiftsinUngers’stypologicalreasoningbyreviewingaselectionofhiskeyworks.(SamJacoby)


34

Ungers,OswaldMathias,‘FiveLessonsfromSchinkel’sWork’,CornellJournalofArchitecture,1(1981),pp.118–19.

Ungers,OswaldMathias,‘PlanningCriteria’,LotusInternational,11(1976),p.13.Ungers,O.M.,GrossformenimWohnungsbau(VeröffentlichungenzurArchitekturNr5,1966;Reprint,

UniversitätsverlagderTUBerlin,2007).RecommendedReading:SamJacoby,‘OswaldMathiasUngers,DialecticalPrinciplesofDesign’,TheJournalofArchitecture(2018-

forthcoming)JasperCepl,SamJacobyandValerioMassaro,‘GrünzugSüd:AnUrbanDesignManifesto’,SanRocco,14

(2018),133–1435.TheGenesisofaHopefulMonster:ArchitectureandtheCity,1966–2016Theseminarpresentsaselectionofkeytexts,books,andprojectsthatconstructanalternativehistoryofthelast50yearsofarchitecturetheory,practiceandeducation.Itconsistsofa“constructedgenealogy”ofhowthe problem of architecture and its relation to the city has been formalized by different scholars andpractitioners.(PlatonIssaias)Ungers,OswaldMathias,KoolhaasRem(withPeterReimann,HansKollhoff,andArthurOveska),TheCityin

theCity,Berlin:AGreenArchipelago,AManifesto(1977).AcriticaleditionbyFlorianHertweckandSébastienMarot(Zürich:LarsMüllerPublishers,2013).

RecommendedReading:Aureli,PierVittorio,ThePossibilityofanAbsoluteArchitecture(Cambridge,MA:MITPress,2011).(fifth

chapter,TheCitywithinaCity)Branzi,Andrea,Non-stopCity:ArchizoomAssociati/AndreaBranzi(Orleans:HYX,2006).Branzi,Andrea,ARCHIZOOMASSOCIATI,‘TheFluidMetropolis’,InLuoghi(London:ThamesandHudson,

1992).Dogma,11Projects(London:AAPublications,2013).Koolhaas,Rem,DeliriousNewYork:ARetroactiveManifestoforManhattan(NewYork,NY:MonacelliPress,

1994).Koolhaas,Rem,‘GenericCity’,inS,M,L,XL(NewYork:,NYTheMonacelliPress,1996).Koolhaas,Rem,Foster,Hal,JunkspacewithRunningRoom(London:NottingHillEditions,2013).Lang,Peter,Menking,William,Superstudio:LifewithoutObjects(Rome:Skira,2013).Rossi,Aldo,TheArchitectureoftheCity(Cambridge,MA:MITPress,1984).Rowe,Colin,Koetter,Fred,CollageCity(Cambridge,MA:MITPress,1984).Tschumi,Bernard,TheManhattanTranscripts1976–1981(London:AcademyEditions,1994).Bédard,Jean-François,ed.,CitiesofArtificialExcavation:TheWorkofPeterEisenman,1978–1988(Montreal:

CCA,NY:Rizzoli,1994).

6.ArchitectureNarrated:Writing,Drawing,andMakingThe seminar investigates the roleofwriting and scripting in architectural design. It evaluatesnarrationtechniquesnotonlyinformofrepresentationanddescriptionoftheprojectsbutalsoasaresearchanddesigntool.Theseminargoesthroughexamplesfromwriters,artistsandarchitects.ItparticularlyreviewsfewfamousprojectsbyOMA,“Exodus”,“Thestoryofthepool”,“TheCityoftheCaptiveGlobe”,and“TheEggofColumbusCentre”.

RemKoolhaasandBruceMau,S,M,L,XL.NewYork:MonacelliPress,1996.7.TheArchitectureoftheGazaStripDetailstbc(ChristinaVarvia,ForensicArchitecture)


35

8.FromtheKitchentotheTerritory:DomesticArchitectureinIranTheseminarandthewiderresearchframeshousingasanelementwithintheapparatusofgovernanceinIran.Theresearchaskswhathappenstothearchitecturethat isproduced insuchframeworkwhentheproject of governance undergoes a change. The investigation begins with the largest state-initiatedhousingprojectinIran,theprojectofMehr(2006-2013).Today,followingtherecentpoliticalchangesinIran,theprojectofMehrhasbeendiscussedasasocialandurbanproblem.Theproblemsassociatedwiththis project are framed as echoes of an earlier project from a recent past—the project of Shahraks(1960s-70s). Indoingso, theseminar investigateshousingduring2momentsofpoliticalchange in Iran.Following this research, and by deploying design as a methodology, the research aims to rethink theprojectofMehrusingafeministframework.(SamanehMoafi)

C.ComputationalWorkshopsBuildingonthepreviouslydevelopedconceptsofusingcomputationalmethodstoenhancedesignprocesses,term3willemphasizeonutilisingadvancedassociativemodellingandsimulationstostudyurbanandtypologicalmodelsonmultiplescales.Throughaseriesofpresentationsandskilldevelopmentworkshops,studentswillbeabletoincludespatialandenvironmentalanalyticalandgenerativeprocessesintheirdissertationproposals.D.RequiredContentofDissertationProposalThefirstdraftsoftheDissertationProposalshouldbe1,500-2,000words.1.WorkingTitleDescribesthemainareaofinvestigationasspecificandconciseaspossible.2.ResearchTopicBrieflyoutlinetheareaandtopicaswellaskeytermsoftheproposedresearch.3.ResearchContextsExplainhowyouarrivedatyourspecificposition,howitdrivesyourresearch,andwhythereisaneedforit,whilecontextualisingitincomparisontoexistingknowledge,understanding,andpractices.Frameyourresearchtopicandenquirythroughthedifferentcontextsthatdefineit:HistoricalcontextIdentify the various histories relevant to your research (e.g. a history of ideas and concepts, a socialhistory,aspecifichistoryoftechnology,medium,ordesign,anurbanhistory,apartofarchitecturalorarthistory,etc.).ContemporarycontextDefinethecontemporaryworkrelatedtoyourfieldofinvestigationandhowyoumightdifferfromit.Thismust:

• demonstrateknowledgeofexistingwork inthearea inwhichyouareworking (makereferencetoandreviewrelevantliteratureorcasestudiesandsources);

• indicate onwhich existingwork your researchwill build on and towhich existing areas, debates,methodologies,orworkyouwillbecontributingto(whatpotentialimpactdoesyourresearchhaveandonwhom?;

• explain how the proposed research is an independent and original contribution to existingknowledge, understanding, and/or practices (why is it worthwhile to undertake this researchconsideringexistingknowledge?).

Theoreticalcontext


36

All research projects have a theoretical context (which in some instances might overlap with thecontemporarycontext),althoughitsimportancevaries(e.g.project-basedversusthesis-basedresearch).Within a long list of possibilities, the purpose of this might be to define critical concept and terms,theoreticalfieldsthataresharedwithyourresearch,orabasistoevaluateyourwork.Youmust:

• brieflyexplainwhatthesetheoriesareandwhytheyareimportanttoyourresearch;• clarify how you evaluate your own work and that of others, and the sources (theories and/or

methodologicalexemplars)youwillusetoinformyourevaluation.In this sectionavoidbeingdescriptive (it shouldneverbeachronologicalaccountofevents in thepastleadingup to your proposed research), insteaddevelop an analytical and critical lineof reasoning thatusesevidenceprovidedbysourcessuchasliterature,legaldocuments,graphicwork,casestudies,designpractices,data,etc. (whereuseful, always includevisualevidence–with captionsand references to itssource) to support the observations, arguments, and conclusions you make to frame your researchenquiry.Animportantaimofthissectionistoshowthattheresearchhasrelevancetoaspecificaudiencethatneedstobedefinedhere,i.e.,itisnotasimplestatingofpersonalinterestsorintentions.Themainaim is, however, to explain how yourworkwill be reflective,which is a standard that applies to bothwrittenandproject-basedthesiswork:Howyourresearchcriticallyreflectsontheoryand/orpracticeandhowthisreflectiondrivestheresearchdevelopment.This section usually includes some review of existing literature and projects related to the research. Aliteraturereviewcanstartwiththesummaryofthemainargumentsfoundinthesource.Butessentially itusesthesesourcesasevidenceforyourargumentsandresearchframing.

• Summarise literature and projects you have already consulted and intend to use. Orderchronologically, thematically, or methodologically. (This will usually not appear in your researchproposalbutisapreliminaryexercise.)

• Thenevaluateandsynthesisetheirdifferencesandrelevancetoyourproposal.• Identify open questions and gaps in existing research and indicate how your research addressesthem.

• Usesourcesasevidencetoyourarguments.

Theresearchcontextshouldleadtothedefinitionofasetofquestions/problems/disputes.Itshouldalsosetupaclearhierarchyofconcernsanddefinetherelatedtermscentraltothethesis.4.ResearchQuestionandAimsandObjectivesThissectionisaboutwhatkindsofquestionsareraisedbytheprecedingdiscussionofresearchcontexts(itmightbeintegratedwiththeprevioussection).Thinkaboutthemainconcernsoftheresearchasquestionsyouareaskingyourselfand towhichyou intend to findanswers (but research isonly rarelyabout findingsolutions toaproblem;rather,possibleanswersshouldhavethecapacity toreframetheoriginal researchquestion/problem in more precise and productive terms). This should be stated as a researchquestion/hypothesisorseriesofrelatedquestions/hypotheses,whichshouldbeasnarrowaspossible.Thisshouldrelatethedefinedproblemstoanurbanandarchitecturaldesignresearchquestion=amulti-scalardesignproblem.Formulatea:

• Disciplinaryquestion:Positaclearandrigorousresearchproblemthatisoriginalandcontributestodisciplinaryknowledge.

• Urban question: Articulate an urban design-research question that is complementary to but alsodistinctfromthetypologicalquestionandchallengesthescaleofarchitecture.

• Typological question:Define a specific typological design-researchquestion that is both analyticalandprojective,whilehavingrelevancetothecontextofthecontemporarycity.

Based on these research questions, state the aims and objectives that youwill pursue andwhich will


37

guideyour research (aimsare themost significantquestionsorproblemsyouaddress,whileobjectivesareallthesmallerstepsyouwilltaketomeettheaim).Therearetypicallyonlyveryfewaims(1-2)butanumberofobjectives.5.MethodologyThere is an important distinction between research ‘methodology’ and ‘methods’. Methodology isconcernedwiththetheoreticalframingofthemethods(techniques)usedinafieldofstudy:qualitative,quantitative, or mixed methods or techniques. Methodology provides a theoretical underpinning forunderstandingwhichmethodscanbeusedinaparticularproject.Youmustdemonstratethatyouhaveintentionallychosenmethodologiesandmethodsfromthoseavailableby:

• describingwhattheyare;• andbrieflyexplainingtherationalewhytheyareappropriate(ratherthanothers)andhowthishelps

thediscoveryandrecordingofresearchinformation.Thissectionisnotjustasimplelistingofwhatyouwilldo(e.g.Iwillusexlibraryandyarchiveandthenreviewtheliteraturebeforedesigningz)andneedstoprovidesomereasoning.Incertaincases,itwillalsobe important to think about what kind ofmaterial youwill include in the final thesis and how this ispresented.

• Thiscanmakereferenceandusetothemethodologiesandmethodsgivenbytheprogramme6.DesignFirst,adesignbriefneedstobeformulatedthat includesadiscussionof itsengagementwiththeresearchquestionsabove.Second,thisisdevelopedinpreliminarydesignproposalsthatconsiderthedesignproblematvariousscales.

• Thisrehearsesthestudiesandconclusionsontypologies,typologicaltransformations,andoverviewofthecontextandspecificdetailsoftheexistingurbanplan

• Thedetaileddesignbriefshouldinclude:areas,programmes,contextdescriptionetc,aswellasanurbanandarchitecturalargument.

• Thediagrammaticdevelopmentoffirstproposalsmustbeincluded.• Atleastonemodelmustbeincluded.

7.PreliminaryConclusionsHowdoestheresearchcarriedoutsofarintheDissertationProposalclarifyorraisenewquestions/problemsfortheDissertation?8.EthicalIssuesIf thereareanyethicalconsiderationsthatneedtobetaken intoaccountwhenplanningyourresearchproject,thenyoushouldbrieflyoutlinehowyouwilldealwiththem.9.BibliographyProvide an adequate bibliography of books, journal articles, case studies, films, websites or any otherresources,thatareimportantforyourresearch.Differentiatebetweenprimaryandsecondaryliterature.Useaconsistentandrecognisedstandardofcitation,e.g.MHRA.Thepurposeofthebibliographyisnottoincludeany source you can thinkof, but to provide a tight list that demonstrates your knowledgeof the existingdiscourseandunderstandingwhichsourcesarerelevanttoyourresearch.Thebibliographyshouldbedividedintoprimaryandsecondaryliteratureandprojectsthathavebeenorwillbestudied.10.ResourcesIfnecessary,brieflystateherewhatadditionalresourcestotheonesprovidedbytheAAwillbeneededfortheresearchtobeconductedsuccessfullyandanycostimplications(andhowthesewillbemet?).11.ResearchPlan/TimetableIndicatehowtheprojectwillbedeveloped,providinginformationonwhenandhowlongyouwillspend


38

on important research activities, and when/what you plan to achieve for certain milestones (e.g.literaturereview,designwork,draftofchapters,write-upphase,submission).Appendix ThesisStructure Summaryofproposedchapters.E.CourseSpecificationTutors: SamJacoby,PlatonIssaias,HamedKhosravi,SpyrosEfthymiouandguestsDelivery: LecturesandstudentpresentationsforseminarsSubmissions:DissertationProposalconsistingofintegrated:

§ Essayof4,000wordsdefiningobjectofresearch§ Outlinedesignproposaldefiningobjectofresearch§ Researchdossier(illustrations,drawings,andwriting)

Credits: 20 AimsandLearningOutcomes:Familiarisation with the idea of the City and the relationships of spatial and social diagrams. Thedevelopmentofaclearresearchinquiryanddefinitionofthetheoreticalorphysicalcontext.FormulationofaDissertationProposal.OncompletionofthisThesis-Studiostudentsareexpectedto:A1 Haveasystematicunderstandingofknowledgeacrossarchitecture,urbandesign,andplanning,anda

critical awareness of current problems and/or insights at the forefront of related scholarship andprofessionalpractice.

A3 Have a comprehensive understanding of techniques and methodologies applicable to their ownresearchandadvancedscholarship(theoryandpractice-leddesignresearch).

B1 Have the ability to analyse complex issues both systematically and creatively, making soundjudgementsintheabsenceofcompletedataorinthecontextofincompleteorcontradictoryareasofknowledge.


B3 Have a conceptual understanding enabling the critical evaluation of current research, advancedscholarship, and methodologies, especially in the disciplines of architecture, urban design, andplanning; and the ability to develop critiques of them and, where appropriate, to propose newhypotheses.

B4 Demonstrateself-directionandoriginalityintacklingandsolvingproblems.C2 Havetheabilitytodevelopnewtechnicalskillstoahighlevel.D1 Have the capacity for independent learning required for continuing professional development,

usingafullrangeoflearningresources.D2 Havetheabilitytocriticallyreflectonownandothers’learninginordertoimprovetheirpractice.D3 Havetheabilitytocompetentlyandautonomouslyplanandundertakeresearch.D4 Havetheability tocommunicateresearchandconclusionsclearly tospecialistandnon-specialist

audiences.AssessmentCriteria:TheDissertationProposalassessmentisbasedon:• Thedepthofunderstandingdisciplinaryknowledgeanddesignresearchquestions.• Therigourandoriginality indevelopingdesignbriefandproposals,aswellastheoreticalarguments


39

andprovidingsupportiveevidence.• The ability to demonstrate clear methodology and structure in the planning and execution of a

researchinquiry.• Theabilitytoclearlyandappropriatelyformulateresearchquestions,hypothesesandarguments.• Theabilitytosynthesisewrittenanddesignresearch.• Theabilitytoclearlyandpersuasivelypresentanddebatearguments.


40


ComplementarytotheThesis-Studio,thewritingworkshopisscheduledonceaweekduringtheterm.Ondays when no seminars or group sessions take place, individual tutorials are available to discuss anywritinginprogress(alsoavailabletoYear2students).A.SessionDescriptionsWeek1:TheAbstractThisseminarexaminestheroleoftheAbstractindefiningandthenformulatingandproducingthethesis.Week2:WritingPractice–Long-FormWritingThisseminarexaminestheproductionofathesis.Week3:ThesisStructureThisworkshopdiscussestheinitialstructurallayoutsoftheindividualstudenttheses.Week6:Submission1(Marked)AfirstabstractoftheDissertationProposalofca600words istobesubmittedinWeek6.Abstractwillbework-shoppedduringthetermpriorandpostsubmission.Week7:Formatting—TheThesisThisseminarexaminesindetailhowthegraphicmaterialsandlayoutcanbeusedtoassistthewritingofanacademicthesis.Week8:RevisingtheAbstractThisworkshopdiscussestheinitialformulationofthethesesabstractsandtheirpotentialrevision.Week10:Submission2(Marked)AlongerabstractoftheDissertationProposalofca1,200wordsistobepresentedandsubmittedinWeek10.Abstractwillbework-shoppedpriortosubmission.B.CourseSpecificationsTutor: MarkCampbellSubmissions: 1abstractofca600and1ofca1,200wordsCredits: 4 AimsLearningOutcomes:Tofamiliarisestudentswiththetechniquesofwritinganacademicabstractforaresearchthesis. Oncompletionofthisworkshopstudentsareexpectedto:B2 Havetheabilitytoapplyknowledgeinanoriginalmanner,togetherwithapracticalunderstanding

ofhowestablishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline.

C2 Havetheabilitytodevelopnewtechnicalskillstoahighlevel.D1 Have the capacity for independent learning required for continuing professional development,

usingafullrangeoflearningresources.AssessmentCriteria:• Structureandprecisionofabstracts.• Compliancewithacademicreferencingstandards.


41

4.9 DISSERTATIONTheDissertationhastodemonstrateproficiencyandrigourinresearch,designmethods,andtechniques,aswellasknowledgeofthesubjectcontext, literature,andprecedents.TheDissertationisthefinalandmostsubstantialpieceofwork intheprogrammethatbeginsat theendofYear1and isdevelopedthroughoutYear2.Whilestudentsconducttheirindependentresearchunderthecloseguidanceoftheirsupervisor(s),theyhaveaccess to other programme staff and specialist consultants as needed. The supervisor(s) role is to aiddevelopingideasandencouragecriticalandindependentthinking.A.TheProjectiveCitiesFrameworkThe research enquiry and object of research of the Dissertation is to be concurrently developed throughwriting and design. Theory-driven and practice-driven researches are complementary and define differentaspects of knowledge production and disciplinary discourses. Hereby both the theoretical and designresearchshouldbeconsideredwithinageneralandspecificcontext,andthehistories,theories,instruments,and practices underlying the dissertation project should be discussed. The methodological emphasis onintersectionsofdesigntheoryandpracticeisreflectedintheassessmentoftheDissertationasonecoherentpieceofwork.TheDissertationmust includea comprehensivedesignproposalbasedona clearlydefineddesignmethodology,andanintegratedtheoreticalpropositionbasedonaclearlydefinedresearchmethod.ThisrequiresstudentstoreasonanddefinetheoverlapsandlimitsofwritinganddesignintheirDissertation.Part of the dissertation challenge is therefore to clarify how a written dissertation can effectively utilisedesignmethodologiesandoutcomes,andhowadesignproposalbenefits fromand isenrichedbywrittenresearch.WritingshouldnotjustbecomeadescriptionofthedesignworkandDissertationsshouldcarefullyconsiderhowthefinalsubmissionisstructuredandpresented.TheDissertationmustdemonstrateaclearresearchproblemthatisofdisciplinaryrelevanceandcontributesto knowledge. Based on it, the Dissertation will articulate a specific research agenda dealing with therelationshipsbetweenarchitectureand thecity.This shouldbe formulatedas two researchquestionsandresearchhypotheses,onethatadvancesaclearurbanquestionandanotherthatpositsarelatedtypologicalquestion.B.ResearchandDesignWorkingconcurrentlyondesignandresearch,activitiesduringthedissertationYear1include:

• Collectingsupportingsourcesandinformation;• reviewingliterature;• analysingcasestudies;• synthesisingtheresearchagenda;• studyingandanalysingsiteandcontext;• studyingthetheories,practices,and instrumentsofdesignandproductionrelevant to theresearch

enquiry;• designingandresearchdevelopment.

TheDissertationisdocumented,written,andrefinedthroughoutYear2andwillbepresentedduringregularsupervisiontutorialsandreviews.1.ReviewofDissertationProposal(2Weeks)TheresearchproblemandresearchquestionsdefinedbytheDissertationProposalshouldbereviewedatthebeginningofYear2.Inpreparationofthis,studentsoverthesummerbreakbetweenYear1and2areaskedto produce about 10,000 words, equivalent to 2-3 essays, based on the proposed research object and


42

content.TheDissertationProposalneedstobeanalysed,interpreted,developed,andsynthesisedinordertoupdatethedesignandresearchbrief.Thisbriefdefinesthedissertationframeworkandresearchagenda.Strategicdesign decisions and research argumentswill bemadewithin and judged against this framework. Thus itshouldclearlyrestatehypothesesandobjectivesoftheresearchproject.2.EmphasisDesign-Research(14Weeks)Once theDissertationProposalhasbeen revisitedand thedissertationagenda clarifiedby thedesignandresearchbrief,themainworkontheDissertationstarts.TheDissertationistodemonstrateanevidentprocessofanalysing,interpreting,andgeneratingmeaningfultypes and urban plans. This should be done by studying relevant types, urban plans, and typologicaltransformationsor conflicts, andby researchinga specific contextdefinedbyan ideaof the city.Derivingfrom the design and research brief, the Dissertation is thus to consider questions of typal reasoning,typologicaldesign,andarchitecturalurbanismasdiscussedandpreparedforinYear1:

• Theeffectsand/orconflictsoftypaltransformation.• Thegenerativepotentialoftypologicaldifferentiation,evolution,andinvention.• Theorganisationaland/orstructurallevels/elementsofarchitecture.• Theeffectsand/orconflictsofarchitectureatdifferentscales;inparticular,therelationofarchitecture

tothescaleandformationofthecity.• Thespecificityofcontextanddesign.• Theideaofthecity.

TheaboveneedstobedevelopedintoacomprehensiveanddetaileddesignproposalandatthebeginningofTerm5, a FinalDesignReviewwill take place. Students are expected to have completed all their primarydesignresearchatthispoint.3.EmphasisTheoretical-Research(12Weeks)All Dissertations should address how typal reasoning and typological design contribute to theconceptualisation and realisation of the contemporary city—and ultimately to disciplinary discourses andknowledge.TheDissertationservesasaprojectivepropositionanditsspeculationsshouldbere-assessedintermsofitspotentialsandlimitsattheendoftheresearchproject.Following the Final Design Review, the research so far completed needs to be evaluated, analysed, anddeveloped, including speculations on the possible enactment, regulation, and administration of theproposal/researchatthevariousscalesfromthebuildingtothecity.Thisisanotheropportunitytoclarifytherelationsbetweentheoreticalordesignresearch.Designproposalsshouldnotbeunderstoodasconventionalfinalmasterplansbutasevidencetosupporttheargumentsof the larger thesisanddesignresearchexploration.Theresultsof theprimarydesign-researchshould be considered as typological guidelines, opening up a discursive debate on the role of design andurbanplans to thedisciplineandknowledgeofarchitectureandurbanism.Typological guidelinesdefineaframework of spatial and material organisation, policy-making, and implementation, rather than a literaldesignorproposal.Finally,theresearchconclusionsshouldreiteratehowtheresearchproblemandtheresearchquestionsatanurban and typological scale have been defined and developed throughout all research and what theirprojectiveoutcomeandpotentialareforarchitecture,urbandesign,andplanning.Therefore,thedissertationshouldincludeawrittensectionthatcriticallyreflectsonthetypologicalaspects,arguments,transformations,anddiscourses,aswellastheagencyofdesigninganddrawingtoclearlysummarisethevalueoftypologicalanalysis to the research. This should be discussed at different architectural and urban scales and relate


43

directly to the design work. The conclusion should also provide a clarification of the contribution toknowledge that the dissertation makes in terms of theory, typological discourse, and design researchpractice.C.WrittenContentofDissertationAlthoughstudentsareaskedtorethinkconventionalformatting,thefollowingcontentsshouldbeincluded(pleasealsorefertocontentssectionfortheDissertationProposal):• Abstract:Summaryofthedissertationaimsandkeyfindings(ca.600words).• Tableofcontents:Anumberedlistofthemainheadingsandsubheadingsofthepaperandthepage

numberofthestartofeachsection.• Acknowledgements: Individuals who have helped or provided resources, advice and information

(includingacknowledgmentofsponsorships,bursariesorscholarshipstowardsyourstudies).• Preface:Polemicstatement,images,andcontext.• Introduction:Theissues,problemsandquestionswhichledyoutothechosentopicwithreferenceto

therelevantliteratureandprojects;whatthedissertationissettingouttodoandwhatmethodologyis used to explore this; identify and characterise problems with which you will engage in thedissertation;theresearchquestionsandhypotheses;summaryofconclusions;howthedissertationisstructuredandhowthecontentsareorganisedandpresented.

• Mainbody:Subdividedintochaptersasneeded.• Conclusions:Howcantheresearchbecontextualisedatdifferentscalesandgeneralised?Whatare

the findings in regards to typologicalandsocialdiagrams?What is theoriginalcontributionofyourdesigned-and-writtenDissertationtothefieldandknowledgeofarchitectureandurbandesign?

• Bibliography:publishedandunpublishedsourcesconsultedincludinginternetsources.• Appendices(ifany):Complementaryinformation,illustrationordata.D.CourseSpecificationTutors: DissertationsupervisorsSubmissions: Dissertation (to include a comprehensive design proposal and integrated written

researchof15,000words)Credits: 144AimsandLearningOutcomes:TheDissertationisthedemonstrationofasignificantandcomprehensivepieceofindependentresearch,includingitsplanningandexecution.TheDissertationconsistsofthedevelopmentofacriticaltheoreticalargumentandaseriesofcomprehensivedesignproposals.OncompletionoftheDissertation,studentsareexpectedto:A1 Showasystematicunderstandingofknowledgeacrossarchitecture,urbandesign,andplanning,anda

critical awareness of current problems and/or insights at the forefront of related scholarship andprofessionalpractice.

A2 Showanawarenessofandabilitytomanagetheimplicationsofethicalissues.A3 Show an comprehensive understanding of techniques and methodologies applicable to their own

researchandadvancedscholarship(theoryandpractice-leddesignresearch).B1 Have the ability to analyse complex issues both systematically and creatively, making sound



B3 Show a conceptual understanding enabling the critical evaluation of current research, advanced


44

scholarship, and methodologies, especially in the disciplines of architecture, urban design, andplanning; and ability to develop critiques of them and, where appropriate, to propose newhypotheses.

B4 Demonstrateofself-directionandoriginalityintacklingandsolvingproblems.C1 Havethecapacityfordecision-makingincomplexandunpredictablesituations,exercisinginitiative

andpersonalresponsibilitywithanawarenessofgoodpractice.C2 Havetheabilitytodevelopnewtechnicalskillstoahighlevel.D1 havethecapacity forof independent learningrequired forcontinuingprofessionaldevelopment,

usingafullrangeoflearningresources.D2 Havetheabilitytocriticallyreflectonownandothers’learninginordertoimprovetheirpractice.D3 Havetheabilitytocompetentlyandautonomouslyplanandundertakeresearch.D4 Havetheability tocommunicateresearchandconclusionsclearly tospecialistandnon-specialist

audiences.AssessmentCriteria:TheDissertationisassessedbasedonthefollowing:•Thedepthofunderstandingdisciplinaryknowledgeanddesignresearchquestions.•Therigourandoriginalityindevelopingtheoreticalargumentsandprovidingsupportiveevidence.•Therigourandoriginalityindevelopingdesignbriefandproposals.•Theability todemonstrateclearmethodologyandstructure in theplanningandexecutionofa research

inquiry.•The ability to clearly and appropriately formulate research questions, hypotheses, arguments, and

conclusions.•Theabilitytosynthesisewrittenanddesignresearch.•Theabilitytoclearlyandpersuasivelypresentanddebatearguments.


45

5 TEACHINGANDLEARNINGSTRATEGIESThe required knowledge and understanding are acquired through the seminar courses, design studios,andacademicwritingcourses.Intellectualandresearchskillsaredevelopedthroughouttheprogramme,in particular during the Seminar Courses and the Dissertation, while the Design Studios presentopportunitiestodevelopknowledgeandunderstandinginananalyticaldesigncontext.Individual research, presentations, written essays and, in particular, the Dissertation Proposal andDissertation,encouragestudentstomakecriticalandanalyticalobservationsandformulatehypotheses.Studentsareintroducedtoresearchmethodsandacademicwritingthroughouttheprogramme.Aninitialcomprehensivereadinglistisprovidedatthestartofthecourse(seeAppendix1),whichissupplementedbyguidanceonreadingintheseminarsandsupervisionasrelevant.Researchmethods,techniques,andanalyticalskillsaredevelopedthroughallcoursework.Thecourserequiresstudentstotakeresponsibilityforplanningtheirownresearchandprovidesregularopportunities to present their work through visual, written, and oralmeans. Through the coursework,students independently and systematically develop their understanding of how to frame concepts,techniques,andideasincreativeandrigorousways.Regularfeedbackisprovidedintheformoftutorials,submissionassessments,orreviewreports.Studentsbenefitfromcontinuoussupportandregularfeedbacksessionsinindividualandgrouptutorialsthroughouttheprogrammetoassist,direct,andmonitorprogress.During Year 1, integrated design studios and computational workshops, seminars, and academic writingcourses are the core modules providing students with the technical skills and knowledge of researchmethodologiesandpracticesnecessarytoformulateandcompleteanindependentresearchproject.Whiledesign studios and seminars trainanalytical research skills andmethods, students learn thepractical skillsrequiredfordesignresearchincomplementaryworkshops.ThestartofYear2correspondstothebeginningofthenextacademicyearattheAA.Year2isdedicatedtothedevelopmentofthedesignedandwrittenDissertation.Throughouttheyear,studentsarecloselyguidedby their personal dissertation supervisor(s) and have access to other programme staff and externalconsultantsforfurtherorspecialistadviceasneededandagreedwiththeProgrammeDirectors.PriorLearningStudentsareexpectedtohavepreviouslygainedbasicacademicabilitiesandlevelsofcompetencythatallowthemtofullyengagewiththeprogramme.Familiaritywithteachingandlearningmethodscommontodesignstudiosandseminarcoursesisaprerequisiteonwhichthepedagogyoftheprogrammebuilds.SeminarCoursesThepedagogicalaimoftheseminarcoursesistoprovidestudentswithaknowledgeandunderstandingofarchitecturalandurbanhistoriesandtheoriesandtodeveloptheirintellectualandresearchskills.Aparticularfocusisgiventothefieldsofknowledgethatdefinedesignresearchinarchitectureandurbandesign.Allseminarshaveacommonstructureandmethod,withappropriateminorvariationsindeliveryduringeachtermofYear1.Eachsessiontakesupanentiremorningorafternoon.Atypicalsessionconsistsofalectureorseminar by the instructor, presentations by students, and group discussions. Students are asked to readpreparatoryorfollowupmaterial,andtomakeshortoralorwrittenindividualpresentations.Each seminar course has a written submission (4,000 words). The seminars are supported by academicwritingcoursesaswellasindividualandgrouptutorialstoaidstudentsintheiressaydevelopment.Studentspresentanessayoutlineandsubmitadraftpriortothefinalsubmission.


46

AllseminarsareopentomembersoftheAA.AcademicWritingCourseTheaimoftheacademicwritingcoursesistoteachandexerciseacademicwritingconventionsandgeneralwritingskills,preparingstudentsforlongerwrittensubmissions.The courses are organised as seminars, writing workshops, and individual tutorials. Seminars discuss thestructureandpurposeofwriting,aswellasacademicconventions,whileworkshopsprovidewritingexercisesanddirectfeedback.Eachcourse isassessedthroughseveralshortwrittenpiecesofupto2,000words,withstudentsprovidedwithfeedbackonseveraldraftspriortosubmission.DesignStudiosandSkillsWorkshopsTheaimofthedesignstudiosistoprovidestudentswithaknowledgeandunderstandingofarchitecturalandurbandesignpracticesandtodeveloptheiranalyticalrigourandcreativitythroughcasestudyresearchandsmalldesignexercises.Thedesignstudiosarecomplementedbycomputationalworkshops todevelop thetechnicalskillstodraw,model,andanalysearchitectureandurbandesignatanadvancedlevel.Studentsworkinsmallgroupsorindividuallyasassignedatthebeginningofeachexercise.Theydocumenttheirprogressforindividualtutorialseachweek(atleasttwiceaweek)andregularlypresenttotheirpeers,programmestaff,andexternalreviewers.Theworkiscompiledandsubmittedattheendofeachterminastudioreportforassessment.Submissionsarebasedongraphical,visual,andphysicalwork(diagrams,drawings,collages,modelsetc.)asappropriate.Thestudioreportsincludeconcisewritingandanalysisofrelevantprojects,theories,andhistoriestoclearlyestablishthecontextandframingofthestudies,therebydirectlylinkingtotheseminarcourses.Thesis-StudioTheThesis-Studiocombinestheteachingandlearningstrategiesofthedesignstudiosandseminarcourses.Itsaimistoprovidestudentswiththeknowledgeandunderstandingtoformulateanindependentresearchanddesignagenda.ThroughouttheThesis-Studio,seminarsandstudiotutorialsaidstudentstodefinetheirresearchenquiry.At the end of the Thesis-Studio, students present their Dissertation Proposal in a formal review withprogramme staff and invited external reviewers for final comments prior to submission. The submissionconsistsofanintegratedwrittenportion(equivalenttoanessay),anillustratedresearchdossier(equivalentto a studio report), and preliminary design proposals. The Dissertation Proposal is to clearly frame theplannedresearchbyproviding:aproblemdefinition,researchaims,discussionofrelevantliteratureandcasestudies,researchmethodology,aplanofexecution,andpreliminarydesignbriefsandproposals.During theThesis-Studio, theTaughtPhaseandResearchPhaseoverlap,with studentsbeginningworkontheirDissertation.DissertationTheaimof thedesignedandwrittenDissertation is toprovide studentswithanopportunity to conductasubstantial,original,andindependentresearchproject.TheDissertationrepresents60%ofthetotalcreditsfortheMPhildegreeandreflectsontheprogramme’sareasofresearchandastudent’spersonalinterests,background,specialskills,andknowledge.Dissertation supervision is by two programme staff members or is assigned by agreement with theProgrammeDirector.Studentsareabletomeettheirpersonalsupervisor(s)atleasttwiceaweekforadvice


47

and guidance. In addition, students can seek direction from other programme staff or external expertconsultantsasneeded.Supervisionandprogressmonitoringof studentsduring theDissertation takesplace through the followingformats:Twiceaweek: Individualtutorialswithsupervisor(s).Onceamonth: DissertationForuminwhichallstudentsofacohortpresentanddiscusstheirresearch.Onceaterm: Internalprogressreviewwithprogrammestaff.Inaddition,thereisaFinalDesignReview(beginningofTerm5)andaFinalPresentation(endofTerm5)withinvitedcritics.Studentsreceivewrittenfeedbackonthesetworeviews,aswellasoralfeedbackintutorialspriortosubmissionoftheDissertation.The minimum requirement to qualify for the MPhil degree is the submission of a designed-and-writtenDissertationthatconsistsofcomprehensivedesignproposalsatarchitecturalandurbanscalesandintegratedwrittenresearchof15,000words.TheDissertationistodemonstrateacademicrigourandoriginality.TutorialsWithinallmodules,theprogressofstudentsismonitoredandassistedthroughregularweeklyindividualandgrouptutorials.Themoduleshaveappointedtutorswhoareavailableatscheduledtimes.However,teachingstaffareavailableforadditionaltutorialsifnecessary.ProjectPresentationsandReviewsIndividual and group presentations are regular events and part of all modules. Their aim is to developpresentationskills,butalsoserveasameanstomonitorprogressbystaffaswellasbetweenpeers.StudentFeedbackFeedback is essential for the continued development, improvement, and updating of the course. Studentfeedback on the programme’s structure, content, delivery, andmethodology is welcomed at any time. Aformalandminuted feedbackmeetingwithprogrammestaffandstudents takesplaceat thebeginningofTerm2.Inaddition,studentsareissuedwithananonymousProgrammeEvaluationFormbeforesubmittingtheirDissertation.StudyTripsandSpecialEventsStudytripsinvolvevisitstobuildingsandcitiesofinterest,meetingswithdesigner,experts,andresearchersoutsidetheSchool.Specialevents,suchassymposiaorreviewswithotherstudents,dependonthetopicsandinterestsoftheon-goingresearchagendas.5.1 SupportforStudentsandLearning The AA Student Handbook and AA Academic Regulations provide information on all aspects of the AASchool’s organisation, resources and facilities, and academic and administrative policies. All studentsautomaticallybecomemembersoftheArchitecturalAssociation(Inc.)andarealsopartoftheAASchool,anindependentschoolofarchitecturegovernedbytheArchitecturalAssociation.ReferenceMaterialandLibrariesAllprinteditemsontheprogramme’sreadinglistswillbeavailableintheAALibraryorwillbemadeavailableby theprogramme (digitallyorashardcopy). Inaddition, studentshaveaccess to specialised libraries thatinclude:• BritishLibrary• RIBABritishArchitecturalLibraryandDrawingCollection• UniversityCollegeLondon,BartlettLibrary


48

• UniversityofLondon,Library• WestminsterReferenceLibrary• OpenUniversityLibraryAll studentsmay inaddition requestmaterialnotheld in theAALibrary through the Inter-Library Loanscheme that sources books from the British Library and otherUKHigher Education libraries, orwherenecessaryfromacrosstheworld.AASchoolResourcesThemainfacilitiesavailabletoallstudents,suchastheAAArchives,AudiovisualLab,Bookshop,ComputerRoom,DigitalPrototypingWorkshop,DigitalPhotographyStudio,DrawingMaterialShop,Exhibitions,HookePark,Library,Model-makingWorkshop,PhotoLibrary,RestaurantandBar,andWoodandMetalWorkshops,willbeintroducedatthebeginningoftheacademicyeartonewstudentsifneeded.Computing:Studentsareexpectedtoatleastownalaptop.Eachstudenthasaccesstoafullsuiteofdesignsoftwareandtheschool’sintranet,internet,andotherresources.SoftwareintroducedintheprogrammeisavailableonthecomputersintheComputerRoom.Computers,printers,andscannersareaccessibleintheschool’sComputerRoomandAALibrary.Model Making & Prototyping: The AA School has its own Workshop, Model Workshop, and DigitalPrototypingWorkshop inwhichmost typesofmodelscanbeproduced.Modellingmaterialscanbeeitherpurchased through them or at the AA Materials Shop. The School also has a Digital Photo Studio forphotographingmodelsanddrawings.Outsideusefulsourcesare:• Paperchase(https://www.paperchase.co.uk)forcards,papers,etc• LondonGraphicsCentre(http://www.londongraphics.co.uk/)forallgraphicssupplies• 4DModelshop(https://modelshop.co.uk/)formodelmaterials• CavendishImaging(www.cavendishimaging.com/)forrapidprototyping• Lee3D(www.lee3d.co.uk/)forcolour3Dprinting• i.materialise(http://i.materialise.com)for3Dprinting.• 2MZ(http://2mz.co.uk/)forlasercutting• OnlineReprographics(www.onlinerepro.co.uk)forhigh-qualityprinting Studio Space:All students have their ownworkspacewithin the programme’s studios. They are generallyopenduringtermtimefromaround10amuntil10pmonweekdaysandfrom10amtill5pmonSaturdays.Communication:Studentsontheprogrammearerequiredtoconfirmtheircontactdetailsatthebeginningofthe course and to check their emails daily for updates on weekly events, tutorials, and reviews. All AAstudents areeligible toopenanAAemail account, theuseofwhich is subject toAA’s Internet andEmailUsagePolicy.PastoralCare:AllstudentsexperiencingdifficultiespersonallyorwiththeirstudiesshouldinitiallyconsultwithandnotifytheirProgrammeDirector.FollowingthisinitialmeetingthestudentshouldthencontactandarrangetomeetwiththeAARegistrar. Inaddition,meetingscanbearrangedwiththeHeadoftheGraduateManagementCommittee, ifthematter isrelatedtoacademicorstudyactivities.Studentsareencouraged to inform programme staff immediately of any issues or concerns that arise at any timethroughouttheyear.BursariesBursaries:AABursariesareofferedtonewAAGraduateSchoolstudentsforanacademicyear.StudentsmustapplybytheJanuaryapplicationdeadlineforadmissiontotheSchool, inordertobeconsideredforanAABursary.TheAAGraduateBursaryCommitteebases itsdecisiononacombinationofmerit, financialneed,


49

andrecommendationfromtheAAGraduateSchoolProgrammeDirector/s.Projective Cities’ students are also eligible to apply for an AA Bursary for their second year of study.InformationisadvertisedinMarchofeachyearviatheEventsList,AAwebsiteandposters.5.2 PersonalDevelopmentPlan AtthebeginningofTerm3,whenworkingontheirDissertationProposal,studentscompleteaTrainingNeedsAnalysis to assess their skills, achievements, and needs in research, learning, communication, and careerplanning.TheyalsocompleteaPersonalDevelopmentPlan,whichistohelptheminprioritisingtheseneedsinlightofwheretheyareandtosettimeframestorealisticallyachievethesegoals.Bothareupdatedandre-discussedinYear2withprogrammestafftohelpstudentsdeveloptheirskillsandabilitytoreflectontheirdevelopmentasresearchersandprofessionals,andtoprovideappropriatetrainingwhereneeded.


50

6 ASSESSMENTThe primary assessment of knowledge and understanding is through submitted coursework, but alsothrough a combination of workshop exercises and seminar presentations. All assessment methods(essays,designreports,seminarpapers,andtheDissertation)placegreatemphasisonastudent’sabilityto demonstrate research skills, critical and conceptual understanding, originality, and methodologicalrigour.Effective development and communication of analysis, design concepts, and research speculations andfindingsareimportantcriteriainallareasofastudent’sworkandarecontinuouslyassessedatallstages.Timemanagement,organisation,andskills towork individuallyorwithothersaregenerallyreflected inthe quality of submitted coursework.Assessedwork is submitted to theGraduate SchoolCoordinator atagreeddatesandtimes(referto2.9SubmissionandResubmissionMapandAppendix4).Allcourseworkismarkedbytwointernalassessors.Theirmarksareaveragedtoestablishamoderatedmarkfor each graded submission. Where the result of the assessment calculation creates a mark of 0.5% orgreater,thiswillberoundeduptothenextfullpercentagepoint(e.g.69.5%isroundedto70).Wherethecalculationcreatesamarkbelow0.5%thiswillberoundeddowntothenextfullpercentagepoint(e.g.69.4%isroundedto69%).Forthepurposesofroundingupordown,onlythefirstdecimalplaceisused.WrittenreportsandgradesaregiventothestudentsbytheGraduateSchoolOffice,andfurtherinformalfeedbackisgivenduringtutorials.The Examination Board makes the final decision on submitted work. The Examination Board’s decisionsconcerning the award of degrees are final. The board includes the course’s staff and appointed ExternalExaminer(s). The Examination Board’s decisions are reported to the Graduate School’s ManagementCommittee(GMC).TheGMCthenreports theresults totheOUandrequesttheOUtoawardthedegree.StudentsarenotifiedoftheresultsbytheRegistrar’sOffice(GraduateSchoolCoordinator).AssessmentCriteriaandGradingTheassessmentofsubmittedworkisbasedonthefollowingoverallassessmentcriteriainadditiontospecificonesgivenforeachmodule.ThedegreeMPhilinArchitectureandUrbanDesignisawardedtostudentswhohavedemonstrated:

• A systematic understanding of knowledge, and a critical awareness of current problems andinsightsat,orinformedby,theforefrontofthearchitecturalandurbandesigndisciplinesandtheirpractices.

• A comprehensive understanding of techniques applicable to their own research or advancedscholarship.

• Originality in the application of knowledge, together with a practical understanding of howestablishedtechniquesofresearchandenquiryareusedtocreateandinterpretknowledgeinthediscipline;howtheboundariesofknowledgeareadvancedthroughresearch.

• Conceptualunderstandingthatenablesthem:- toevaluatecriticallycurrentresearchandadvancedscholarshipinthediscipline;and- toevaluatemethodologiesanddevelopcritiquesofthemandtoproposenewhypotheses.

The coursework is marked numerically on a percentage scale. The grades are given on the basis of theassessmentcriteriaaboveandtherelevantsyllabusforeachmodule.

GRADINGMark Grade Performance

70%orabove A DistinctionOutstandingworkwithonlymarginalmistakesorshortcomings.

65–69% B+ HighPassSomemistakesorshortcomingsofthework,butoverallstillverygood.

60–64% B GoodPass


51

Aboveaverageworkwithsomemistakesorshortcomings.57–59% C+ SatisfactoryPass

Soundwork,butwithsomebasicmistakesorshortcomings.54–56% C AdequatePass

Anaveragepieceofwork,clearlyshowingsomedeficiencies.50–53% D LowPass

Theworkfulfilstheminimumcriteria.49%orbelow F Fail

Toqualify for thedegreeMPhil inArchitectureandUrbanDesign,studentsmustattainthe50%thresholdmark on both the course work average and the Dissertation. The overall final mark is calculated as theweighted average of all submitted work. All grades attained by students are kept on records in the AASchool’sdatabase,andareavailablefortranscripts,butdonotappearonthecertificates.Studentswhofail toattainanoverallmarkof50%forcourseworkwillbeallowedtoresubmitonlyonce.Passing of all coursework in Year 1 is a condition to proceed to Year 2. FailedDissertations can only beresubmittedtotheExaminationBoardofthefollowingacademicyear.Allresubmissionswillbesubjectedtograde capping at 50%. Failure to pass any resubmission will lead to immediate disqualification from thedegree.Incaseswheretherearenoacceptedmitigatingcircumstancesandwherecourseworkissubmittedlate,markswillbededucted.Anyelementofassessedworksubmitteduptosevendaysafterthedeadlinewillbemarkedand10marks(onascaleof100)willbedeductedforthatelement,foreachcalendardayoflatenessincurred.Anypieceofworksubmitted7ormoredaysafterthedeadlinewillnotbeassessedandassignedamarkof0,unlessthestudentsubmitspersonalcircumstances,andtheseareaccepted.TheMasterofPhilosophy(MPhil)inArchitectureandUrbanDesignisawarded‘withDistinction’whentheoverallfinalmark(i.e.thecombinedweightedaverageofcourseworkandDissertation)is70%orhigher.Exceptionally,anExaminationBoardcanawarddistinctiontoastudentwithanaveragebelow70%toamaximumof2%,aslongastheDissertationis70%orabove.ExtenuatingCircumstancesA student who is unable to attend or complete a formal assessment component or who feels that theirperformancewouldbeseriouslyimpairedbyextenuatingcircumstancesmaysubmitadeferralrequest.ForfurtherdetailsrefertothecurrentAcademicRegulations.AttendanceStudentsarerequiredtoattendallpre-arrangedclasses,seminars,lectures,tutorials,andpresentations.Whenastudentexpectstomissapre-arrangedevent,theymustinformtherelevantacademicmemberofstaffandAdministrativeCo-ordinatorassoonaspossible,providingfullexplanationfortheanticipatedabsencesupportedbycertifiedmedicalorequivalentdocumentation.Failuretoattendatleast80%oftheactivitiesofamodulewithoutmitigatingcircumstanceswillresult inastudentfailingthemoduleandinrepeatedcasestheprogramme.AcademicMisconductAcademic misconduct is defined as improper activity or behaviour by a student, which may give thatstudent,oranotherstudent,anunpermittedacademicadvantageinasummativeassessment.Themostseriousexamplesofmisconductareplagiarismandstudentsubstitution.Plagiarism, ‘the actionor practiceof taking someoneelse'swork, idea, etc., andpassing it off as one'sown;literarytheft’willbepenalised.3Ifplagiarismoccursunknowingly,studentswillbeaskedtoresubmitthework. In caseswhereplagiarism is intended todeceive,penalties include: removal fromtheSchool

3 "Plagiarism, n.". OED Online. June 2011. Oxford University Press. 10 September 2011 <http://www.oed.com/view/Entry/144939>.


52

withoutrightofresubmission;suspensionfromregistrationattheSchoolorinparticularcoursesforsuchperiodasitthinksfit;denialofcreditorpartialcreditinanymodule;andanofficialletterofwarning(seeAASchoolAcademicRegulations).Plagiarismisusuallyavoidedbycitingthesources,butincludes:- Submittingsomeoneelse'sworkasyourown;- copyingandusingwordsorideasfromsomeoneelsewithoutgivingcredit;- failingtoputaquotationinquotationmarks;- givingincorrectinformationaboutthesourceofaquotation;- changingwordsbutcopyingthesentencestructureofasourcewithoutgivingcredit;- copyingsomanywordsorideasfromasourcethatitmakesupthemajorityofyourwork,whether acredithasbeengivenornot.SeeAppendix3forrecommendedreferencingorusewww.citethemrightonline.com,availableonlinethroughtheAA.EssaysandtheDissertationaresubjecttosubmissiontoTurnitin,aninternet-basedservicetocheckforunoriginalcontent.AppealsandComplaintsTheformalprocedureforappealingadecisionandforregisteringacomplaintislaidoutinthecurrentversionof theAcademicRegulations.Anycomplaintsthatcannotbedealtwith informallybytheprogrammestaffmustbelodgedwiththeRegistrar.Studentsmayappealagainsttheresultofanassessmentorsubmissionononeofthefollowinggrounds:thattherewerespecialcircumstancesaffectingthestudent’sperformancesuchasillnessorclosefamilybereavement;thatthereisevidenceofproceduralirregularityintheconductoftheexamination;orthatthereisevidenceofunfairorimproperassessmentonthepartofoneormoreoftheexaminers.Acomplaint isanexpressionofdissatisfactionwithaserviceprovidedorthe lackofaserviceforwhichtheAASchoolisresponsible,andwhichimpactsdirectlyandsubstantivelyonthestudent’sprogrammeofstudy.ItmustrelatetoservicesthatstudentswereledtobelievewouldbeprovidedbytheAASchool.


53

APPENDICESAppendix1:READINGLISTSESSENTIALPROGRAMMEREADING(availablefromProjectiveCitiesprogrammeshelf,AALibrary)Allen,Stan,PointsandLines:DiagramsandProjectsfortheCity(NewYork,NY:PrincetonArchitecturalPress,

1999).Bordieu,Pierre,‘TheKabyleHouseortheWorldReversed’,inAlgeria1960,trans.RichardNice(Cambridge:

CambridgeUniversityPress,1979),pp.133–53.Bray,David,SocialSpaceandGovernanceinUrbanChina:TheDanweiSystemfromOriginsto

Reform(Stanford:StanfordUniversityPress,2005).Choay,Françoise,TheRuleandtheModel:OntheTheoryofArchitectureandUrbanism(Cambridge,MA:MIT

Press,1997).Colquhoun,Alan,EssaysinArchitecturalCriticism:ModernArchitectureandHistoricalChange(Cambridge,

Mass.:TheMITPress,1981).Daston,LorraineJ.,andPeterGalison,Objectivity(NewYork:ZoneBooks,2007).Donzelot,Jacques,ThePolicingofFamilies:WelfareversustheState(London:Hutchinson,1979).Easterling,Keller,Extrastatecraft:ThePowerofInfrastructureSpace(London;NewYork,NY:Verso,2014).Eisenman,Peter,TenCanonicalBuildings(NewYork:Rizzoli,2008).Eisenman,Peter,TheFormalBasisofModernArchitecture(Zurich:LarsMüllerPublisher,2006).Elden,Stuart,TheBirthoftheTerritory.Chicago:UniversityofChicagoPress,2013.Evans,Robin,TranslationfromDrawingtoBuildingandOtherEssays(London:ArchitecturalAssociation,

1997).Foucault,Michel,Security,Territory,Population-LecturesattheCollègedeFrance,1977-78,trans.by

GrahamBurchell(Basingstoke:PalgraveMacmillan,2007,2009).Foucault,Michel.TheBirthofBiopolitics:LecturesattheCollegedeFrance,1978-79(Picador:London,2010).Forty,Adrian,WordsandBuildings:AVocabularyofModernArchitecture(London:Thames&Hudson,2000).Groat,Linda,andDavidWang,ArchitecturalResearchMethods(Hoboken:Wiley,2013).Guattari,Felix,TheThreeEcologies,trans.ByPaulSatton(London,NewYork:Continuum,2008).Hall,Peter,CitiesofTomorrow:AnIntellectualHistoryofUrbanPlanningandDesignintheTwentiethCentury

(Malden,MA:Blackwell,2002).Harvey,David,SocialJusticeandtheCity(Athens,GA:TheUniversityofGeorgiaPress,2009).Harvey,David,SpacesofGlobalCapitalism:TowardsaTheoryofUnevenGeographicalDevelopment(New

York:Verso,2006).Jacoby,Sam,DrawingArchitectureandtheUrban(Chichester:Wiley,2016).Jacoby,Sam,ed.,‘TypeversusTypology’,specialissueofTheJournalofArchitecture,20.6(Dec2015).Lucan,Jacques,Composition,Non-composition(Oxford:Routledge,2012).Markus,ThomasA,Buildings&Power:FreedomandControlintheOriginofModernBuildingTypes(London:

Routledge,1993).Rabinow,Paul,FrenchModern:NormsandFormsoftheSocialEnvironment(Cambridge,MA:1989).Rice,Charles,TheEmergenceoftheInterior:Architecture,Modernity,Domesticity(London:Routledge,2006).Sonne,Wolfgang,RepresentingtheState:CapitalCityPlanningintheEarlyTwentiethCentury(Munich:Prestel,2003).Ungers,OswaldMathias,KoolhaasRem(withPeterReimann,HansKollhoff,andArthurOveska),TheCityin

theCity,Berlin:AGreenArchipelago,AManifesto(1977),AcriticaleditionbyFlorianHertweckandSébastienMarot(Zürich:LarsMüllerPublishers,2013).

RECOMMENDEDFURTHERREADINGAgamben,Giorgio,WhatisanApparatus?AndOtherEssays(Stanford,CA:StanfordUniversityPress,2009).


54

Agamben,Giorgio,TheSignatureofAllThings:OnMethod,(NewYork:ZoneBooks,2009).Arendt,Hannah,TheHumanCondition(Chicago:UniversityofChicagoPress,1958).Aureli,PierVittorio,TheProjectofAutonomy:PoliticsandArchitectureWithinandAgainstCapitalism(New

York,NY,Princeton,NY:BuellCenter/ForumProject,PrincetonArchitecturalPress,2008).Aureli,PierVittorio,ThePossibilityofanAbsoluteArchitecture(Cambridge,MA:MITPress,2011).Aureli,PierVittorio,ed,,TheCityasaProject(Berlin:RubyPress,2013).Avermaete,Tom,Karakayali,Serkat,VonOsten,Marion,ColonialModern:AestheticsofthePastRebellions

fortheFuture(London,BlackDogandHausderKulturenderWelt,Berlin,2010).Bédard,Jean-François,ed.,CitiesofArtificialExcavation:TheWorkofPeterEisenman,1978–1988(Montreal:

CCA,NY:Rizzoli,1994).Benjamin,Walter,TheArcadesProject,trans.byHowardEilandandKevniMcLaughlin(HarvardUniversity

Press,2002).Canguilhem,Georges,TheNormalandthePathological,trans.CarolynR.Fawcett&RobertS.Cohen(New

York:ZoneBooks,1991).Carpo,Mario,TheAlphabetandtheAlgorithm(Cambridge:TheMITPress,2011).Colquhoun,Alan,ModernityandtheClassicalTradition:ArchitecturalEssays1980-87 (Cambridge,MA:MIT

Press,1989).Collins,Peter,ArchitecturalJudgement(London:Faber&Faber,1971).Deleuze,Gilles,Guattari,Félix,AThousandPlateaus(London:Continuum,2008).Dogma,11Projects(London:AAPublications,2013).Durand, JeanNicolasLouis,Précisof theLecturesonArchitecture, trans.byDavidBritt (LosAngeles:Getty

TrustPublications,2000).Easterling,Keller,EnduringInnocence(Cambridge,MA:MITPress,2005).Eisenman,Peter,DiagramDiaries(NewYork:UniversePublishing,1999).Focillon,Henri,TheLifeofFormsinArt(CambridgeMA:ZoneBooks,1992).ForensicArchitecture,(ed),Forensis:TheArchitectureofPublicTruth(Berlin:SternbergPress,2014).Foucault,Michel,ArchaeologyofKnowledge,trans.SheridanSmith(London:RoutledgeClassics,Publications,

2002).Frampton,Kenneth,MegaformasUrbanLandscape(AnnArbor:UniversityofMichigan,1999).Gell,Alfred,ArtandAgency:AnAnthropologicalTheory(Oxford:ClarendonPress,1998).Graeber,David,Debt:TheFirst5,000Years(NewYork,NY:MelvillePublishingHouse,2011).Guattari,Félix,LinesofFlight:ForAnotherWorldofPossibilities(London:Bloomsbury,2015).Habermas,Jürgen,TheStructuralTransformationofthePublicSphere:AnInquiryintoaCategoryofBourgeois

Society(Cambridge:PolityPress,1992).Harvey,David,SpacesofCapital:TowardsaCriticalGeography(London:Routledge,2000).Harvey,David,TheLimitstoCapital(NY:Verso,2007).Harvey,David,’TheArtofRent:Globalization,MonopolyandtheCommodificationofKnowledge’.Spacesof

Capital:TowardsaCriticalGeography(Edinburgh:EdinburghUniversityPress,2001).Hays,K.Michael,ModernismandthePosthumanistSubject(Cambridge,MA:MITPress1992).Jacobs,Jane,TheDeathandLifeofGreatAmericanCities(1961;reprintedNewYork:RandomHouse,1993).Jackson,JohnBrinckerhoff,DiscoveringtheVernacularLandscape(NewHaven:YaleUniversityPress,1986).Koolhaas,Rem,S,M,L,XL,2nded.(NewYork:MonacelliPress,1998).Kubler, George,The Shape of Time: Remarks on theHistory of Things (NewHaven: YaleUniversity Press,

2008).Lahoud,Adrian,‘Architecture,theCityanditsScale’,JournalofArchitecture(Routledge:London2013).Lazzarato, Maurizio, Signs andMachines: Capitalism and the Production of Subjectivity (Los Angeles, CA:

Semiotext(e),2014).LazzaratoMaurizio,GoverningbyDebt(LosAngeles,CA:Semiotext(e),2014).Lazzarato,Maurizio,TheMakingoftheIndebtedMan:AnEssayontheNeoliberalCondition(LosAngeles,CA:

Semiotext(e),2012).Lee,Christopher,Jacoby,Sam,eds.,TypologicalFormations:RenewableBuildingTypesandtheCity(London:

AAPublications,2007).Lucan,Jacques,Composition,Non-composition(Oxford:Routledge,2012).Lynch,Kevin,TheImageoftheCity(Cambridge,MA:MITPress,1960).


55

Maki,Fumihiko,‘SomeThoughtsonCollectiveForm’inStructureinArtandinScience,ed.byGyorgyKepes(NewYork:GeorgeBraziller,1965),pp.116-27.

Mumford,Eric,TheCIAMDiscourseonUrbanism,1928-1960(Cambridge,MA:MITPress,2000).Moussavi,Farshid,TheFunctionofStyle(Barcelona:Actar,2015).Pai,Hyungmin,ThePortfolioandtheDiagram:Architecture,DiscourseandModernityinAmerica(Cambridge,

MA:MITPress,2006).Rice,Charles.TheEmergenceoftheInterior:Architecture,Modernity,Domesticity(London:Routledge,2006).Rossi,Aldo,TheArchitectureoftheCity(Cambridge,MA:MITPress,1984).Rowe,Colin,Koetter,Fred,CollageCity(Cambridge,MA:MITPress,1984).Sarkis,Harshim,ed.,LeCorbusier'sVeniceHospitalandtheMatBuildingRevival(Munich:Prestel,2002).Schaik,Martinvan,ExitUtopia:ArchitecturalProvocations,1956-76(Munich:Prestel,2005).Scollari,Massimo,ObliqueDrawing:AHistoryofAnti-Perspective, trans.byJamesSAckerman(Cambridge,

MA:MITPress,2012).Sennett,Richard,TheFallofPublicMan(NewYork:Knopf,1977).Smithson,Alison,ed.,Team10Primer(Cambridge,MA:TheMIT,1974).Tafuri,Manfredo,ArchitectureandUtopia:DesignandCapitalistDevelopment (Cambridge:TheMITPress,

1976).Tschumi,Bernard,TheManhattanTranscripts1976–1981(London:AcademyEditions,1994).Ungers, O.M., Grossformen im Wohnungsbau (Veröffentlichungen zur Architektur Nr 5, 1966; Reprint,

UniversitätsverlagderTUBerlin,2007).Vidler, Anthony, The Scenes of the Street and Other Essays (New York: Monacelli Press, 2010).Charles

Waldheim,ed.,TheLandscapeUrbanismReader(NewYork:PrincetonArchitecturalPress,2006).Wallenstein, Sven Olov, Biopolitics and the Emergence of Modern Architecture (New York: Princeton

ArchitecturalPress,2009).DESIGNMETHOD,(PRECEDENT)MODELS,ANDDIAGRAMS

Abalos,Inaki,andJuanHerreros,TowerandOffice:FromModernistTheorytoContemporaryPractice(Cambridge,MA:MITPress,2003).

Alexander,Christopher,APatternLanguage:Towns,Buildings,Construction(NewYork:OxfordUniversityPress,1977).

Allen,Stan,‘DiagramsMatter’,ANY,23(1998),pp.16-19.Allen,Stan,PointsandLines:DiagramsandProjectsfortheCity(NewYork:PrincetonArchitecturalPress,

1999).Allen,Stan,Practice:Architecture,TechniqueandRepresentation(Amsterdam:G+BArtsInternational,2000).Berkel,Benvan,andCarolineBos,UNStudio:DesignModels:Architecture,Urbanism,Infrastructure(New

York:Rizzoli,2006).Durand,JeanNicolasLouis,PrécisoftheLecturesonArchitecture,trans.byDavidBritt(LosAngeles:Getty

TrustPublications,2000).Eisenman,Peter,TenCanonicalBuildings(NewYork:Rizzoli,2008).Eisenman,Peter,TheFormalBasisofModernArchitecture(Zurich:LarsMüllerPublisher,2006).Evans,Robert,TheProjectiveCast:ArchitectureandItsThreeGeometries(Cambridge,MA:MITPress,1995).Evans,Robin,TranslationfromDrawingtoBuildingandOtherEssays(London:ArchitecturalAssociation,

1997).Frampton,Kenneth,StudiesinTectonicCulture:ThePoeticsofConstructioninNineteenthandTwentieth

CenturyArchitecture(Cambridge,MA:MITPress,1995).Garcia,Mark,ed.,TheDiagramofArchitecture(London:JohnWiley&Sons,2010).Holl,Steven,AlphabeticalCity,PamphletArchitecture:5(NewYork:PrincetonArchitecturalPress,1995).Kuhnert,Nikolausetal,eds.,ARCH+,179(2006),OswaldMathiasUngers,Architekturlehre:Berliner

Vorlesungen,1964–65.Lehnerer,Alex,GrandUrbanRules(Rotterdam:010Publishers,2009).Lucan,Jacques,Composition,Non-composition(Oxford:Routledge,2012).Moneo,Rafael,TheoreticalAnxietyandDesignStrategies:IntheWorksofEightContemporaryArchitects


56

(Cambridge,MA:TheMITPress,2005).Neufert,Ernst,Architects'Data(London:Blackwell,2000).Pai,Hyungmin,ThePortfolioandtheDiagram:Architecture,DiscourseandModernityinAmerica(Cambridge,

MA:MITPress,2006).Roger,H.Clark,andMichaelPause,PrecedentsinArchitecture:AnalyticalDiagrams,FormativeIdeasand

Partis(London:JohnWiley&Sons,Inc.,2005).Rosenberg,Daniel,andAnthonyGrafton,CartographiesofTime:AHistoryofTimeline(NewYork:Princeton

ArchitecturalPress,2010).Rowe,Colin,TheMathematicsoftheIdealVillaandOtherEssays(Cambridge,MA:MITPress,1999).Sherwood,Roger,ModernHousingPrototypes(HarvardUniversityPress,1981).Teige,Karel,MinimumDwelling:TheHousingCrisis,HousingReform(Cambridge,MA:MITPress,2002).Tufte,Edward.EnvisioningInformation(Cheshire:GraphicsPress,1990).Tufte,Edward.TheVisualDisplayofQuantitativeInformation(Cheshire:GraphicsPress,1983).URBANDESIGN,URBANISM,ANDPLANNNING

Banham,Reyner,Megastructure:UrbanFuturesoftheRecentPast(NewYork:Harper&Row,1976).Benevolo,Leonardo,OriginsofModernTownPlanning(London:Routledge,1967).Choay,Francoise,ModernCity:PlanningintheNineteenthCentury(NewYork:Braziller,1969).Carmona,Matthew,etal,PublicPlaces,UrbanSpaces:TheDimensionofUrbanDesign,2ndedn(London:

Routledge,2010).Frampton,Kenneth,MegaformasUrbanLandscape(AnnArbor:UniversityofMichigan,1999).Gandelsonas,Mario,TheUrbanText(Cambridge:TheMITPress,1991).Graham,Stephen,andSimonMarvin,SplinteringUrbanism:NetworkedInfrastructures,Technological

MobilitiesandtheUrbanCondition(LondonandNewYork:Routledge,2001).Hall,Peter,CitiesofTomorrow:AnIntellectualHistoryofUrbanPlanningandDesignintheTwentiethCentury,

3rdedn(Malden,MA:Blackwell,2002).HarvardDesignMagazine,‘TheOriginsandEvolutionof“UrbanDesign”,1956-2006,Spring/Summer2006:24.Hertweck,FlorianandSébastienMarot,eds.,TheCityintheCity-Berlin:AGreenArchipelagobyOswald

MathiasUngersetal(Zurich,LarsMüller,2013).Howard,Ebenezer,GardenCitiesofTo-morrow(London:Sonnenschein,1902).Kostof,Spiro,TheCityAssembled:TheElementsofUrbanFormthroughHistory(London:Thames&Hudson,

2005).Krier,Leon,Architecture:ChoiceorFate(Windsor:AndreasPapadakisPublishers,1998).Krier,Rob,UrbanSpace(London:AcademyEditions,1979).Lynch,Patrick,TheImageoftheCity(TheMITPress,1960).Mumford,Eric,DefiningUrbanDesign:CIAMArchitectsandtheFormationofaDiscipline,1937-69(New

Haven:YaleUniversityPress,2009).Rossi,Aldo,TheArchitectureoftheCity,translatedbyDianeGhirardoandJoanOckman(Cambridge,MA:MIT

Press,1982).Rowe,Colin,andFredKoetter.CollageCity(Cambridge,MA:MITPress,1978).Sennett,Richard,TheConscienceoftheEye:TheDesignandSocialLifeofCities(NewYork:Knopf,1990).Sitte,Camillo,CityPlanningAccordingtoArtisticPrinciples,trans.byGeorgeCollinsandChristianeCollins

(NewYork:DoverPublications,1986).SoriayPuig,Arturo,Cerda:TheFiveBasesoftheGeneralTheoryofUrbanization(Electa,1999).Waldheim,Charles,ed.,TheLandscapeUrbanismReader(NewYork:PrincetonArchitecturalPress,2006).


57

Appendix2:FORMATTINGOFCOURSEWORKCourseworkissubmittedtotheGraduateSchoolAdministrativeCoordinator’sOfficeatthetimeandonthedayagreed.EssaysmusthaveaminimumA4andstudioreportsaminimumA3papersize.Allsubmissionsmustinclude:• 2securelyboundhardcopiesofwork• 1signedAuthorshipDeclarationForm• 1digitalcopy(CD/DVD);alternatively,uploadedonlineAllsubmissionsmustcomplywithacademicreferencingconventions,seeAppendix4.Alltextsmustbespell-checked.WrittensubmissionsaretobeuploadedtoTurnitin.1.SubmissionCoverPageAllsubmissionsmusthaveacoverpagethatfollowstheexactwordingandorder:FULLTITLE:SUBTITLE[e.g.HOUSINGINLONDON:ROWHOUSING] StudentName[firstandfamilyname(s)]

MPhilinArchitectureandUrbanDesign ProjectiveCities,2018/19[yearsofcohort] ArchitecturalAssociationSchoolofArchitecture GraduateSchool ModuleName[e.g.Dissertation;orSeminar1Essay] Submissiondateinmonthandyear[e.g.January2019]2.AuthorshipDeclarationFormAll submissionsmust includeanAuthorshipDeclarationFormsignedbyall contributingstudents tocertifythatthecontentsofthedocumentaretheirownworkandtheuseofmaterialfromtheworkofothersisdulyacknowledged.The formshouldbebound into the submissionafter thecoverpage.The form isavailablefromtheGraduateSchoolCoordinator.3.FormattingofWrittenSubmissionsAllessaysorwrittensubmissionshouldcomplywiththefollowingstructure,dependingontheirlength,butmustincludethebolditems:• Coverpage:Seeabove.• Abstract:Averybriefsummaryofthepaper.• Tableofcontents:Anumberedlistofthemainheadingsandsubheadingsofthepaperandthepage

numberofthestartofeachsection.• Acknowledgements: Individuals who have helped or provided resources, advice and information

(includingacknowledgmentofsponsorships,bursariesorscholarshipstowardsyourstudiesattheAASchool).Thisisrequiredonlyinthedissertationorifrequiredbyasponsor.

• Introduction:Overviewof issuesandquestionswhich ledtothechosentopicwithreferencetotherelevantliterature;whatdidyourpapersetouttodoandwhatisyourmethodologytoexplorethis;resultsobtainedorconclusionsdrawn;howisyourpaperstructured.

• Mainbody:Subdividedaccordingtothematic,proceduralormethodologicalcriteria. It isto includerelevantillustrationsanddrawings.

• Conclusions:Summaryofmainargument,findingsandconclusions.• Bibliography:Publishedandunpublishedsourcesconsulted.Theword count forwritten submissionsexcludes the abstract, footnotes, bibliographies, appendices, etc.,andshouldbeprovidedattheendofasubmission.Thetotallengthshouldbewithin10%ofthepermittedwordcount.


58

Textistobeformattedasfollows,orinanequivalentstyle:• BodytextinArial,fontsize11,orinasimilarlegiblefontandsize• Linespacingtobeatleast1.15• Footnotesinsteadofendnotes• Allfiguresandtablesmustbenumbered,titled,andreferenced• Pagestobenumbered• Notexthyphenation• Marginsizesareatthestudent’sdiscretionbutmustallowforbinding4.BindingofSubmissionsandPaperEssays,StudioReports: Atleastmetalspiralbound(ore.g.perfectboundwithsoftcover).DissertationProposal: 1copyperfectboundwithsoftcover,1copysecurelybound.Dissertation: 1copyhardbound(e.g.darkgreyclothwithblacktextorequivalentstyle). 1copysecurelybound(softorhardboundbutnotspiralbound).AllDissertationsaretobeprintedonmatt200gsmfine-grainedcartridgepaperormattphoto-qualitypaper,orequivalentqualitypaper.Onlineprintshopswehaveusedinthepast:• ImprintDigital http://www.imprint.co.uk/digital/randomorder.html• InkyLittleFingers http://www.inkylittlefingers.co.uk/Recommendedbookbinders(hardbinding):• TheWyvernBindery 56-58,ClerkenwellRoad,LondonEC1M5PX(http://www.wyvernbindery.com/)• CityBinders

1stFloor,39LudgateHill,London,EC4M7JN(http://www.citybinders.co.uk/)• BookbindersofLondon

11RonaldsRoad,LondonN51XJ(http://www.bookbindersoflondon.com/)5.FormattingofDigitalCopyA digital copy burned to a CD or DVD is to be provided with all submissions. Alternatively, this can beuploadedonline.TheCDcovershouldhavethefollowinginformation:• AAPCfollowedbymodulename(e.g.AAPC:Studio1)• Projecttitle• Student’snameTheCDistocontain:• AcompletecopyofthesubmitteddocumentinPDFformatwithlinesretainedasvectorsandpages

retainedaspages,notspreads.• Inaddition,allillustrationsmustbeincludedindividuallyinafoldertitled<Images>inJPGformatat

300dpiresolutionintheiroriginal(largest)size.Imagesshouldbenumberedandtitledinaccordancewiththelistoffiguresorimagecreditsgiveninthesubmitteddocument.


59

Appendix3:MHRAREFERENCINGSTYLEAllreferencingistoacknowledgesomeoneelse’sworkorideasandisdonetoavoidplagiarism.Thepreferredconventions are set out by the Modern Humanities Research Association (MHRA), but other referencesystemsarepermitted,aslongastheyarefollowedconsistently.AnonlinesiteavailableattheAAtocreatereferences is www.citethemrightonline.com. An MHRA guide on referencing can be downloaded atwww.style.mhra.org.uk.The following text andexamplesof theMHRA referencing style are taken from theCardiffUniversity’sInformationServices4:Forallacademicassignments, it isvitalthatyouacknowledgethesourcesof informationyouhaveusedforyourresearch.Thiswillhelpyouprotectyourselfagainstchargesofplagiarismandalsodemonstratethatyouunderstandtheimportanceofprofessionalacademicwork.Youmustacknowledgeyour sourceswheneveryouparaphraseor summariseanotherperson's ideas,orwhen youquoteanother person'swork, or use tables, graphs, images, etc.which youhave found fromanothersource,whetherprintedoronline.IntroducingtheMHRAStyleWhenever you refer to another’swords or ideas in yourwork, insert a footnote number in your text.When referring to the publication for the first time, give full bibliographic details in the footnote.Subsequentreferencescanthenbeprovidedinanabbreviatedform.

Example

Referencesshouldbegivenfor ‘alldirector indirectquotations,and inacknowledgementofsomeone’sopinions,orofasourceoffactualinformationwhichisnotgeneralknowledge’.1Liand Crane point out that the main objective of citing references is to give sufficientinformation to allow sources to be located.2 Additionally, ‘another important principle is tomake reference to that information in the source in hand. As a rule, it is not necessary toprovidesupplementaryinformationthathastobelocatedelsewhere’.3GeneraloverviewsoftheprocessofcitingreferencesaregivenbyBosworthandCraigandinWalliman.4_______________________

1NicholasS.R.Walliman,YourResearchProject:AStep-by-stepGuidefortheFirst-timeResearcher(London:SAGE,2001),p.301.2XiaLiandNancyB.Crane,ElectronicStyles:AHandbookforCitingElectronicInformation,2ndedn(Medford,NJ:InformationToday,1996),p.3.3Ibid.,p.3.4DavidP.Bosworth,CitingYourReferences:AGuideforAuthorsofJournalArticlesAndStudentsWritingThesesorDissertations(Thirsk,NYorks:UnderhillPress,1992);P.Craig,‘HowtoCite’,DocumentationStudies,10(2003),114-122;Walliman,pp.300-313.

InsertingFootnotesWhereverpossible,placenumbersat theendof thesentence,after the full stop.Beconsistent inyourapproachandusecontinuousnumberingthroughoutthetext,startingatnumberone.Fortheses,restartthenumberingatthebeginningofeachchapter.Whenyourefertoseveralsourcesclosetogetherinthesameparagraph,useonefootnotenumberandenterareferenceforeachsource,separatedbyasemi-colon.DirectlyQuotingfromYourSourcesYoushouldaimtoparaphrase informationprovidedbyanauthor inyourownwordsratherthanquote 4 <www.cardiff.ac.uk/insrv/resources/guides/but028.pdf> [accessed 29.08.2014]


60

largeamountsoftheirworkverbatimasthishelpstodemonstratetothereaderyourunderstandingoftheinformation.Itmaybenecessarytoquotedirectlyfromthetextwhenyou:

• cannotpresenttheinformationmoresuccinctlyorinanyotherway• needtopresentaparticularportionofanauthor’stextinyourworktoanalyseit.Ifthequotationisshort(fewerthan40wordsofproseor2completelinesofverse),enclosethewriter’swordsinsinglequotationmarkswithinyoursentenceandinsertafootnotenumber:

Mackintosh’sGlasgowSchoolofArt ‘heralded thebirthofanewstyle in20thcenturyEuropeanArchitecture’.1

Longer quotations should be separated from the body of your text and indented from the left-handmargin.Thereisnoneedtoincludequotationmarks: Bernardoutlineshisdesignethos:

Mackintosh’sfirmbeliefthatconstructionshouldbedecoratedandnotdecorationconstructed,inotherwordsthatthesalientandmostrequisitefeaturesshouldbeselectedforornamentation,heapplied with great rhythm and inventiveness, especially in those projects, such as the GlasgowSchoolofArtandScotlandStreetSchool,wherebudgetswereseverelylimited.2

ThisthemeistakenfurtherbyMacleod.3

Ifyouomitsomewordsfromthemiddleofthequotation,youneedtoindicatethisbytypingthreedotsinsquarebrackets,e.g.‘Thestatehasanessentialrole[…]inthelegaldefinitionofpropertyrights’.4Ifyouareomittinglinesofverse,write[…]onaseparateline.ReferencingSourcesfortheFirstTimeWhenreferencingasourceforthefirsttimeinyourpieceofwork,providefullbibliographicdetailsinthefootnote:

• Writetheauthor’sname(s)asitappearsonthetext:puttheauthor’sforename(s)orinitialsfirst,followed by their surname. If there aremore than three authors, write the first author’s namefollowedby‘andothers’.

• Italicisethetitlesofbooksandjournals.• Capitalisethefirstletterofallprincipalwordsthroughoutthetitleandafterthecolon,ifthereisa

subtitle.• Include the specific page number(s) referencedat theendbywritingp. or pp. followedby the

pagenumber(s).• Write references for online publications using the format for printed publications as far as

possible,addingthe<internetaddressofthedocument>andthe[accesseddate].• Indentthesecondandsubsequentlineofeachreference.

BookRobert Abel, The Eye Care Revolution: Prevent and Reverse Common Vision Problems (NewYork:KensingtonBooks,2004),p.10.

JournalarticleLawrence Ang and Ben Taylor, ‘Managing Customer Profitability Using Portfolio Matrices’,JournalofDatabaseMarketingandCustomer StrategyManagement,12 (2005), 298-304 (p.300).

ChapterinaneditedbookTadao Ando, ‘Towards New Horizons in Architecture’, in Theorizing a New Agenda forArchitecture,ed.byKateNesbitt(NewYork:PrincetonArchitecturalPress,1996),pp.462-530


61

(p.473).

NewspaperarticleBertrandBenoit,‘G8FacesImpasseonGlobalWarming’,FinancialTimes,29May2007,p.9.

PhDThesisAlun R.J. Withey, ‘Medical Knowledge and Practice in Early Modern Wales’ (unpublisheddoctoralthesis,CardiffUniversity,2006),p.17.

ElectronicjournalarticleAnwarT.Merchantandothers, ‘Diet,PhysicalActivity,andAdiposity inChildren inPoorandRich Neighbourhoods: A Crosssectional Comparison’, Nutrition Journal, 6 (2007)<http://www.nutritionj.com/content/pdf/1475-2891-6-1.pdf>[accessed10May2007](p.1).

WebpageChristel Lane and others, The Future of ProfessionalisedWork: UK and Germany Compared(London: Anglo-German Foundation for the Study of Industrial Society, 2003)<http://www.agf.org.uk/pubs/pdfs/1232web.pdf>[accessed12December2007](p.11).

Images,figuresandtablesFig.1.Listofhousingperformanceindicatorsformulti-familyresidentialbuildings.1

FurtherReferencestotheSameSourceIfyoureferencethesamesourcemorethanonceinaparticularpieceofwork,abbreviatethesecondandsubsequent references by providing only the author and page numbers. Use the abbreviation Ibid.(meaninginthesameplace)torefertoareferenceimmediatelyabove:

1WilliamJ.R.Curtis,ModernArchitecturesince1900,3rdedn(London:Phaidon,1996),pp.124-32.2Ibid,p.133.3JamesStevensCurl,ADictionaryofArchitectureandLandscapeArchitecture,2ndedn(Oxford:OxfordUniversityPress,2006),p.1.4Curtis,pp.56-78.

BibliographyAttheendofyourwork,listeachofthesourcesyouhavereferenced,andanyotherworksyouhavereadin relation to the subject, in a bibliography. Write the list in alphabetical order by the first author’ssurname, placing their surname before their forename(s) or initial(s). There is no need to include thespecificpage reference inabibliography,butpage ranges foreditedbookchaptersand journalarticlesarerequired.Youshouldalsoexcludethefullstopattheendofthereference:

Borden,Iain,andKaterinaRuedi,TheDissertation:AnArchitectureStudent’sHandbook,5thedn(Oxford:Butterworth-Heinemann,2006)Craig,P.,‘HowtoCite’,DocumentationStudies,10(2003),114-122Stott,Rebecca,AnnaSnaithandRickRylance,MakingYourCase:APracticalGuidetoEssayWriting(Harlow:Longman,2001)

PublicationDatesandEditionsTofindoutwhenabookwaspublished,lookatthebackofthetitlepage.Thispagewillcontaindetailsofthepublisherandthepublicationdate.Ifthereismorethanonedate,usethelatestpublicationdate,not


62

thelatestreprintdates.Thisisoftenlocatednexttothe©symbol.Ifnopublicationdateisgiveninthebookbutitcanbeascertained,puttheyearinsquarebracketse.g.[1989].Ifnoyearcanbedeterminedwrite[n.d.],meaningnodate.Thebackofthetitlepagewillalsotellyoutheeditionofthebook.Ifthebookyouareacknowledgingisnotthefirstedition,statethis inthefullreferenceinyourfootnoteandbibliographye.g.:AlanEverett,Materials,5thedn(Harlow:Longman,1994),pp.102-24.


63

Appendix4:ACADEMICCALENDAR2018-19 YEAR1SCHEDULEINTRODUCTIONWEEK(newstudentsonly)17to21September2018TERM1Monday24SeptembertoFriday14December2018(12weeks)EndTermReview=Friday7DecemberStudioSubmission=Wednesday12December(by1pm)Seminar/AcademicWritingSubmission=Wednesday9January2018(by1pm)TERM2Monday7JanuarytoFriday22March2019(11Weeks)EndTermReview=Friday15MarchStudioSubmission=Wednesday20March(by1pm)Seminar/AcademicWritingSubmission=Wednesday25April(by1pm)TERM3Monday23ApriltoFriday21June2019(9Weeks)EndTermReview=Friday14JuneDissertationProposalSubmission=Wednesday3July(by1pm)ResubmissionDateforYear1:Wednesday14August2018 YEAR2SCHEDULETERM4Monday24SeptembertoFriday14December2018(12weeks)ProgressReview=Monday10DecemberTERM5Monday7JanuarytoFriday22March2019(11Weeks)and23Aprilto24May2018(5Weeks)FinalDesignReview=February1FebruaryProgressReview=Friday15MarchFinalPresentation=Friday17MayDissertationSubmission=Friday24May(by1pm)[ExternalExamination=Friday28June(tbc)]AAExhibitionOpening=Friday21June AAACADEMICTERMSAATerm1:Monday24SeptembertoFriday14December2017(12weeks)[Schoolclosed:Saturday15DecembertoTuesday1Januaryinclusive]AATerm2:Monday7JanuarytoFriday22March2018(11Weeks)[Schoolclosed:Thursday4ApriltoMonday22Aprilinclusive;GoodFriday:19April,EasterMonday:22April]AATerm3:Monday23ApriltoFriday21June2018(9Weeks)[Schoolclosed:Saturday17toMonday-26Augustinclusive;BankHolidays:Mondays6May,27Mayand26August]

taught master of philosophy in architecture and urban ... · challenges the conventional practices...

Documents