the teaching staff of the second year, as per the pay sheet … › facultati › arhitectura ›...

3

COURSE DESCRIPTION

1. Information on the academic program

1.1. Higher education institution SPIRU HARET UNIVERSITY

1.2. Faculty Architecture

1.3. Department Architecture

1.4. Field Architecture

1.5. Study cycle Bachelor and master studies

1.6. Program / Qualification Architecture

2. Information concerning the course subject

2.1. Name of subject Architectural design I

2.2. Code of subject DS

2.3. Course organizer

2.4.Seminar organizer The teaching staff of the second year, as per the pay sheet

instructions

2.5. Year of study I -

2014/2015

2.6.Semest

er

1 2.7. Evaluation type EC 2.8.Course type M

3. Estimated time (hours per semester) of teaching/learning activities

3.1 No. hours/week 12 3.2 of which course

hours

2 3.3 of which seminar/lab

hours:

10

3.4 Total hours in the curriculum 336 3.5 of which course

hours

2

8 3.6 of which

seminar/lab hours:

308

Distribution of teaching/learning time hours

Study of textbook, syllabus, bibliography and course notes 18

Further study in library, on electronic platforms, fieldwork 40

Preparation of seminars/labs, home assignments, papers, portfolio, essays 150

Tutoring 18

Examinations 40

Others (making models) 36

3.7 Total hrs of individual study 262

3.9 Total hrs/semester 610

3.10 Number of credits 24 12

4. Prerequisites (where relevant)

4.1 curriculum-related Knowledge of history of art and architecture, descriptive geometry

4.2 competence-related Skills in using software for drafting and rendering, in drawing, aerial view, ability to

analyze the visual image

5. Facilities and equipment (where relevant)

5.1. for the course Lectures are held in classrooms equipped with internet access and

multimedia devices.

5.2. for the seminar/lab Seminaries are held in classrooms equipped with drawing boards and

multimedia equipment.

6. Competences acquired during / after the course

Pro

fess

ion

al

com

pet

ence

s

C3. Conducting architecture projects of various levels of complexity.

4

Tra

nsv

ers

al

com

pet

ence

s

C3T. Turning to good account one’s career-related experience such as to develop

one’s own competences and abilities.

7. Course objectives (as resulting from the matrix of specific competences)

7.1 Course goals The aim of the first year of study includes a set of fundamental basic

knowledge related to the principles of conformity of the architectural

space, specific to the architecture designing

Building a set of instruments and procedures that are used by the arhitect

in composing the architecture-urbanistic space, which the students

should understand and get used to quickly utilize to devise their projects

by themselves.

7.2 Course objectives The year I of study focuses on two essential topics: understanding the

architecture object as full (volume aggregation – sem I) and empty (the

interior space – sem II)

8. Contents

8.1 Course Teaching methods Observations

1. The Gestalt theory

regarding the mechanisms of

the visual perception process

For an active and participatory

training during the lecture, the

students are stimulated to make

comments, ask questions at any

time. The lectures use power

point presentation and the

images are explained by the

teacher.

In order to prepare the designing

activity, the students will listen to

a set of lectures, in the first week

of the year, which will give them

the ground for the composition

principles.

The first of them explains why

the composition principles need

to be complied with in the direct

connection with the mechanisms

of the visual perception process.

2 . The composition principles Idem The list of lecture topics is

structured so as to respond, at the

same time, to the issues in the

designing subject.

3. Conventions of representing

in architecture

idem

idem

4. Levels of the concept Idem idem

5.The concept – diagram idem Idem

6.The structural module in

architecture

idem idem

7.Basic outlines in architecture idem idem

Mandatory references

1. Ching, D.K.Francis – Architecture Form, Space and Order, Wiley & Sons, III- rd Edition, N.Y.,

2007

2. Ching, D.K.Francis – Architectural Graphics, Wiley & Sons, IV – rd Edition, 2003

3. Arnheim, Rudolf – Forța centrului vizual, Editura Meridiane, 1995

4. Arnheim, Rudolf – Arta și percepția vizuală – O psihologie a ochiului creator, Editura Meridiane,

București, 1979

5. Venturi, Robert – Complexity and Contradiction in Architecture, M.Mo.A Papers, N.Y., 1966,

5

1977

6. Hejduk, John, Franzen, Ulrich – Education of an Architect: The Cooper Union

School of Art and Architecture, 1964-1971, The Monacelli Press; First Edition,

march 2000

7. Rowe, Colin, Robert, Slutzky – Transparency, Birkäuser Architecture, 1 ed.,1993

8. Rowe, Colin – The Mathematics of the Ideal Villa and Other Essays, First MIT

Press, 1987

9. Wittkower, Rudolf – Architectural Principles in the Age of Humanism,

ed.W.W.Norton, 1971

10. Eisenman,Peter, Graves, Michael, Hejduk, John - Five Architects: Eisenman,

Graves, Gwathmey, Hejduk, Meier, Oxford University Press, USA, 1975

11. Itten, Johannes – Design and Form, The Basic Course at the Bauhaus and later,

Thames&Hudson Ltd; 2nd edition, 1975

12. Huyghe, Rene - Dialog cu vizibilul, Edit. Meridiane, 1981

13. Von Meiss, Pierre – Elements of Aechitecture, From Form to Place, Spon Press,

1998

14. Le Corbusier – The Decorative Art of Today, trans. By James I Dunnett, London:

The Architectural Press, 1987

15. De Sousmarez, Maurice – Basic Design, The Dynamics of Visual Form, Herbert

Press Ltd; 2nd Reprinted edition, 2007

16. Grigorescu, Dan – Dicţionarul avangardelor, Edit. Enciclopedică, Bucureşti, 2003

17. Prut, Constantin – Dicţionar de artă modernă şi contemporană, Edit. Univers

Enciclopedic, 2002

18. Venturi, Robert – Complexity and Contradiction in Architecture, „The Museum

of Modern Art, New York”; 2nd edition,

19. Krier, Rob – Architectural Composition / Rizzoli, 1988

20. Dan Agent – Analiza Compoziţională Diagramatică, Ed. Militară, Bucureşti, 2010

Additional references

21.. Halton, Don – Compositions in Architecture / Wiley & Sons, 2009

22.. Unwin, Simon – Analysing Architecture / Routledge, 2003

23. Baker, Geoffrey, H. – Desing Strategies in Architecture / Rotledge, 1989, 1996

24. Scherr, Richard – The Grid, Form and process in architectural design / Universalia Publishers,

2001

25. Wong, Wucius – Principles pf Two-Dimensional Design, Van Nostrand Reinhold, 1972

Optional references

26. Padovan, Richard – Proportion / Science Philosophy Architecture / Spon Press, 1999

27. Brawne, Michael – Architectural Thought, The Design Process and the Expectant Eye / Elsevier,

2003

28. Schirmbeck, Egon – Idea, Form, and Architecture, Design Principles …/Van Nostrand Reinhold,

1987

29. Bielefeld, Bert/El Khouli, Sebastian – Basics, Design Ideas / Birkhauser, 2007

8.2 Seminar/lab

Teaching methods Observations

In order to memorize the

notions introduced in the

lectures during the first week

of the academic year and

check their understanding, the

students will be asked to draft

a theoretical paper,

questionnaire-type, which will

be considered towards the

assessment of the project

number 1 in the first semester.

The theoretical papers will be

drafted on a template received

from the teacher. The students

will be asked to illustrate the

principles presented during the

lecture via images of some

architecture objects and

argument their choice by a short

comment. In addition to the

topic 1, they will have to fill out

a questionnaire with

information related to the folk

This type of project aims to have

the students read beforehand the

content of the lectures prior the

designing activity. This means a

better learning of the presented

notions.

6

architecture in our country.

8.3 Designing seminar

1. Project 1:

A trip to the Village Museum /

Mapping

The project is structured into

two stages : the first two

seminars will talk about a topic

and have a discussion about the

theoretical issues and work

instruments. The next seminars

will take place in the lab.

During the last seminar, the

students will present their

project during a debate where

all students are present.

It is a first contact of the students

with an architecture project. It

can be noticed the ability of

visual perception and their

knowledge in terms of expression

by artistic drawing and

photography.

2. Project 2:

Object / Territory

Idem Every student will be given a

fragement of territory that

belongs to Herastrau Park, which

will constitute the pre-existent

mapping of the territory where an

architectural object will be

placed. The purpose is to have

the students understand the

importance of the relation of the

object with the territory of its

placement. The object that is the

result of the transposition into 3D

of certain 2D drafts that feature

the space ‘in-between’ the object

and the territory, starting from the

abstractization of certain drafts at

the Village Museum.

3. Project 3:

The architectural form /

Spatial configuration

Idem

The students will be asked to

imagine a configuration in the

basic range (centralised, linear,

radial, cluster, network) by using

a set of standard objects with 1,2

and 3 dimensions (lines, planes,

volumes).

4. Project 4:

The interior space /The

exhibition-like space in the

park

Idem For the first time, the students

will be asked to imagine a space

with a simple scale and function

(an exhibition space) by using a

standard structure module. The

first stage aims the study on the

module and the others will focus

on the mapping-territory

relation/object and

hierarchization.

5. Project 5:

Unifamilial house

Idem The project uses composition

elements taken from the famous

7

topic of ‘nine squares’in order to

explore the principles of

organizing the interior space. The

first stage of the project is meant

for the composition study on a 9-

square module ‘in abstract’, thus

creating compositions at the draft

level. During the second stage,

the space will gain a function – of

a living space.

6. Project 6: Project with no

correction

Interior / Exterior

A covered space in the park

The last project is a test on a

topic that integrates the

elements studied during the

semester. The project is drafted

by the students, with no

corrections from the teacher.

Architecture is the crust that

separates the interior from the

exterior. Starting from a topic

with a simple function – a

multifunctional covered space in

a park, the students will be asked

to make up the ‘cover that closes

this space in two situations : (1)

the coherent interior-exterior

relation and (2) the indifferent

interior-exterior relation, the topic

of hierarchization and of the

structure module in a freer form,

on a topic with a simple function

– a public space with modulated

repeatable elements.

9. Course’s relevance to the epistemic community, professional associations and representative employers in

fields significant for the program

The project topics match the expectations of the specialists in this field. A great interest has been noticed during

the recent years about the manner in which the content has been compiled and structured.

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in the final

grade

10.4.1 Lectures Participation in lectures

with questions,

comments, examples from

history and stilistics, etc.

Attendance and active

participation during lectures will

be taken into account

-

10.4.2 Theoretical

projects

10.4.3 Designing

workshop 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in the final

grade

8

10.5 Final assessment The topic establishes the

assessment criteria and

the percentage of each

criterion, and the

members of the

commission will

appreciate the grade in

dependence on such pre-

established criteria,

known by the students

Each project is evaluated by a 3-

teacher commission. Every

teacher will have an individual

evaluation, conform with the pre-

established criteria and the final

average will be a mathematical

average of all three.

The percentage of each

project is equal,

irrespective of the

number of credits

10.6 Minimum performance standard

- The requirement for passing the exam is the cumulation, no matter the grade for each project, of 50% of the

total number of credits, i.e. a minimum of 12 credits.

- The requirement for passing each project – besides the minimum average of 5 (five), the meeting of two

conditions in the Faculty regulations (attendance to at least 80% of the lab classes and a minimum of 50%

corrections). In case of failing to meet one of these 2 conditions, the project will be graded with 1 (one)

Date of Dept. approval

05.10.2014

9

COURSE DESCRIPTION



1.2. Faculty Architecture






2.1. Name of subject Architectural design II

2.2. Code of subject DS


2.4.Seminar organizer The teaching staff of the second year, as per the pay sheet

instructions

2.5. Year of study I -

2014/2015

2.6.Semest

er

2 2.7. Evaluation type EC 2.8.Course type M



hours


hours:

10


hours

2

8 3.6 of which

seminar/lab hours:

308





Tutoring 18

Examinations 40

Others (making models) 36



3.10 Number of credits 12


4.1 curriculum-related Knowledge of history of art and architecture, descriptive geometry

4.2 competence-related Skills in using software for drafting and rendering, in drawing, aerial view, ability to

analyze the visual image


5.1. for the course Lectures are held in classrooms equipped with internet access and

multimedia devices.

5.2. for the seminar/lab Seminaries are held in classrooms equipped with drawing boards and

multimedia equipment.


Pro

fess

io

na

l

com

pet

en

ces


10

Tra

nsv

ers

al

com

pet

ence

s

C3T. Turning to good account one’s career-related experience such as to develop

one’s own competences and abilities.


7.1 Course goals The aim of the first year of study includes a set of fundamental basic

knowledge related to the principles of conformity of the architectural

space, specific to the architecture designing

Building a set of instruments and procedures that are used by the arhitect

in composing the architecture-urbanistic space, which the students

should understand and get used to quickly utilize to devise their projects

by themselves.

7.2 Course objectives The year I of study focuses on two essential topics: understanding the

architecture object as full (volume aggregation – sem I) and empty (the

interior space – sem II)

8. Contents


1. The Gestalt theory

regarding the mechanisms of

the visual perception process

For an active and participatory

training during the lecture, the

students are stimulated to make

comments, ask questions at any

time. The lectures use power

point presentation and the

images are explained by the

teacher.

In order to prepare the designing

activity, the students will listen to

a set of lectures, in the first week

of the year, which will give them

the ground for the composition

principles.

The first of them explains why

the composition principles need

to be complied with in the direct

connection with the mechanisms

of the visual perception process.

2 . The composition principles Idem The list of lecture topics is

structured so as to respond, at the

same time, to the issues in the

designing subject.

3. Conventions of representing

in architecture

idem

idem

4. Levels of the concept Idem idem

5.The concept – diagram idem Idem

6.The structural module in

architecture

idem idem

7.Basic outlines in architecture idem idem

Mandatory references

1. Ching, D.K.Francis – Architecture Form, Space and Order, Wiley & Sons, III- rd Edition, N.Y.,

2007

2. Ching, D.K.Francis – Architectural Graphics, Wiley & Sons, IV – rd Edition, 2003

3. Arnheim, Rudolf – Forța centrului vizual, Editura Meridiane, 1995

4. Arnheim, Rudolf – Arta și percepția vizuală – O psihologie a ochiului creator, Editura Meridiane,

București, 1979

5. Venturi, Robert – Complexity and Contradiction in Architecture, M.Mo.A Papers, N.Y., 1966,

11

1977

6. Hejduk, John, Franzen, Ulrich – Education of an Architect: The Cooper Union

School of Art and Architecture, 1964-1971, The Monacelli Press; First Edition,

march 2000

7. Rowe, Colin, Robert, Slutzky – Transparency, Birkäuser Architecture, 1 ed.,1993

8. Rowe, Colin – The Mathematics of the Ideal Villa and Other Essays, First MIT

Press, 1987

9. Wittkower, Rudolf – Architectural Principles in the Age of Humanism,

ed.W.W.Norton, 1971

10. Eisenman,Peter, Graves, Michael, Hejduk, John - Five Architects: Eisenman,

Graves, Gwathmey, Hejduk, Meier, Oxford University Press, USA, 1975

11. Itten, Johannes – Design and Form, The Basic Course at the Bauhaus and later,

Thames&Hudson Ltd; 2nd edition, 1975

12. Huyghe, Rene - Dialog cu vizibilul, Edit. Meridiane, 1981

13. Von Meiss, Pierre – Elements of Aechitecture, From Form to Place, Spon Press,

1998

14. Le Corbusier – The Decorative Art of Today, trans. By James I Dunnett, London:

The Architectural Press, 1987

15. De Sousmarez, Maurice – Basic Design, The Dynamics of Visual Form, Herbert

Press Ltd; 2nd Reprinted edition, 2007

16. Grigorescu, Dan – Dicţionarul avangardelor, Edit. Enciclopedică, Bucureşti, 2003

17. Prut, Constantin – Dicţionar de artă modernă şi contemporană, Edit. Univers

Enciclopedic, 2002

18. Venturi, Robert – Complexity and Contradiction in Architecture, „The Museum

of Modern Art, New York”; 2nd edition,

19. Krier, Rob – Architectural Composition / Rizzoli, 1988

20. Dan Agent – Analiza Compoziţională Diagramatică, Ed. Militară, Bucureşti, 2010


21.. Halton, Don – Compositions in Architecture / Wiley & Sons, 2009

22.. Unwin, Simon – Analysing Architecture / Routledge, 2003

23. Baker, Geoffrey, H. – Desing Strategies in Architecture / Rotledge, 1989, 1996

24. Scherr, Richard – The Grid, Form and process in architectural design / Universalia Publishers,

2001

25. Wong, Wucius – Principles pf Two-Dimensional Design, Van Nostrand Reinhold, 1972

Optional references

26. Padovan, Richard – Proportion / Science Philosophy Architecture / Spon Press, 1999

27. Brawne, Michael – Architectural Thought, The Design Process and the Expectant Eye / Elsevier,

2003

28. Schirmbeck, Egon – Idea, Form, and Architecture, Design Principles …/Van Nostrand Reinhold,

1987

29. Bielefeld, Bert/El Khouli, Sebastian – Basics, Design Ideas / Birkhauser, 2007

8.2 Seminar/lab


In order to memorize the

notions introduced in the

lectures during the first week

of the academic year and

check their understanding, the

students will be asked to draft

a theoretical paper,

questionnaire-type, which will

be considered towards the

assessment of the project

number 1 in the first semester.

The theoretical papers will be

drafted on a template received

from the teacher. The students

will be asked to illustrate the

principles presented during the

lecture via images of some

architecture objects and

argument their choice by a short

comment. In addition to the

topic 1, they will have to fill out

a questionnaire with

information related to the folk

This type of project aims to have

the students read beforehand the

content of the lectures prior the

designing activity. This means a

better learning of the presented

notions.

12

architecture in our country.

8.3 Designing seminar

1. Project 1:

A trip to the Village Museum /

Mapping

The project is structured into

two stages : the first two

seminars will talk about a topic

and have a discussion about the

theoretical issues and work

instruments. The next seminars

will take place in the lab.

During the last seminar, the

students will present their

project during a debate where

all students are present.

It is a first contact of the students

with an architecture project. It

can be noticed the ability of

visual perception and their

knowledge in terms of expression

by artistic drawing and

photography.

2. Project 2:

Object / Territory

Idem Every student will be given a

fragement of territory that

belongs to Herastrau Park, which

will constitute the pre-existent

mapping of the territory where an

architectural object will be

placed. The purpose is to have

the students understand the

importance of the relation of the

object with the territory of its

placement. The object that is the

result of the transposition into 3D

of certain 2D drafts that feature

the space ‘in-between’ the object

and the territory, starting from the

abstractization of certain drafts at

the Village Museum.

3. Project 3:

The architectural form /

Spatial configuration

Idem

The students will be asked to

imagine a configuration in the

basic range (centralised, linear,

radial, cluster, network) by using

a set of standard objects with 1,2

and 3 dimensions (lines, planes,

volumes).

4. Project 4:

The interior space /The

exhibition-like space in the

park

Idem For the first time, the students

will be asked to imagine a space

with a simple scale and function

(an exhibition space) by using a

standard structure module. The

first stage aims the study on the

module and the others will focus

on the mapping-territory

relation/object and

hierarchization.

5. Project 5:

Unifamilial house

Idem The project uses composition

elements taken from the famous

13

topic of ‘nine squares’in order to

explore the principles of

organizing the interior space. The

first stage of the project is meant

for the composition study on a 9-

square module ‘in abstract’, thus

creating compositions at the draft

level. During the second stage,

the space will gain a function – of

a living space.

6. Project 6: Project with no

correction

Interior / Exterior

A covered space in the park

The last project is a test on a

topic that integrates the

elements studied during the

semester. The project is drafted

by the students, with no

corrections from the teacher.

Architecture is the crust that

separates the interior from the

exterior. Starting from a topic

with a simple function – a

multifunctional covered space in

a park, the students will be asked

to make up the ‘cover that closes

this space in two situations : (1)

the coherent interior-exterior

relation and (2) the indifferent

interior-exterior relation, the topic

of hierarchization and of the

structure module in a freer form,

on a topic with a simple function

– a public space with modulated

repeatable elements.



The project topics match the expectations of the specialists in this field. A great interest has been noticed during

the recent years about the manner in which the content has been compiled and structured.

10. Assessment


grade

10.4.1 Lectures Participation in lectures

with questions,

comments, examples from

history and stilistics, etc.


participation during lectures will

be taken into account

-

10.4.2 Theoretical

projects

10.4.3 Designing

workshop 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in the final

grade

14

10.5 Final assessment The topic establishes the

assessment criteria and

the percentage of each

criterion, and the

members of the

commission will

appreciate the grade in

dependence on such pre-

established criteria,

known by the students

Each project is evaluated by a 3-

teacher commission. Every

teacher will have an individual

evaluation, conform with the pre-

established criteria and the final

average will be a mathematical

average of all three.

The percentage of each

project is equal,

irrespective of the

number of credits


- The requirement for passing the exam is the cumulation, no matter the grade for each project, of 50% of the

total number of credits, i.e. a minimum of 12 credits.

- The requirement for passing each project – besides the minimum average of 5 (five), the meeting of two

conditions in the Faculty regulations (attendance to at least 80% of the lab classes and a minimum of 50%

corrections). In case of failing to meet one of these 2 conditions, the project will be graded with 1 (one)


05.10.2014

15

COURSE DESCRIPTION



1.2. Faculty FACULTY OF ARCHITECTURE

1.3. Department DEPARTMENT OF ARCHITECTURE

1.4. Field VOCATIONAL SUBJECT

1.5. Study cycle DESIGN BASICS

1.6. Program / Qualification ARCHITECTURE / ARCHITECT


2.1. Name of subject Study of form and composition I

2.2. Subject code DS


2.4. Seminar organizer

2.5. Year of study I 2.6. Semester 1 2.7. Evaluation

type

E

C

2.8. Course type O

3. Estimated time (hours per semester) of teaching / learning activities

3.1 No. hours per week 2 3.2 of which

course hours

2 3.3 of which seminar /

lab hours

2

3.4 No. hours in the curriculum 28 3.5 of which

course hours


lab hours

14

Distribution of teaching / learning time hours



Preparation of seminars / labs, home assignments, papers, portfolio, essays 15

Tutoring 2

Examinations 2

Other:

3.7 Total hours of individual study 27

3.9 Total hours per semester 55

3.10 No. of credits 2/sem


4.1 curriculum-related Knowledge of graphical representation

4.2 competence-related Knowledge of vocational behaviour


5.1. for the course The lectures are held in STUDIO hall

5.2. for the seminar / lab The seminars are held in classical seminar rooms with movable furniture

enabling the teacher-student activity


Pro

fess

ion

al

com

pet

ence

s


Tra

nsv

ers

al

com

pet

ence

s

16


7.1 Course goals Getting familiar with the creative behaviour concepts, fundamentals and main

aspects at national and international levels, over time;

Getting familiar with the tendency to promote the architectural phenomenon, at

organisational and institutional levels, for it governs the specific activity at

national and international levels;

Reviewing the various arguments, concepts and professional development

directions.

7.2 Course objectives Outlining the specific phenomena and processes in point of essence and forms

and of the relations with the other processes;

Consolidation of the theoretical and practical knowledge enabling the students to

operate in the vocational area;

Mutations in contemporary architecture;


directions and identifying the social implications at international level.

8. Contents


1-2. Architecture – a vocational direction

in the society.

Teacher-student interaction results in

graphical demonstrations.

To consolidate their

knowledge, the students

should study the

indicated references and

attend classes

3-4. Fundamental categories on

architectural work

Teacher-student interaction is

fundamental; the students will watch

videos they will discuss in class or

analyse, as part of an assignment

Ibidem.

5-7. Specific activity organisation The lectures are based on drawings,

commented photos and the like

Ibidem.

8-9. The relations between the future

architect and the related specialties.

Lecture and reality adaptation by

graphic representations.

The use of creative tests to identify

the creative value brought about

Ibidem

10-11.Policies and practices specific to

the national and international architectural

work; instruments and regulations

Lecture and debates with specialists

of various fields, according to the

vocational subjects

Ibidem

12-13. Architectural creativity

performance analysis systems. New forms

of creativity


drawing.

Ibidem

14. Implementing the abilities developed

during course throug creativity tests on

pre-established themes


practical vocational competition

Ibidem

Bibliography

REDSTONE LOUISG – Art in Architecture – Mc. GRAW HILL BOOK , Company , 1968

PEVSNER, Nikolaus – The Sources of Modern Architecture and Design , ed. Thomas and Hudson Ud.

Londra, 1968

ARNHEIM, Rudolf – Art and Visual perception, ed. Faber , Londra, 1967

BROHAN, Torsten

BERG, Thomas – Avantgarde design 1880-1930 , ed. Benedikt Taschen Verlag

8.2 Seminar/lab Teaching methods Observations

The architect and the society (a historical

perspective on the evolution of the

profession).

Interaction results in the seminar

tutors and graphic essay teams

assessing and evaluating the students.

The case studies are adapted and

presented both from the students’ and

the techer’s initiative.

The students should

previously go over the

course support and the

graphical notations

obtained during

lectures, in order to be

able to interact in real-

17

life situations

Comparative analysis of the

representation means in architecture

Ibidem Ibidem

Representation means under vulnerability

conditions in the relation with the

beneficiary and the legal system.

Ibidem Ibidem

Traditional drawing vs. e-drawing in the

knowledge-based society.

Ibidem Ibidem

The man – the measure of all things. The

perspectives of the architectural staff.

Public presentations in teams.

Ibidem Ibidem

Ethics and deontology issues in the

national and global design work.

Field research (identifying the

functional units typology and

functions, developing ad-hoc real case

studies through group assessment in

architectural creation)

Ibidem

Bibliography: Indrumar metodologic pentru lucrari practice – VASILE MARCU ,JENCKS , Charles –

Architecture Today Academy Editions, Londra, 1993

9. Course’s relevance to the epistemic community, professional associations, and representative

employers in fields significant for the program

Inviting specialists in architectural creation, the relation with the Romanaian architectural creation unions:

UAR , RUR

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in the

final grade

10.4 Course Students’ course activity:

questions, comments,

analysis examples.

Public courses in mixed

teams with the students

Attendance and interaction 20%

10.5

Seminar/lab

Students’ contribution in

preparing and discussing

the issues

Semester assignments

grading


10.6 Minimal performance standard

· Complex elaboration, in teams, of the seminar themes presented at the beginning of the semester

· Presentation of graphic particularities on the vocational abilities development, for collective debate


05.10.2014

18

COURSE DESCRIPTION









2.1. Name of subject Study of form and composition II





type

E

C

2.8. Course type O



course hours


lab hours

2


course hours


lab hours

14





Tutoring 2

Examinations 2

Other:





4.1 curriculum-related Knowledge of graphical representation

4.2 competence-related Knowledge of vocational behaviour



5.2. for the seminar / lab The seminars are held in classical seminar rooms with movable furniture

enabling the teacher-student activity


Pro

fess

ion

al

com

pet

ence

s C3. Conducting architecture projects of various levels of complexity.

Tra

nsv

ers

al

com

pet

ence

s

19


7.1 Course goals Getting familiar with the creative behaviour concepts, fundamentals and main

aspects at national and international levels, over time;

Getting familiar with the tendency to promote the architectural phenomenon, at

organisational and institutional levels, for it governs the specific activity at

national and international levels;


directions.

7.2 Course objectives Outlining the specific phenomena and processes in point of essence and forms

and of the relations with the other processes;

Consolidation of the theoretical and practical knowledge enabling the students to

operate in the vocational area;

Mutations in contemporary architecture;


directions and identifying the social implications at international level.

8. Contents


1-2. Architecture – a vocational

direction in the society.

Teacher-student interaction results in

graphical demonstrations.

To consolidate their

knowledge, the students

should study the indicated

references and attend classes

3-4. Fundamental categories on

architectural work


fundamental; the students will watch

videos they will discuss in class or


Ibidem.

5-7. Specific activity organisation The lectures are based on drawings,

commented photos and the like

Ibidem.

8-9. The relations between the future

architect and the related specialties.





Ibidem

10-11.Policies and practices specific

to the national and international

architectural work; instruments and

regulations

Lecture and debates with specialists

of various fields, according to the

vocational subjects

Ibidem

12-13. Architectural creativity

performance analysis systems. New

forms of creativity


drawing.

Ibidem

14. Implementing the abilities

developed during course throug

creativity tests on pre-established

themes


practical vocational competition

Ibidem

Bibliography


PEVSNER, Nikolaus – The Sources of Modern Architecture and Design , ed. Thomas and Hudson Ud. Londra,

1968


BROHAN, Torsten


8.2 Seminar/lab Teaching methods Observations

The architect and the society (a

historical perspective on the

evolution of the profession).



assessing and evaluating the students.

The case studies are adapted and

presented both from the students’ and

the techer’s initiative.

The students should

previously go over the course

support and the graphical

notations obtained during

lectures, in order to be able to

interact in real-life situations

20

Comparative analysis of the

representation means in architecture

Ibidem Ibidem

Representation means under

vulnerability conditions in the

relation with the beneficiary and the

legal system.

Ibidem Ibidem

Traditional drawing vs. e-drawing in

the knowledge-based society.

Ibidem Ibidem

The man – the measure of all things.

The perspectives of the architectural

staff. Public presentations in teams.

Ibidem Ibidem

Ethics and deontology issues in the

national and global design work.

Field research (identifying the

functional units typology and

functions, developing ad-hoc real case

studies through group assessment in

architectural creation)

Ibidem


Architecture Today Academy Editions, Londra, 1993



Inviting specialists in architectural creation, the relation with the Romanaian architectural creation unions:

UAR , RUR

10. Assessment


grade



analysis examples.

Public courses in mixed

teams with the students


10.5

Seminar/lab

Students’ contribution in


the issues

Semester assignments

grading






05.10.2014

21

COURSE DESCRIPTION

1Information on the academic program

1.1.Higher education institution SPIRU HARET UNIVERSITY

1.2.Faculty Architecture

1.3.Department

1.4.Field Architecture

1.5.Study cycle Bachelor and master studies

1.6.Program/Qualification Architecture


2.1. Name of subject Mathematics I

2.2. Code of subject DF


2.4.Seminar organizer

2.5. Year of study 1 2.6Semester 1 2.7 Evaluation type VP 2.8 Course type O



hours


hours:

1

3.4 Total hours in the curriculum 5

6

3.5 of which

course hours

4

2

3.6 of which seminar/lab

hours:

14

Distribution of teaching/learning time ho

urs


Further study in library, on electronic platforms, fieldwork

27


Tutoring 2

Examinations 4

Others ………





4.1 curriculum-related N/A

4.2 competence-related N/A


5.1. for the course The lecture hall is equipped as needed.

5.2. for the seminar/lab The seminar classroom is equipped as needed.

6. Competences acquired during/after the course

Pro

fess

ion

al

com

pet

ence

s

C2. Describing, analysing and implementing the fundamental concepts and theories of town

planning, art, science / technology and humanities, relevant in architecture.

Tra

nsv

ers

al

com

pet

ence

s

N/A

22


7.1 Course goals The subject of ‚Mathematics’ aims: to show how the

mathematical thinking blends in our culture; to find out how

mathematics developed, in close connection with research and artistic

creation; to build bridges between the systematic study (the

mathematical language) and the creative issues (discovering and

studying new forms and structures); the development of the logical

thinking required to the future architects in approaching various

matters; making interdisciplinary connections; to know how to

calculate the length of a curve, area of a surface or the volume of a

body.

7.2 Course objectives At the end of the course, the students will be able to define the

notions, formulate and demonstrate the results presented during the

semester. The target is that students should know how to best

implement the techniques and models having been introduced during

the courses and seminars.

8. Contents


Geometry as a science of space. Lecture

The platonic solids. Lecture

The Fibonacci numbers. The ratio science. The ratio

laws. The golden number.

Lecture

Numbers, orders, series. Infinite in mathematics. Lecture

Elements of vectorial calculation. Lecture

Conics and quadrics. Lecture

The concept of curbature in a curve in a plan and

spatial surfaces.

Lecture

Introduction in the fractal geometry. Lecture

Plan changes. Symmetries. Rotations. Lecture

The notion of group. The diedral group of n rank. Lecture

Elements of the theory of oriented graphs. Lecture

Real functions. Notions of calculus. Continuity. Lecture

Derivable functions. The geometric interpretation of

the derivatives. Applications of the derivatives in

algebra and geometry.

Lecture

Integral calculation. The fundamental theorem in

calculus.

Lecture

Bibliography

1. Duda I., Elemente de analiză matematică, Ed. Fundaţiei România de Mâine, Bucureşti, 2007

2. Duda I., Copil V., Sterian A., Analiză matematică 1: caiet de seminar, Ed. Fundaţiei România de Mâine,

Bucureşti, 2010

3. Duda I., Trandafir R., Analiză matematică – Culegere de probleme, Ed. Fundaţiei România de Mâine,

Bucureşti, 2007

4. Duda I., Grădinaru S. – Calcul integral cu aplicaţii, Ed. Fundaţiei România de Mâine, Bucuresti, 2007

8.2 Seminar/lab


Geometry as a science of space. Applications. Exercises

The platonic solids. Applications. Exercises

The Fibonacci numbers. The ratio science. The ratio

laws. The golden number. Applications.

Exercises

Numbers, orders, series. Infinite in mathematics.

Applications.

Exercises

Elements of vectorial calculation. Applications. Exercises

Conics and quadrics. Applications. Exercises

The concept of curbature in a curve in a plan and Exercises

23

spatial surfaces. Applications.

Introduction in the fractal geometry.Applications. Exercises

Plan changes. Symmetries. Rotations. Applications. Exercises

The notion of group. The diedral group of n rank.

Applications.

Exercises

Elements of the theory of oriented graphs.

Applications.

Exercises

Real functions. Notions of calculus. Continuity.

Applications.

Exercises

Derivable functions. The geometric interpretation of

the derivatives. Applications of the derivatives in

algebra and geometry. Applications.

Exercises

Integral calculation. The fundamental theorem in

calculus. Applications to the calculation of volumes.

Exercises

Bibliography

1. Duda I., Elemente de analiză matematică, Ed. Fundaţiei România de Mâine, Bucureşti, 2007

2. Duda I., Copil V., Sterian A., Analiză matematică 1: caiet de seminar, Ed. Fundaţiei România de Mâine,

Bucureşti, 2010

3. Duda I., Trandafir R., Analiză matematică – Culegere de probleme, Ed. Fundaţiei România de Mâine,

Bucureşti, 2007

4. Duda I., Grădinaru S. – Calcul integral cu aplicaţii, Ed. Fundaţiei România de Mâine, Bucuresti, 2007

9. Course’s relevance to the epistemic community, professional associations and representative employers

in fields significant for the program

The topics above intend to provide the students with the latest information on the mathematic notions used in

architecture.

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in

the final grade

10.4 Course Questions and comments

during the course

Frequency counts. Interaction

with the students.

20%

10.5 Seminar/lab Involvement in

formulating and debating

the problems


with the students.

20%


The student is able to define the notions studied during the semester;

The student is able to give examples related to the learnt notions;


05.10.2014

24

COURSE DESCRIPTION


1.1.Higher education institution Spiru Haret University


1.3.Department Architecture



1.6.Program / Qualification Architecture


2.1.Name of subject Mechanics and Materials Strength Engineering I. Statics

Course Cod DTD

2.2.Course organizer


2.4. Year of study I 2.5 Semester 2 2.6 Evaluation type ES 2.7 Course

type

O



course hours:

2 3.3 of which

seminar hours:

1


course hours:

28 3.6 of which

seminar hours:

14

Distribution of teaching / learning time hou

rs




Tutoring 10

Examinations 3

Other activities. Work group or individual projects 10



3.10 No. of credits 3


4.1 curriculum-related Ability to understand technical and mathematical terms

4.2 competence-related Mathematical skills acquired during the first year of study


5.1. for the course Lectures are held in classrooms equipped with internet access

and multimedia devices.

5.2. for the seminar Seminaries are held in classrooms equipped with internet access

25


Pro

fess

ion

al

com

pet

ence

s C2. Describing, analysing and implementing the fundamental concepts and

theories of town planning, art, science / technology and humanities, relevant in

architecture.

Tra

nsv

ers

al

com

pet

ence

s

N/A


7.1 Main course goals Acquiring of a main set of knowledge prerequisite to

approach a specific medium-understanding of the strength of

materials and structures computation

7.2 Specific course objectives Both mathematical and technical skills specific to

understand engineering techniques.

8. Contents


Introductory lecture

The course goals and the competences acquired as a

result of learning process, specification of the methods

and techniques of the data source, and of the formative

evaluation requirements and standards during the

study and final grade.

Interaction with each of

student represents the goal

of the communication.

The lectures start from

some short reviews of the

earlier theoretical notions

and definitions, then they

continue with presentation

of current issues of the

discussion.

Course materials

are offered to the

students at the final

of each lecture.

Notions and principles of theoretical mechanics

A short historical presentation of the theoretical

mechanics course. Divisions of the mechanics.

Fundamental and derivate physical quantities.

Homogeneity and similitude.

1 lecture

idem

idem

Statics of the particles.

Free particle and constrained particle. Equations of

equilibrium.

Axiom of the constraints. Ideal constraints and

constraints with frictions. Cone of friction. The nature

of the friction forces.

2 lectures

idem

idem

Systems of sliding vectors.

Forces acting over a rigid body. Moment of a force

about a given point and moment of a force about a

given axis. Characterization of the systems of sliding

vectors. Equivalence operations. Reducing of a system

of sliding vectors. Resultant moment. Varignon’s

Theorem. Torque of a system of vectors.

2 lectures

idem

idem

26

Particular systems of sliding vectors

Concurrent vectors. Coplanar vectors. Couple of

vectors.

1 lecture

idem

idem

Centers of gravity

Gravity of the bodies. Center of mass. Properties.

Static moments. Centers of gravity of the homogenous

plates and rigid bodies. Pappus - Guldin’s Theorems

1 lecture

idem

idem

Static of rigid bodies

Generalities. Free rigid body. Equations of equilibrium

of the free rigid body. Degrees of freedom. Problems

of the statics of the free rigid body.

Constrained body without friction forces. Ideal

constraints types. Ideal constraints: simple support,

hinge support (hinge) and fixed support. General

equations of equilibrium of the constrained body with

ideal friction. Graphical methods.

Constrained body with friction forces. Constraints

types with friction: rolling, sliding and pivoting

friction.

3 lectures

idem

idem

System of rigid bodies

Generalities. Conditions of equilibrium of a system of

forces acting over a system of rigid bodies.

Solidification method. Method of equilibrium by

components parts. Problems of the statics of rigid

bodies.

1 lecture

idem

idem

Systems of hinged beams. Trusses

Generalities. Simplifying assumptions. Notations and

conventions of signs. Analytical methods of

approaching: Isolation method and Ritter’s method of

sections. Cremona’s graphical method. Bow’s

notation.

1 lecture

idem

idem

Review

Retrospective about some notions of theoretical

mechanics and statics. Reading of the exam issues.

1 lecture

idem

idem

Bibliography

[1] Duda, I, Bratosin, D, Elemente de mecanica structurilor, Editura FRM, Bucureşti, 2001

[2] Hangan, S. et.al., Mecanica construcţiilor, Editura Didactică şi Pedagogică, Bucureşti, 1974

[3] Voinea, R. et.al., Mecanica, Editura Didactică şi Pedagogică, Bucureşti, 1974

8.2 Seminar Teaching methods Observations

Retrospective about some notions of elementary

analytical and synthetic geometry. Computation

triangle geometry formulas.

Transformation measures. Fundamental and derivate

physical quantities. Homogeneity and similitude.

Examples.

1seminar

Interaction with each of

student represents the goal

of the communication.

The seminary starts from

some short reviews of the

earlier theoretical notions

and definitions, and then

they continue with

presentation of current

issues of the discussion.

Course materials

are offered to the

students at the final

of each lecture.

Also a link to the

spiruharet.ro

website with

seminaries is given.

Interactive

communication

Individual study

Seminar homework

Vector calculus

Free vector. Vector classes. Vector basis. Representa-

2 seminaries

idem

27

tion of a vector with respect to the canonic base of

.n Norm and direction of a vector. Operations with

free vectors in .n

Scalar and vector products. Vector representation and

analytical formulas. Mixt product of three vectors.

Applications in mechanics and vector geometry.

idem

Statics of free particles.

Problems of the statics of free particles. Simple

applications, direct consequences of the theoretical

results presented at the earlier course. Classical

problems in statics of free particles.

1seminar

idem

idem

Statics of constrained particles.

Problems of the statics of constrained particles. Simple

applications, direct consequences of the theoretical

results presented at the earlier course. Classical

problems in statics of constrained particles.

1seminar

idem

idem

Systems of sliding vectors.

Sliding vector as a force acting over a rigid body.

Computation of the moment of a vector about a pole

and about an axis. Geometrical interpretation. Useful

rules for the computation of the moment of a force.

Equivalent operations on force-vectors of a system of

sliding vectors. Resultant moment. Varignon’s

theorem.

Reducing of a system of force-sliding vectors. Cases

of reducing. Central axis and its equation. Minimal

moment.

Applications at the plan system of forces. Particularly,

the system of forces applied to some common

homogenous plate having given geometry.

Applications at the plan system of forces. Particularly,

the system of forces applied to some common

homogenous body of revolution having given

geometry.

2 seminaries

idem

idem

Particular systems of sliding vectors.

Concurrent vectors. Coplanar vectors. Couple of

vectors. Parallel vectors. Applications.

1 seminar

idem

idem

Computation of the gravity center (centroids).

Useful formulas and rules for the determination of the

centroids of common homogenous, profiles, plates and

revolution bodies. Applications of the main properties

of centroids. Static moments. Mechanics

interpretation.

Pappus – Guldin’s theorems. Applications to the

computation of the centroids.

1 lecture

idem

idem

Statics of the free rigid bodies. Writing of the

equations of equilibrium for simple problems.

Statics of the ideal constrained bodies. Plane ideal

constraints types: simple support, hinge support

(hinge) and fixed support. Applications: simple

supported beam and cantilever beam. Writing of the

equations of equilibrium for simple problems.

2 seminaries

idem

28

Graphical methods.

Constrained body with friction forces. Constraints

types with friction: rolling, sliding and pivoting

friction. Application at the plane problems.

idem

System of rigid bodies

Simple problems of the statics of rigid bodies.

Application at the system of simple supported beams

and frames.

1 seminar

idem

idem

Systems of hinged beams. Trusses

Plane geometries of common hinged beam and trusses.

Notations and conventions of signs. Applications of

the analytical methods: Isolation method and method

of sections. Compare results to those for Cremona’s

graphical method.

1 seminar

idem

idem

Review

Retrospective about some general problems of statics.

Simulation of the exam

1 seminar

idem

A list of problems is

offered to the

students

Bibliography

[1] Duda, I, Ardelean, D, Mecanică. Statică. Culegere de probleme, Editura FRM, Bucureşti, 2001

[2] Lupu, Gh, Crăciun, E.M, Mecanică. Culegere de probleme. Edit.Did.Ped., Bucureşti, 1996

[3] Stan, A, Grumăzescu, M , E.M, Probleme de mecanică, Edit.Did.Ped., Bucureşti, 1973

[4] Bălan, Ş, Culegere de probleme de mecanică, Editura Tehnică, Bucureşti, 1964



N/A

10. Assessment


the final grade

10.4 Course Involvement during

lecture process with

questions, comments, and

examples of analysis.

Record the frequency and strength

of interaction during the lectures

10%

10.5 Seminar Involvement during


of the problems

Record the frequency and strength

of interaction during the

seminaries

30%


Determination of reaction forces in a simple structure beam type or a complex type, non-articulated or

simple articulated frame. Determination of shear forces in the nodes of

Determination of the gravity center of the homogenous profiles or plates with simple geometry occurring

in structural mechanics.


05.10.2014

29

COURSE DESCRIPTION


1.1. Higher education institution Spiru Haret University

1.2. Faculty Faculty of Architecture






2.1. Name of subject Construction and Finishings I – the architecture and the materials

2.2. Subject code DTD




type

Ex 2.8. Course type O


3.1 No. hours per week 2 3.2 of which course

hours

1 3.3 seminar/lab 1

3.4 No. hours in the curriculum 28 3.5 of which course

hours

14 3.6 seminar/lab 14

Distribution of teaching / learning time ho

urs




Tutoring 2

Examinations 2

Other………


3.9 Total hours per semester 28+52



4.1 curriculum-related -

4.2 competence-related -


5.1. for the course The lectures take place in rooms with Internet connection and

multimedia teaching equipment

5.2. for the seminar / lab The seminars take place in ventilated rooms with natural light

allowing the moulding of the materials in optimal hygiene and safety

conditions

30

6. Competences acquired during / after the course P

rofe

ssio

na

l co

mp

eten

ces

C2. Describing, analysing and implementing the fundamental concepts and theories of

town planning, art, science / technology and humanities, relevant in architecture.

Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals Basic knowledge in using the construction materials

7.2 Course objectives Understand and argument the choice of a construction

material (environment, context, structural spatial model

adaptation, aesthetical and comfort consequences)

8. Contents


1. clay/ unfired clay mixture Power point: physical

properties, building

techniques, architectural

elements and structures,

the construction’s features,

maintenance, surface

protection, aesthetics,

analysis, examples

2. brick

3. wood

4. stone

5. concrete

6. metal and glass

7. plastic materials and physiological architecture

Bibliography

Alfredo Pini, Architettura e materiali, AAM, 2000

JG Decosterd, P Rahm, Architecture physiologique, Birkhaeuser Basel, 2002

A. Deplazes, Constructing Architecture, Materials, Processes, Structures, a Handbook, Birkhaeuser Basel,

2008

Colectia UTET - Grande Atlante di Architettura: muratura, legno, pietra, vetro, cemento, acciaio

www.materia.nl

8.2 Seminar/lab Teaching methods observations

1. unfired clay sculpture The layouts will use

materials studied during

the course

2. wood brick moulding – consolidation and

cornering methods

3. wood stick moulding– fachwerk structures

4. river stones moulding – building a wall/arch

5. plaster moulding – casting and founding

31

6. metal and glass moulding – tin, herringbone glass

bonding

7. reconstruction of a layout by choice, elaboration

of the portfolio

Bibliography



10. Assessment


final grade

10.4 Course The synthesis of the main

properties of the materials

in a comparative study:

means of elaborating an

architectural volume,

using, in parallel, two

materials

Written examination 50%

10.5 Seminar/lab Appropriate use of the

material, its observation

in the layout

Layout 40%

Presentation aesthetics Elaboration of a portfolio

including all the seminar

projects

10%



05.10.2014

32

COURSE DESCRIPTION


1.1. Higher education institution Spiru Haret University

1.2. Faculty Faculty of Architecture






2.1. Name of subject Construction and Finishings II – the architecture and the materials

2.2. Subject code DTD



2.5. Year of study 1 2.6. Semester 2 2.7. Evaluation

type

Ex 2.8. Course type O


3.1 No. hours per week 2 3.2 of which course

hours

1 3.3 seminar/lab

3.4 No. hours in the curriculum 28 3.5 of which course

hours

14 3.6 seminar/lab

Distribution of teaching / learning time ho

urs




Tutoring 2

Examinations 2

Other………


3.9 Total hours per semester 14+52






5.1. for the course The lectures take place in rooms with Internet connection and

multimedia teaching equipment

5.2. for the seminar / lab The seminars take place in ventilated rooms with natural light

allowing the moulding of the materials in optimal hygiene and safety

conditions

33


rofe

ssio

na

l co

mp

eten

ces



Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals Basic knowledge in using the construction materials

7.2 Course objectives Understand and argument the choice of a construction

material (environment, context, structural spatial model

adaptation, aesthetical and comfort consequences)

8. Contents


1. clay/ unfired clay mixture Power point: physical

properties, building

techniques, architectural

elements and structures,

the construction’s features,

maintenance, surface

protection, aesthetics,

analysis, examples

2. brick

3. wood

4. stone

5. concrete

6. metal and glass

7. plastic materials and physiological architecture

Bibliography

Alfredo Pini, Architettura e materiali, AAM, 2000

JG Decosterd, P Rahm, Architecture physiologique, Birkhaeuser Basel, 2002

A. Deplazes, Constructing Architecture, Materials, Processes, Structures, a Handbook, Birkhaeuser Basel,

2008

Colectia UTET - Grande Atlante di Architettura: muratura, legno, pietra, vetro, cemento, acciaio

www.materia.nl

8.2 Seminar/lab Teaching methods observations

1. unfired clay sculpture The layouts will use

materials studied during

the course

2. wood brick moulding – consolidation and

cornering methods

3. wood stick moulding– fachwerk structures

4. river stones moulding – building a wall/arch

5. plaster moulding – casting and founding

34

6. metal and glass moulding – tin, herringbone glass

bonding

7. reconstruction of a layout by choice, elaboration

of the portfolio

Bibliography



10. Assessment


final grade

10.4 Course The synthesis of the main

properties of the materials

in a comparative study:

means of elaborating an

architectural volume,

using, in parallel, two

materials

Written examination 50%

10.5 Seminar/lab Appropriate use of the

material, its observation

in the layout

Layout 40%

Presentation aesthetics Elaboration of a portfolio

including all the seminar

projects

10%



05.10.2014

35

COURSE DESCRIPTION





1.4.Field Theory of architecture




2.1. Name of subject Architectural Theory and Building Programmes I. Introduction to

Architecture




2.5. Year of study I 2.6.Semester 1 2.7. Evaluation type E

S

2.8. Course type D

I

3.Estimated time (hours per semester) of teaching/learning activities


hours


hours:


8

3.5 of which course

hours

2

8


hours:

Distribution of teaching/learning time Hours




Tutoring 2

Examinations 2

Others ………





4.1 curriculum-related Knowledge of art history and architecture

4.2 competence-related Skills of observing the architecture object and of relating to its context


5.1. for the course The lectures take place in rooms equipped with multimedia teaching equipment

5.2. for the seminar/lab


Pro

fess

ion

al

com

pet

ence

s C1. Describing, analysing and implementing the architecture-related fundamental concepts

and theories.

36

Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals To become familiar with the visual language of the architecture and

building the specialty vocabulary

Acquisition of a theoretical ground for approaching the projects in the

designing workshop

Understanding the relations between architecture and the historic,

geographical and socio-economic context

7.2 Course objectives Understanding a building’s character and style

Learning the notions of the architecture vocabulary

Building the system of instruments and procedures with the arhitect

operating in the space composition

8. Contents

8.1 Lecture Teaching methods Observations

1. Introduction – definitions of architecture For an active

participation during the

lecture, the students are

encourages to make

comments and ask

questions. The lectures

are focused on power

point presentation and

the images are

explained by the

teacher

The lecture notes are

made available to the

students at the beginning

of the academic year.

The lectures can be

downloaded from the

blog of year I. For a

better understanding of

the notions to be taught

during lecture, students

are recommended to have

a beforehand reading.

2 . Function, space, architecture Idem Idem

3. Elements of architecture idem

Idem

The lecture is structured

as to follow the paper 2

in the references, made

available to the students

in the English language

4. Architect’s tools Idem Ibidem

5.People and space idem Ibidem

6.Buildings ans typologies idem Ibidem

7. Techniques, materials and structures idem Ibidem

8.The story of architecture – civilizations,

architectural achievements, outstanding

figures I - Antiquity

idem

The students are given

a synthesis paper

(lectures 3-8), which

will count as maximum

25% in the final

average

Ibidem

9 . The story of architecture – civilizations,


figures II – Christian, Byzantine,

Romanesque and Gothic Architecture

idem The lecture is structured

as to follow the paper 3

in the references, made

available to the students

in the English and French

languages

10. The story of architecture – civilizations,


idem Idem

37

figures III – Renaissance and Baroque

Architecture



figures IV – Neoclassical, Gothic Revival,

Eclectism Architecture

idem Idem



figures V – Art Nouveau, Avant-garde

Architecture, The Modern Movement

idem Idem



figures VI – The International Style,

Contemporary Architecture

idem Idem

14. Thinking architecturally idem

The students are given

a synthesis paper (the

final 6 lectures), which


25% in the final

average

Idem

Minimum mandatory references

Ballantyne, Andrew –Architecture. A Very Short Introduction / Oxford University Press, 2002

Busagli, Marco – Understanding Architecture / I. B. Tauris / 2005

Ching, Francis D.K. – Architecture, Form Space and Order / Wiley & Sons, 2007

Glancey, Jonathan – The Story of Architecture / Dorling Kindersley, 2003


Le Corbusier – Towards a New Architecture / Dover Press, 1986

Mallgrave, Francis – Architectural Theory Volume I & II / Blackwell, 2006

Pallasmaa, Juhani – The Eyes of the Skin, Architecture and the Senses / Wiley & Sons, 2005

Pallasmaa, Juhani – The Thinking Hand , Existential and embodied Wisdom in Architecture,/

Wiley & Sons, 2009

Vignola – Reguli ale celor cinci Ordine de Arhitectura / Editura Meridiane, 1965

Vitruvius – The Ten Books of Architecture / Dover Press, 1960

Von Meiss, Pierre – Elements of Architecture, From Form to Place / SPON Press, 1990, 1998

Unwin, Simon – Analysing Architecture / Routledge, 2003

8.2 Seminar/lab


Two theoretical papers, counting for 40% in

the final average

Lecture notes with

illustrations in an

electronic format. The

lecture aims to a

permanent interaction

with the students.



As a fundamental subject, the architecture composition underlies any architecture project.

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment

method

10.3 Weight in the final grade

38

10.4.1Lecture Participation in lectures with


examples

Attendance and

active participation in

the lectures will be

graded

A maxmimum one point bonus

will be awarded for the

activity during the lectures

10.4.2 Theoretical

projects

The adequacy of the

examples is appreciated. The

quality of the analysis,

manner of expression,

concision, clarity, language

Every paper will be graded

with maximum 2 points in the

final average

40%

10.5 Final assessment Mastering the notions, the

abilty of analysis of the

architecture object, the

quality of presentation .

Test

Oral exam

30%

20%


- Handing out both theoretical projects is a minimum requirement for exam presence.

- Participation in the test is a mandatory requirement for the final grading

- Presence at the oral exam is mandatory, irrespective of the grades in the previous tests


05.10.2014

39

COURSE DESCRIPTION





1.4.Field Theory of architecture




2.1. Name of subject Architectural Theory and Building Programmes II. Architecture space

and composition





S

2.8. Course type D

I

3.Estimated time (hours per semester) of teaching/learning activities


hours


hours:


8

3.5 of which course

hours

2

8


hours:

Distribution of teaching/learning time Hours




Tutoring 2

Examinations 2

Others ………





4.1 curriculum-related Knowledge of art history and architecture

4.2 competence-related Skills of observing the environment and of relating the architecture object to its

context


5.1. for the course The lectures take place in rooms equipped with multimedia teaching equipment

5.2. for the seminar/lab


Pro

fess

ion

al

com

pet

ence

s

C1. Describing, analysing and implementing the architecture-related fundamental concepts

and theories

40

Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals To become familiar with the visual language of the architecture and

building the specialty vocabulary

Acquisition of a theoretical ground for approaching the projects in the

designing workshop

Understanding the relations between architecture and the historic,

geographical and socio-economic context

7.2 Course objectives Understanding the composition principles of the architectural space form

Building the system of instruments and procedures with the arhitect

operating in the space composition

Learning the notions of the architecture vocabulary reflecting the

composition principles

8. Contents

8.1 Lecture Teaching methods Observations

1. Introduction – primary elements and form

properties

For an active

participation during the

lecture, the students are

encourages to make

comments and ask

questions. The lectures

are focused on power

point presentation and

the images are explained

by the teacher

The lecture notes are

made available to the

students at the beginning

of the academic year. The

lectures can be

downloaded from the blog

of year I. For a better

understanding of the

notions to be taught

during lecture, students

are recommended to have

a beforehand reading.

2 . Perception – the laws of the visual

perceptionş architecture as a multisensorial

phenomenon

Idem Idem

3. Order and space organization – coherence

factors

idem

Idem

The lecture is structured

as to follow the paper 2 in

the references, made

available to the students in

the English language

4. Elements of space definition Idem Ibidem

5.The coherence of the architecture object, the

relations between plan and section

idem Ibidem

6.Functionality as a determinant of the

architectural form: the relation between path-

space, circulation and movement

idem Ibidem

7. Principles of space ordering, symbolical

ability of architecture. Symmetry and balance,

hierarchy

idem Ibidem

41

8.Form changes. Addition and substraction idem

The students are given a

synthesis paper (lectures

3-8), which will count

as maximum 25% in the

final average

Ibidem

9 . The articulation of the space forms :

juxtaposition and interpenetration, the space

openings

idem The lecture is structured

as to follow the paper 3 in

the references, made

available to the students in

the English and French

languages

10. The architecture materiality – the relation

between form and construction material

idem Idem

11. The interior-exterior relation idem Idem

12. The symbolical ability of the architectural

space. Composition procedures, specific to the

distinct features of the spaces

idem Idem

13. Light and shadow in the architectural

composition

idem Idem

14. Space and place idem

The students are given a

synthesis paper (the

final 6 lectures), which


25% in the final average

Idem

Minimum mandatory references

Agent, Dan – Analiza Compozitionala Diagramatica, Ed.Militara, Bucuresti, 2010

Ching, Francis D.K. – Architecture, Form Space and Order / Wiley & Sons, 2007

Von Meiss, Pierre – Elements of Architecture, From Form to Place / SPON Press, 1990, 1998

Unwin, Simon – Analysing Architecture / Routledge, 2003


Arnheim Rudolf, Arta si perceptia vizuala. Ed Meridiane 1979

Baker, Geoffrey, H. – Desing Strategies in Architecture / Rotledge, 1989, 1996

Halton, Don – Compositions in Architecture / Wiley & Sons, 2009

Krier, Rob – Architectural Composition / Rizzoli, 1988

Le Corbusier – Towards a New Architecture / Dover Press, 1986

Mallgrave, Francis – Architectural Theory Volume I & II / Blackwell, 2006

Pallasmaa, Juhani – The Eyes of the Skin, Architecture and the Senses / Wiley & Sons, 2005

Pallasmaa, Juhani – The Thinking Hand , Existential and embodied Wisdom in Architecture,/ Wiley &

Sons, 2009

Vignola – Reguli ale celor cinci Ordine de Arhitectura / Editura Meridiane, 1965

Vitruvius – The Ten Books of Architecture / Dover Press, 1960

Wittkower, Rudolf – Architectural Principles in the Age of Humanism / W.W.Norton, 1971

Optional references

Bielefeld, Bert/El Khouli, Sebastian – Basics, Design Ideas / Birkhauser, 2007

Brawne, Michael – Architectural Thought, The Design Process and the Expectant Eye / Elsevier, 2003

Exner, Ulrich/Pressel, Dietrich – Basics, Spatial Design / Birkhauser, 2009

Kahn, Louis I. – Essential Texts / W.W.Norton, 2003

Risselada, Max – Raumplan versus Plan Libre Adolf Loos – Le Corbusier / 001 Publishers, 2008

8.2 Seminar/lab


42

Two theoretical papers, counting for 40% in

the final average

Lecture notes with

illustrations in an

electronic format. The

lecture aims to a

permanent interaction

with the students.



As a fundamental subject, the architecture composition underlies any architecture project.

10. Assessment


final grade

10.4.1Lecture Participation in lectures

with questions,

comments, examples


participation in the lectures will

be graded

A maxmimum

one point bonus

will be awarded

for the activity

during the lectures

10.4.2 Theoretical

projects

The adequacy of the

examples is appreciated.

The quality of the

analysis, manner of

expression, concision,

clarity, language

Every paper will

be graded with

maximum 2

points in the final

average

40%

10.5 Final assessment Mastering the notions, the

abilty of analysis of the

architecture object, the

quality of presentation .

Test

Oral exam

30%

20%


- Handing out both theoretical projects is a minimum requirement for exam presence.

- Participation in the test is a mandatory requirement for the final grading

- Presence at the oral exam is mandatory, irrespective of the grades in the previous tests


05.10.2014

43

COURSE DESCRIPTION

1.Information on the academic program

1.1.Higher education institution Spiru Haret University, Bucharest

1.2.Faculty Faculty of Architecture




1.6.Program/Qualification Architecture / Architect

1.6.Programul de studii/Calificarea Arhitectură / Arhitect


2.1. Name of subject Universal history of arts and architecture I

Urbanism history

2.2. Code of subject


2.4. Seminar organizer -

2.5. Year of

study

I / 2014-

2015

2.6.Semester 2 2.7. Evaluation type ES 2.8. Course type O


3.1. No. hours/week 2 3.2. of which

course hours

2 3.3. of which

seminar/lab hours

-

3.4. Total hours in curriculum 28 3.5. of which

course hours

28 3.6. of which

seminar/lab hours

-

Study of textbook, syllabus, bibliography and course notes ore



Tutoring -

Examinations -

Other activities (preparing and elaboration of the theme for exam) 1

Study of textbook, syllabus, bibliography and course notes -

3.7. Total hours of individual study 22

3.8. Total hours per semester 50

3.9. Number of credits 2


4.1. curriculum-related Knowledge of world history and social sciences.

4.2. competence-

related

Capacity for analysis and synthesis of cultural information.


5.1. for the course Lectures are held in rooms with multimedia teaching equipment.

5.2. for the seminar/lab -


Pro

fess

ion

al

com

pet

ence

s

C1. Describing, analysing and implementing the architecture-related fundamental

concepts and theories

44

Tra

nsv

ersa

l

com

pet

ence

s

.


7.1. Course goals Discipline's overall objective is to realize a knowledge base about

evolutionary approach of the emergence and development settlements and

urban centers in order to understand the changes that led to the complexity

of the current urban organism.

7.2. Course objectives Endowment of students with a general conception about the

morphological development of urban tissue.

Habituation of the student with the European systems of presenting for

architectural-urbanistic concepts into a diachronic evolution.

Individual capacity building to support conception of urban image like a

support of architectural and urban creative process.

8. Contents

8.1. Course Teaching methods Observations

INTRODUCTION

Introduction to urbanism history.

Definitions of the city and other associated

definitions.

Genesis and development of cities:

- Traditional theories regarding the genesis and

evolution of cities

- The founding of cities: Lewis Mumford and

hypothesis of urban implosion, Jane Jacobs and

hypothesis of engaging role.

Exposure

systematized,

presentation

illustrated,

conversation,

identifies issues,

synthesizing.

Number of hours: 4

FORMS OF URBAN SETTLEMENTS -

EVOLUTION

PREHISTORIC CITY

Historical-geographical and chronological context,

cultural landmarks, religious and socio-politico-

economics of the prehistoric civilizations.

Urban component analysis in terms of spatial,

functional and aesthetically.

Exposure

systematized,

presentation

illustrated,

demonstrative

example, guided

discovery, lecture,

dialogue and

conversation,

conceptual

clarification, identify

issues, knowledge

Number of hours: 2

ANCIENT CITY



economics of the ancient civilizations.



Number of hours: 4

MEDIEVAL CITY



economics of the medieval civilizations.



Number of hours: 4

45

RENAISSANCE CITY



economics of the Renaissance epoch.



synthesis.

Number of hours: 4

BAROQUE CITY (XVII-XVIII centuries)



economics of the Baroque epoch.



Number of hours: 2

CITY OF THE INDUSTRIAL AGE (XIX – XX

centuries)



economics of the industrial age.



Number of hours: 4

ORIENTATIONS AND CONTEMPORARY

TRENDS IN DOMAIN OF URBANISM

URBANISMUL CA MOD DE VIAŢĂ

- Urbanism as a lifestyle

- Contemporary urbanism.

- Green Urbanism. Concept and Features.

- Improvement surroundings livable.

- Shared Housing Forms: hofjes, cohousing and

ecovillages (green cities)

- Green Cities - organics

- Sustainability in Europe

Number of hours: 4

Note:

The course, in digital format, is available to students at the end of each course.

Lectures focus on the use of multimedia support.

It is recommended to participate in discussions on the issues addressed in each course.

Bibliography:

BENEVOLO, L., The city in European history (La ville dans l'histoire européenne), Seuil Publishing

House, Paris, 1993.

BRAUDEL, F., Time world (Timpul lumii), Meridiane Publishing House, Bucharest, 1985.

BUDIŞTEANU, Al., General History of the Architecture (Istoria generală a arhitecturii), vol.I and II,

translated from Russian, Tehnică Publishing House, 1963.

CARDAŞ, M., Small illustrated lexicon of systematization notions (Mic lexicon ilustrat al noţiunilor de

sistematizar),Tehnică Publishing House, Bucharest, 1984.

CHOAY, F., Urbanism: Utopias and realities (Urbanismul: Utopii şi realităţi), Paideia Publishing House,

Bucharest, 2002.

CURINSCHI-VORONA, GH., Historic centers of cities - protecting and restoration - systematization and

reconstruction - capitalizing urban of the architectural monuments (Centrele istorice ale oraşelor -

protejare şi restaurare – sistematizare şi reconstrucţie - valorificare urbanistică a monumentelor de

arhitectură), Tehnică Publishing House, Bucharest, 1967.

CURINSCHI-VORONA, GH., Architecture, urbanism, restoration (Arhitectură, urbanism, restaurare),

Tehnică Publishing House, Bucharest, 1995.

DERER, P., Urban Living: outline for an evolutionary approach (Locuirea urbană: schiţă pentru o

abordare evolutivă), Tehnică Publishing House, Bucharest, 1985.

DRÎMBA, O., History of culture and civilization (Istoria culturii şi civilizaţiei), Vol. I-IV, Ştiinţifică

Publishing House, Bucharest, 1990.

ELIADE, M., History of the beliefs and religious ideas (Istoria credinţelor şi ideilor religioase),

Ştiinţifică Publishing House, Bucharest, 1991.

ENACHE, C., IANĂŞI, L., PASCARIU, G., Human resource development in construction, town and

country planning. Module 1: Planning and Land (Dezvoltarea resurselor umane în domeniile construcţii,

urbanism şi amenajarea teritoriului Modulul 1: Urbanism şi amenajarea teritoriului), 5 vol., Conspress

46

Publishing House, Bucharest, 2003.

GEHL, J., Life between buildings. Public space usages (Viaţa între clădiri. Utilizările spaţiului public),

Igloo Media Publishing House, 2011.

GIMBUTAS, M., Civilization and Culture (Civilizaţie şi cultură), Meridiane Publishing House,

Bucharest, 1989.

HAROUEL, J. L., Urbanism history (Istoria urbanismulu), Meridiane Publishing House, Bucharest, 2000.

IANOŞ, I., HUMEAU, J.B., Systems theory of the human settlements (Teoria sistemelor de aşezări

umane), Tehnică Publishing House, Bucharest, 2000.

JODIDIO, PH., Building a new millennium, Taschen Publishing House, Köln, 1991.

KRIER, R., Town Spaces. Contemporary Interpretations in Traditional Urbanism. Krier-Kohl Architects

(Bikhäuser – Publishers for Architecture 2006)

KOSTOF, S., The City Assembled: Elements of Urban Form through History, Thames & Hudson

Publishing House, London, 2005.

KOSTOF, S., The City Shaped: Urban Patterns and Meanings Through History, Editura Thames &

Hudson, London, 1999.

KUNZMANN, K.R., WEGENER, M., The Pattern of Urbanization in Western Europe, în Ekistics, pag.

350-351 şi 282-291, 1991.

LASCU, N., Boulevards in Bucharest until World War I (Bulevardele bucureştene până la primul război

mondial), Simetria Publishing House, Bucharest, 2011.

LAURAIN, R., Urbanism (Urbanismul), Tehnică Publishing House, Bucharest, 1965.

LAURIAN, R., Issues of aesthetics cities (Probleme de estetica oraşelor), Tehnică Publishing House,

Bucharest, 1962.

LĂZĂRESCU, C., Urbanism in Romania (Urbanismul în România), Tehnică Publishing House,

Bucharest, 1977.

LUCA, O., Theory and practice of urban planning, Urban dwelling (Teoria şi practica urbanismului,

Locuirea urbană), Matrix Publishing House, 2003.

LYNCH, K., City image (Imaginea Oraşulu), Urbanismul Publishing House, Bucharest, 2012.

LYNCH, K., A Theory of Good City Form, MIT Press,Cambridge MA and London, 1981.

MATEI, H.C., A small encyclopedia of world history (O mică enciclopedie de istorie universală), Politică

Publishing House,1988.

MERLIN, P., CHOAY, F., Dictionary of Planning and arrangement (Dictionnaire de l’urbanisme et de

l’amenagement), Éditeur Presses Universitaires de France, 1988, 2005.

MIHAILOV, B.P., General History of Architecture (Istoria generală a Arhitecturi), vol. I and II, Artemis

Publishing House, 2000.

MUMFORD, L., The City in History: Its Origins, Its Transformations, and Its Prospects, Harcourt

Publishing House, Brace & World, Inc., New York, 1961.

SFINŢESCU, C.I., General urbanism: evolution, hygiene, economy and circulation, aesthetics, law

(Urbanistica generală: evoluţia, igiena, economia şi circulaţia, estetica, legislaţia), Bucovina Printing,

I.E. Toroutiu, 1933.

SITTE, C., The art of building cities.Urbanism as its artistic principles (Arta construirii

oraşelor.Urbanismul după principiile sale artistice), Tehnică Publishing House, Bucharest, 1992.

SUTCLIFFE, A., Towards The Planned City, Basil Blackwel Publishing House, Oxford, 1981.

TAYLOR, N., Urban Planning Theory Since 1945, Sage Publications, London, 1998.

TOFFLER, A., The third wave (Al treilea val), Politică Publishing House, Bucharest, 1983.

VLĂSCEANU, GH., IANOŞ, I., Cities of Romania - Small encyclopedia (Oraşele României - Mică

enciclopedie), Odeon Publishing House, Bucharest, 1998

ZERILLI, F.M., Identity and urban property: tenants and landlords in contemporary Romania (Identité et

propriété en milieu urbain: locataires et propriétaires dans la Roumanie contemporaine), în Yearbook of

the Romania Society of Cultural Anthropology, pag.165-169, 1998.

8.2. Seminar/lab Teaching methods Observations

- - -

Bibliography

-

9. Course’s relevance to the epistemic community, professional associations, and representative employers in


Discipline provides epistemic and methodological conceptual universe for students to prepare and support

Bachelor and master studies and dissertation work, and in view of those who want to engage in doctoral

studies, in advanced scientific research, in developing knowledge methodological literature for studies,

47

reports, work, and scientific synthesis for public and private authorities in Romania and the European

Union.

Through its content, course meets the requirements of professional associations, such as The Order of

Architects of Romania (Ordinul Arhitecţilor din România) and The Register of Urban Planners from

Romania (Registrul Urbaniştilor din România).

The thematic opens the way for scientific research, individual and team, for the formation and

involvement of human capital in institutional scientific work.

10. Assessment

Activity 10.1. Assessment criteria 10.2. Assessment method 10.3. Weight

in the final

grade

10.4.1. Course Involvement in lecture

with questions and

comments.

- Presence and interactivity in

teaching

- Prove participation in at least

half of the courses is compulsory

to present the final evaluation

5%

10.4.2. Seminar/lab - - -

10.5. Final assessment

- Capacity for synthesis

- Correct identification

- Comment pertinent

Written exam. Succession of

synthesis questions regarding the

content of the course.

95%

10.6. Minimal performance standard

The ability to treat analytically and synthetically the various types of cities.


05.10.2014

48

COURSE DESCRIPTION









2.1. Name of subject Descriptive Geometry I 2.2. Code of subject DF



2.5. Year of study I 2.6.Semester 1 2.7. Evaluation

type

ES 2.8.Course

type

O


3.1 No. hours/week 2 3.2 of which

course hours

1 3.3 of which

seminar/lab hours:

1

3.4 Total hours in the curriculum 28 3.5 of which

course hours

14 3.6 of which

seminar/lab hours:

14





Tutoring 2

Examinations 7

Others ……… 2





4.1 curriculum-related N/A

4.2 competence-related N/A


5.1. for the course The lectures take place in rooms equipped with multimedia

teaching equipment

5.2. for the seminar/lab The practical works take place in rooms equipped with drawing

boards


49

Pro

fess

ion

al

com

pet

ence

s



Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals Development of the ability to think and see the spatial

representation, the visual and spatial perception, geometric

intuition, as well as the implementation of the specific information

and of the practical skills required for the modelling and finishing

the architectural representations.

7.2 Course objectives Building the skills required in the graphical language used

by the architecture student in drafting the projects of the major

disciplines being taught during the years of study.

8. Contents

8.1 Course Teaching methods Observation

s

1. Introductory elements. Object, time-history, purpose

and utility of the descriptive geometry in the activity of

architecture. Notions about projections. Geometrical places in

the architecture modelling. Geometrical constructions. Systems

of representation. The rectangular Cartesian coordinate system.

Division of the space into diedras and octants.

Course in a multi-media

format, along with

lecture accompanied by

multimedia resources,

slides and printed

teaching materials.

The teaching

materials

will be

provided to

the students

at the

beginning of

the academic

year.

2. The Monge point. Establishing the point position in space.

Representation of the point in the parallel perspective – the

axonometric perspective. The point representation in the

double- or triple-orthogonal projection of detailed drawing.

The alphabet of the point.

Communication and

interaction with the

students are a priority in

teaching

Students are

recommende

d to have a

beforehand

reading of

the teaching

materials, so

as they will

be able to

interact with

50

the teacher

during the

lectures.

3. The line in the Monge projection system. Representation,

projections, point on the line, points on the line in given

conditions, particular points of the line (line tracks),

establishing the line areas (diedras and octants), line visibility.

The real size of a line segment. The line/projection plans

angles.

idem idem

4. Lines in particular positions. Lines parallel with the

projection plans. Lines perpendicular to the projection plans.

Lines on the ‘ox’ coordinate. The relative positions of two

lines. Parallel lines, concurrent lines, perpendicular lines and

lines in a random position. Angles. The right-angle theorem.

The real distance from point to the line.

idem idem

5. The plan in the Monge projection plan. Representation,

point, line and the geometrical elements included in the plan.

Particular lines of the plan. Representation of the plan via

tracks. Particular positions of the plans against the projection

plans. Parallel plans with the projection plans. Plans

perpendicular on the projection plans. Plans including the ‘ox’

coordinate.

idem idem

6. Relative positions of two plans: parallel plans, concurrent

plans, perpendicular plans. The intersection line of two plans.

Method of the auxiliary plans of level or front. Position and

metric issues. The line-plan relative positions: line parallel

with the plan, line oblique to the plan, intersection of a line with

a plan, line perpendicular on the plan. The true distance from

point to the line.

idem idem

7. Methods specific to the descriptive geometry. Method of

changing the projection plans. The change of the projection

vertical plan for the point. The change of the horizontal plan

for the point. The change of the projection vertical plan for the

line. The change of the horizontal plan for the line. The change

of the projection vertical plan for the plan. The change of the

projection horizontal plan for the plan.

The rotation method. Rotation of a point around a vertical axe.

Rotation of a point around an end axe. Rotation of a plan

around a vertical axe. Rotation of a plan around an end axe.

idem idem

51

Bibliography:

- G. F. Blessing, L. A. Darling – Elements of Descriptive Geometry, Bibliobazar, Great Britain, 2012,

- Henri-L. Lehman – Geometrie Descriptive, Ed. Livre Total, Lausane, 2002

- Cristian Dumitrescu – Cubul Magic, Ed. Politehnica, Timisoara, 2003

- Cristian Dumitrescu – Geometrie Descriptiva, UPT, Sectia Arhitectura,1994

- Aurelian Tanasescu – Geometrie descriptiva, perspectiva, axonometrie, Ed.D.P., 1975

- Mircea Enache si Iulius Ionescu – Geometrie descriptiva si perspectiva, Ed.D.P.,1982

- Doina Niculae – Notiuni de G.D. in reprezentarile de arhitectura. Ed. U.I.M. 2004

- A. Gheorghiu, V. Dragomir – Probleme de reprezentare a structurilor constructive, Ed. Tehnica, 1968

- Ghe. Ticlete, D. Onose – Geometrie descriptiva, aplicatii, Ed. Matrixrom, Bucuresti, 2005

- Stefan Teodorescu – Geometrie descriptiva, UTCB,1996

- Gheorghe Marinescu – Geometrie descriptiva, Ed. D.P., 1997

- A. Dan, M. Dan, - Geometrie Descriptive, Universite de Constantine, Institute D-Arhitecture, 1978

- M. Dan, O. Mihaila – Reprezentari geometrice, probleme de geometrie descriptiva, ICB, 1980

- I. Gheorghe, E. Iurov – Reprezentari geometrice, ICB, 1976

- V. Iancau, E. Zetea, s.a. – Reprezentari geometrice si desen tehnic, Ed. D.P., 1982

- E. Zetea - Geometrie descriptiva, probleme, UTC, 1992

- E. Zetea, D. Dragan, s.a. - Geometrie descriptiva, probleme, UTC, 1999

- Gheorghe Belea - Geometrie descriptiva, Ed. Orizonturi Univ. Timisoara, 1999

- Ghe. Belea, C. Voicu - Geometrie descriptiva, culegere de problem, Ed. Orizonturi Univ. Timisoara,

2002

- M. Manescu, N. Rizea - Geometrie descriptiva, aplicatii, Ed. D.P., 1996

- A. Javary – Traite de Geometrie Descriptive, Paris, Librairie Delagrave, 1929

- E. Desportes – Elements de Geometrie Descriptive, Paris, Librairie Armand Colin, 1930

- V. O. Gordon, s.a.,- Worked Problems in Descriptive Geometry, Moscow, 1979

8.2 Seminar/lab


1. Introductive notions. Geometrical constructions.

The ellipse construction by 2n points. The

construction of the semicircle (circle) in the

projection plans (by sloping).

Students are given the paper

topics and work on the practical

works to be graded during the

semester.

Take place in

rooms with

drawing boards.

Drawing

instruments are

being used.

2. Representation of the point in the parallel

perspective and in the double- or triple-orthogonal

projection of detailed drawing. The alphabet of the

point.

idem idem

3. Line representation. Requirement for a point to

belong to a line. Study of the line in axonometry

and the triple orthogonal projection. The relative

positions of two lines. Lines in perpendicular

positions. Intersections of random lines with

particular lines. The right-angle theorem. The true

distance from a point to a particular line.

idem idem

4. Ongoing assessment paper number I. It will

include:

• Problem I: Study of the line in axonometry or

triple orthogonal projection.

• Problem II: The true distance from a point to a

particular line.

• Theoretical test: Simple and double particular

lines.

idem idem

5. Representation of plan. Establishing the plan idem idem

52

tracks. Point, line and geometrical elements

included in the plan. Requirement for a line to

belong to a plan. Requirement for a point to belong

to a plan. The intersection line of two planes. The

intersection line between a random plan and a

simple and double particular one. The true distance

from the point to the plan.

6. Ongoing assessment paper number II. It will

include:

• Problem I: The intersection line of two planes.

• Problem II: The true distance from a point to the

plan.

• Theoretical test : Simple and double particular

planes. Intersection of a line with a plan.

idem idem

7. The methods of the descriptive geometry. The

method of changing the projection plans. The

rotation method.

idem idem

Bibliography:

- G. F. Blessing, L. A. Darling – Elements of Descriptive Geometry, Bibliobazar, Great Britain, 2012,

- Henri-L. Lehman – Geometrie Descriptive, Ed. Livre Total, Lausane, 2002

- Cristian Dumitrescu – Cubul Magic, Ed. Politehnica, Timisoara, 2003

- Cristian Dumitrescu – Geometrie Descriptiva, UPT, Sectia Arhitectura,1994

- Aurelian Tanasescu – Geometrie descriptiva, perspectiva, axonometrie, Ed.D.P., 1975

- Mircea Enache si Iulius Ionescu – Geometrie descriptiva si perspectiva, Ed.D.P.,1982

- Doina Niculae – Notiuni de G.D. in reprezentarile de arhitectura. Ed. U.I.M. 2004

- A. Gheorghiu, V. Dragomir – Probleme de reprezentare a structurilor constructive, Ed. Tehnica, 1968

- Ghe. Ticlete, D. Onose – Geometrie descriptiva, aplicatii, Ed. Matrixrom, Bucuresti, 2005

- Stefan Teodorescu – Geometrie descriptiva, UTCB,1996

- Gheorghe Marinescu – Geometrie descriptiva, Ed. D.P., 1997

- A. Dan, M. Dan, - Geometrie Descriptive, Universite de Constantine, Institute D-Arhitecture, 1978

- M. Dan, O. Mihaila – Reprezentari geometrice, probleme de geometrie descriptiva, ICB, 1980

- I. Gheaorghe, E. Iurov – Reprezentari geometrice, ICB, 1976

- V. Iancau, E. Zetea, s.a. – Reprezentari geometrice si desen tehnic, Ed. D.P., 1982

- E. Zetea - Geometrie descriptiva, probleme, UTC, 1992

- E. Zetea, D. Dragan, s.a. - Geometrie descriptiva, probleme, UTC, 1999

- Gheorghe Belea - Geometrie descriptiva, Ed. Orizonturi Univ. Timisoara, 1999

- Ghe. Belea, C. Voicu - Geometrie descriptiva, culegere de problem, Ed. Orizonturi Univ. Timisoara,

2002

- M. Manescu, N. Rizea - Geometrie descriptiva, aplicatii, Ed. D.P., 1996

- A. Javary – Traite de Geometrie Descriptive, Paris, Librairie Delagrave, 1929

- E. Desportes – Elements de Geometrie Descriptive, Paris, Librairie Armand Colin, 1930

- V. O. Gordon, s.a.,- Worked Problems in Descriptive Geometry, Moscow, 1979



Development of the ability to think and see the spatial representation, the visual and spatial

53

perception, geometric intuition, as well as the implementation of the specific information and of the

practical skills required for the modelling and finishing the architectural representations.

Building the skills required in the graphical language used by the architecture student in drafting

the projects of the major disciplines being taught during the years of study.

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight

in the final

grade

10.4 Course Questions and comments

during the course


with the students.

5%

10.5 Seminar/lab Involvement in drafting

the detailed drawings

Frequency counts. Evaluation of

the detailed drawing.

15%

Involvement in portfolio

preparation

Assessment of the portfolio 10%


Assessment of the notions learnt by the students via the deetailed drawings above;

Assessment of the portfolio compiled during the semester.


05.10.2014

54

COURSE DESCRIPTION









2.1. Name of subject Perspective I

2.2. Code of subject




S

2.8. Course type O



hours


hours:

1


hours

14 3.6 of which

seminar/lab hours:

14





Tutoring 6

Examinations 7

Others ……… Projects portfolio 1





4.1 curriculum-related

4.2 competence-related The current use of the theoretical and practical methods


5.1. for the course 1. The lectures will include theoretical explanations, computer

work, practical works and board projects.

5.2. for the seminar/lab · The seminars will take place in rooms equipped with drawing boards.


55

Pro

fess

ion

al

com

pet

ence

s



Co

mp

eten

ţe

tra

nsv

ersa

le


7.1 Course goals ● Development of the ability to see the spatial representation of an

architectural image in perspective by using geometrical methods of

construction of the spatial volumetric forms.

7.2 Course objectives ● Learning how to transpose from the real, objective space into a

conventional perspective space of the architectural forms.

● Combination of the geometrical methods of representing the

perspective with the rendering techniques and the tri-dimensional

representation by using shadows, color and environments.

8. Contents


1. Plotting shadows in perspective on a vertical

plan. Selection of the light source for the best

presentation of the volumes.

Lectures and computer-

based projections.

The teaching materials will be

provided to the students at the

beginning of the academic

year

2. The ‘aerial’ perspective – the gradation of light

and shadow in depth.


based projections.

idem

3. The color in perspective – the color degradation

in depth.


based projections.

idem

4. Methods of depth presentation and the intrinsic

perspective scale.


based projections..

idem

5. The environment study and its use in the

vertical perspective plan.

idem. idem

6. Reflection in perspective on a vertical plan. idem. idem

7. Restitution of perspective. idem. idem

56

Bibliography

Mircea Enache şi Iulius Ionescu - Geometrie descriptivă şi perspectivă, Editura Didactică și Pedagogică,

București, 1982

Aurelian Tănăsescu – Geometrie descriptivă, perspectivă, axonometrie, Editura Didactică și Pedagogică,

București, 1975

Aurelian Tănăsescu - Perspectivă, probleme, Editura Didactică și Pedagogică, București, 1971

Horia Teodoru - Perspectiva, vol.1 și 2, Editura Meridiane, București 1968

8.2 Seminar/lab


1. Building the shadows of the architecture

volumes on a vertical plan, at two vanishing

points.

Individual work at the

drawing board.

The classrooms are provided

with drawing boards and

drawing instruments.

2. Gradation of shadow and light of an architecture

volume, in perspective at two vanishing points

with a super-elevated horizon.

Individual work at the

drawing board.

idem

3. The color in perspective, color rendering

techniques of certain architecture volumes in

perspective.

idem idem

4. Building architecture volumes in a corner

perspective with a super-elevated horizon.

idem idem

5. The intrinsic scale in perspective and use of the

rendering techniques in depth.

idem idem

6. Use of the environment in the perspective space

on vertical plan.

idem idem

7. The interior front perspective, bordered with

furniture elements and décor objects, degradation

of color and light in the interior space.

idem idem

Bibliography

Mircea Enache şi Iulius Ionescu - Geometrie descriptivă şi perspectivă, Editura Didactică și Pedagogică,

București, 1982

Aurelian Tănăsescu – Geometrie descriptivă, perspectivă, axonometrie, Editura Didactică și Pedagogică,

București, 1975

GHEOGHIU, Adrian - Tehnica desenului perspectiv, Ed. Tehnică, 1959,Perspectiva, breviar IAIM 1980.

Aurelian Tănăsescu - Perspectivă, probleme, Editura Didactică și Pedagogică, București, 1971

Horia Teodoru - Perspectiva, vol.1 și 2, Editura Meridiane, București 1968



● Development of the ability to see the spatial representation of an architectural image in perspective by

using geometrical methods of construction of the spatial volumetric forms.

● Building the skills required in the graphical language used by the architecture student in drafting the

projects of the major disciplines being taught during the years of study.

57

10. Assessment


final grade

10.4 Course

Involvement in courses –


examples of analysis


with the students.

5%

10.5 Seminar/lab Practical topics to be

included in a portfolio, for

a better understanding of

the relevant issues.

Compiling a portfolio with the

student’s seminar projects.

35%

Ongoing assessment

projects.

Understanding the perspective

issues included in the course.

10%


· Students knowledge will be assessed via ongoing tests;

· Assessment of the portfolio during the semester.


05.10.2014

.

58

COURSE DESCRIPTION




1.3.Department


1.5.Study cycle Cycle I

1.6.Program/ Qualification Architecture

2..Information concerning the course subject

2.1. Name of subject Computer aided architectural design 1-CAD I

2.2. Subject Code DF



2.5. Year of study

2014-2015

I 2.6.Semest

er

1 2.7. Evaluation

type

EC 2.8. Course type O


3.1 No. Hours per week 2 Of which course

hours

1 1 seminar/lab 1

3.4 No. Hours in the curriculum 28 Of which course

hours

14 14 seminar/lab 14


Study of the textbook, syllabus, bibliography and course notes 10

Futher study in library, on electronic platforms, fieldwork 8

Preparation of seminars / labs, home assigments, papers, portfolios, essays 12

Tutoring 1

Examinations 1

Other: Preparation for the multiple-choice tests and for the final test

3.7 Total hours of individual

study

32





4.2 competence-related


5.1. for the course The courses are held in lecture rooms with Internet access, equipped

with multimedia teaching resourses and proper software.

5.2. for the seminar / lab The seminars are held in propely equipped computer halls in which ach

student can work individually.

59


rofe

ssio

na

l co

mp

eten

ce

C2. Describing, analysing and implementing the fundamental concepts and


architecture.

Tra

nsv

ers

al

com

pet

ence

s

7. Course objectives (rresulting from the matrix of specific competences)

7.1 Course goals The course aims to offer to students well define metods,

systematically teached and thoroughgoing study of the software

AutoCAD 2010.

Drawing examples of the contemporary nonconformist

architecture of the 21th century.

7.2 Obiectivele specifice Drawing the projects with the help of modern technique.

Developing the 2D perception of the architectural space using

software AutoCAD 2010

Developing abbilities in building computer-assisted virtual

models of facades and materials.

8. Contents

8.1 Course Theaching methods Observations

1.PROGRAM DESCRIPTION

Introduction to computer-assisted graphics.

Programme overview

The lectures are based

on using the software

AutoCAD 2010

The students should

previously study the

learning resources and

the software tutorial in

order to interact during

the course.

2.CONFIGURATION AND LEARNING TO

SAVE A FILE AutoCAD 2010 2D

EXEMPLES OF CONFIGURATIONS

EXEMPLES OF HOW TO SAVE A FILE in different

formats dwg dxf etc. .

Idem Idem

3.PREZENTATION OF THE INTERFACE

AutoCAD 2010 2D

OPTIONS / settings. HOW TO DRAW ;MODIFY ;

BLOCK WBLOCK COMMAND & BLOCK

DINAMIC

Idem Idem

4. WAYS TO ORGANIZE PROJECTS

INTRODUCTION of AutoCAD / definition and how

to save files

Idem Idem

60

SETTING UNITS & LINETYPE

5.EXEMPLES OF REPRESENTATIONS USING

AutoCAD 2D

Idem Idem

BASIC SKILLS

DRAWING AN EXAMPLE (A BATHROOM)

DEFINITION & SETTING A LAYER ;USING

DRAWING AND MODIFY COMMANDS

6.3D MODELING Idem Idem

EXTRUDE, UNION, SUBTRACT

CREATING FURNITURE 3D

7. A PLAN/ DRAWING IN CAD FORMAT OF

AN EXAMPLE OF CONTEMPORARY

ARCHITECTURE

Idem Idem

DEFINING A LAYER

DRAWING A BATHROOM : TUB SHOWER , WC,

BASIN , WALLS, DOORS AND WINDOWS

HOW TO SAVE IN DWG FORMAT

Bibliography

Minimal compulsory bibliography

8.2 Seminar/lab Teaching Methods Observations

Preparation of seminar assigments and presentation of

hardware and software equipment.

The presentation is

based on using

AutoCAD 2010

software.

Length: 2 hours

Computers and projector

are used.

Exercise no. 1.

Using the plans of sections and facades posted on

univerisity site, students will begin drawing a project.

Bathroom project 1.

Drawing the exercise

sequentially

Length: 2 hours

Ìdem

Exercise no. 2.



Bathroom project 1.


sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 3.



Bathroom project 2.


sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 4.



Bathroom project 2.


sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 5.



Facade section for plot printing.


sequentially

Length: 2 hours

Ìdem

Testing the knowledge acquired during seminar. Drawing the exercise

sequentially

Length: 2 hours

Ìdem

Bibliography


http://www.autodesk.com/autocad-tutorials

Elective bibliography


61


http://images.autodesk.com/adsk/files/autocadrasterdesign_10_tutorials.pdf

9. . Course’s relevance to the epistemic community, professional associations, and representative


10. Assessment


in the final

grade



examples


10.5 Seminar/lab Student's contribution in


the themes.



End-of-course exam: minimum mark - 5

End-of-course exam: minimum mark – 5


05.10.2014


http://images.autodesk.com/adsk/files/autocadrasterdesign_10_tutorials.pdf

62

COURSE DESCRIPTION







1.6.Program/ Qualification Architecture

2..Information concerning the course subject

.1. Name of subject Computer aided architectural design 1-CAD II

2.2. Subject Code DF



2.5. Year of study

I 2.6.Semester

2 2.7. Evaluation type

EC 2.8.

Cours

e type

O


3.1 No. Hours per week 2 Of which course

hours

1 1 seminar/lab 1

3.4 No. Hours in the curriculum 28 Of which course

hours

14 14 seminar/lab 14


Study of the textbook, syllabus, bibliography and course notes 10

Futher study in library, on electronic platforms, fieldwork 8

Preparation of seminars / labs, home assigments, papers, portfolios, essays 12

Tutoring 1

Examinations 1

Other: Preparation for the multiple-choice tests and for the final test






4.2 competence-related


5.1. for the course The courses are held in lecture rooms with Internet access,

equipped with multimedia teaching resourses and proper software.

5.2. for the seminar / lab The seminars are held in propely equipped computer halls in

which ach student can work individually.


Professional

competence C2. Describing, analysing and implementing the fundamental

concepts and theories of town planning, art, science / technology and

humanities, relevant in architecture.

63

Transversal

competences

7. Course objectives (rresulting from the matrix of specific competences)

7.1 Course goals The course aims to offer to students well define

metods,

systematically teached and thoroughgoing study of the

software ALLPLAN 2012 Nemetschek.

Drawing examples of the contemporary

nonconformist architecture of the 21th century.

7.2 Obiectivele specifice Drawing the projects with the help of modern

technique.

Developing the 3D perception of the architectural

space using software ALLPLAN 2012 Nemetschek

Developing abbilities in building computer-

assisted virtual models of facades and materials.

8. Contents

8.1 Course Theaching

methods

Observations

1.PROGRAM DESCRIPTION

Introduction to computer-assisted graphics.

Programme overview

The lectures are

based on using the

software AutoCAD

2010

The students should previously

study the learning resources and

the software tutorial in order to

interact during the course.

2.CONFIGURATION AND LEARNING TO

SAVE A FILE ALLPLAN 2012

EXEMPLES OF CONFIGURATIONS, WHY AND

HOW

EXEMPLES OF HOW TO SAVE A FILE receiving

and sending the technical specialties of construction

projects (architecture, strength, structure, equipment)

Idem Idem

3.PREZENTATION OF THE INTERFACE

ALLPAN 2012

OPTIONS / settings. HOW TO DRAW A PROJECT

HOW TO OPEN A PROJECT

INTRODUCTTION AND READING DATA FROM

CATALOG

Idem Idem

4. WAYS TO ORGANIZE PROJECTS

INTRODUCTION OF ALLPLAN / definition and

how to save files

SETTINGS

Idem Idem

5.NOTIONS OF WORK Idem Idem

BASIC SKILLS/ functions and modules

WAYS TO WORK USING DRAWINGS AND

PLANS

LIST OF STANDARD PLANS AND OPEN PLANS

6.3D MODELING Idem Idem

FUNCTION ADDITIONAL MODULES

CREATING FURNITURE 3D AND SAVING IT

MACRO

ROOFTOP SAGRADA FAMIGLIA SCHOOL

7. CONTEMPORARY ARCHITECTURAL Idem Idem

64

HOME/ HOUSE

CREATING 3D MINERAL HOUSE JAPAN

SAVING PLAN SECTIONS

CINEMA 4D – 3D RENDERING

Bibliography


http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=13080067

Allplan 2012– Tutorials.

http://www.cursuri-cad.ro

8.2 Seminar/lab Teaching Methods Observations

Preparation of seminar assigments and presentation of

hardware and software equipment.

The presentation is

based on using

Allplan 2012

software.

Length: 2 hours

Computers and projector are

used.

Exercise no. 1.



BUILDING IN ALLPAN SOFTWARE AN

EXAMPLE OF 3D PROJECT – MINIMAL HOUSE

Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Exercise no. 2.



CREATING 3D GROUND FLOOR

Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 3.



CREATING 3D FIRST FLOOR

Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 4.



HOW TO SAVE PLAN SECTIONS AND FACADES

Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Exercitiul nr. 5.



HOW TO SAVE RENDERED VIEW

PLOT PRINTING

Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Testing the knowledge acquired during seminar. Drawing the

exercise

sequentially

Length: 2 hours

Ìdem

Bibliography


http://www.nemetschek.ro/

Manuale tutoriale: Generale, Arhitectură, Modelare 3D,Cinema 4D

Elective bibliography


New Tutorial Allplan 2012: Notiuni de baza, Arhitectura, Fatade


Documentatie pentru studenti

http://usa.autodesk.com/adsk/servlet/item?siteID=123112&id=13080067

http://www.cursuri-cad.ro/




65

9. . Course’s relevance to the epistemic community, professional associations, and representative


10. Assessment


the final grade



examples


10.5 Seminar/lab Student's contribution in


the themes.



End-of-course exam: minimum mark - 5

End-of-course exam: minimum mark – 3 degrees of 5


05.10.2014

66

COURSE DESCRIPTION






1.5.Study cycle Cycle I, Bachelor and master studies studies



2.1.Name of subject Modern languages (practical course) I 2.2 Discipline code

2.3 Course organizer


2.5. Year of study I 2.6.Semester 1 2.7.Assessme

nt type

E 2.8.Cours

e type

C



course hours:

1 3.3 of which seminar

hours:

1


course hours:

1

4

3.6 of which seminar

hours:

14





Tutoring

Examinations 2

Other -








5.1. for the practical course The courses will take place in rooms with multimedia

equipment

5.2. for the seminar / lab The seminars will take place in rooms with multimedia equipment


Pro

fess

ion

al

com

pet

ence

s

C2. Describing, analysing and implementing the fundamental concepts and


architecture.

67

Tra

nsv

ers

al

com

pet

ence

s


7.1 General objective Consolidation and enrichment of the students’ knowledge

and abilities to communicate in English in different general / every

day contexts

Adaptation to the linguistic and cultural requirements

demanded by an international labour environment (international

teams).

7.2 Specific objectives improvement of the ability to use grammar forms

and structures related to the verbal tenses and sequence of tenses;

development of the specific competences: reading,

writing, listening, speaking; oral and written expression ;

enrichment of the general vocabulary in English;

development of the documenting and research

activity in English.

8. Contents

8.1 Course Teaching method Observaţions

Unit. 1. Hello!

1.1. Lead in: introductory questions

1.2. Reading objective: Greeting People. Introducing

yourself

1.3. Vocabulary: countries, nationalities, languages

1.4. Grammar: the tenses of the indicative; present

tense simple; present tense continuous; verbs not

normally used in the progressive form.

1.5. Language in use: using formal and informal

language

Interraction with

students (the main

teaching method)

The course materials are

distributed to the

students electronically at

the beginning of the

semester.

If necessary,

supplementary materials

are distributed during

each teaching session

(hand-outs).

Time: 2h (1 course)

Unit. 2. I’m a student

2.1. Lead in : introductory questions

2.2. Reading objective: Studying abroad

2.3. Vocabulary: education

2.4. Grammar: Future Tense Simple and Progressive

2.5. Language in use: Talking about the future

The courses are based

on Power Point

presentations, both by

the teacher and by the

students.

It is recommended that

the students should

study the learning

materials before the

course so that they

might be able to interact

during the teaching

session.

Unit 3. Career


3.2. Reading objectives: The Application Letter. The

Curriculum Vitae

3.3. Vocabulary: the working environment.

Professions and trades.

3.4. Grammar: The Present Perfect Simple and

Progressive

3.5. Language in use: going to a job interview

Idem Idem

Unit 4. Going on Holidays


Idem Idem

68

4.2. Reading objective: Travelling in the UK

4.3. Vocabulary: travelling and accomodation

4.4. Grammar: Past tense Simple and Progressive

4.5. Language in use: At the Airport. At the

Reception Desk

Unit 5. The United Kingdom (1)


5.2. Reading objective: The UK (1)

5.3. Vocabulary: Weather and climate.

Environmental problems

5.4. Grammar: Past tense simple; past tense

progressive

5.5. Language in use: Asking for / giving directions.

Idem Idem



6.2. Reading objective: The UK (2)

6.3. Vocabulary: urban and rural facilities

6.4. Grammar: The sequence of tenses

6.5. Language in use: Narrating.

Idem Idem

Unit 7. The European Union (1)


7.2. Reading objective: Introduction to the European

Union

7.3. Vocabulary: EU terminology

7.4. Grammar: questions

7.5. Language in use: the future of the EU

Idem Idem

Bibliography :

Barbu M.A., Chirimbu S., English Language for Daily Use”, Publishing House of Romania de Maine Foundation, Bucharest, 2007

BONDREA E., MIHĂILĂ R. (Coord.), Aspecte ale civilizaţiilor europene, (Aspects of the European

Civilisations) Publishing House of Romania de Maine Foundation, Bucharest, 2009


Unit 1. Hello!

Practical activities related to the following course

sections:

1.3. Vocabulary: countries, nationalities, languages

1.4. Grammar: the tenses of the indicative; present

tense simple; present tense continuous; verbs not

normally used in the progressive form.

1.5. Language in use: using formal and informal

language

Practical activities,

presentations of the

results of individual

and team activities /

tasks (essays,

translations,

civilization issues, etc),

in writing and orally

(PowerPoint

presentations), debates.

The seminar materials

are distributed to the

students electronically at

the beginning of the

semester

If necessary,

supplementary materials

are offered during each

seminar (hand-outs).

Time: 2h (1 seminar)

Unit 2. I’m a student


sections:

2.3. Vocabulary: education

2.4. Grammar: Future Tense Simple and Progressive

2.5. Language in use: Talking about the future

Idem It is recommended that

the students should

study the learning

materials before the

seminar so that they

might be able to interact

during the teaching

session.


Unit 3. Career Idem Idem

69


sections:

3.3. Vocabulary: the working environment.

Professions and trades.

3.4. Grammar: The Present Perfect Simple and

Progressive

3.5. Language in use: going to a job interview

Unit 4. Going on Holidays


sections:

4.3. Vocabulary: travelling and accomodation

4.4. Grammar: Past tense Simple and Progressive

4.5. Language in use: At the Airport. At the

Reception Desk

Idem Idem



sections:

5.3. Vocabulary: British civilization. Weather and

climate. Environmental problems

5.4. Grammar: Past tense simple; past tense

progressive

5.5. Language in use: Asking for / giving directions.

Idem Idem



sections:

6.3. Vocabulary: British civilization. Urban and

rural facilities

6.4. Grammar: The sequence of tenses

6.5. Language in use: Narrating.

Idem Idem

Unit 7. European Civilisation (1)


sections:


7.4. Grammar: questions

7.5. Language in use: the future of the EU

Idem Idem

Bibliography :






Participation in professional/ scientific presentations, conferences, manifestations of the

professional community, etc., held in English

Delivery of presentations in English within scientific manifestations of the professional

community

10. Assessment

Course 10.1 Assessment criteria 10.2 Assessment

method

10.3 Weight in the final

grade

70

10.4 Course Presence at the course

Knowledge of the issues

taught during the course

Written test 50%

10.5 Seminar Presence at the seminar

Active participation in the

seminar activities

Solving of the individual /

team homework

Permanent, during

the seminar

50%


Participation in at least 50% of the courses and respectively seminars.

Knowledge of the general issues taught during the course (grammar, vocabulary)

Understanding and short presentations of different aspects of British and European civilisation

included in the course

Carrying out of at least 50% of the homework activities.


05.10.2014

71

COURSE DESCRIPTION






1.5.Study cycle Cycle I, Bachelor and master studies studies


2.Information concerning the course subject

2.1.Name of subject Modern languages (practical course) II

7.2 Discipline code

7.3 Course organizer


2.5. Year of study I 2.6.Semester 2 2.7.Assessment

type

E 2.8.Course

type

C

3.Estimated time (hours per semester) of teaching / learning activities


course hours:


hours:

1


course hours:


hours:

14



Further study 14


Tutoring -

Examinations 2

Other -




4.Prerequisites (where relevant)



5.Facilities and equipment (where relevant)

5.1. for the practical course The courses will take place in rooms with multimedia equipment

5.2. for the seminar / lab The seminars will take place in rooms with multimedia equipment

6.Competences acquired during / after the course

Pro

fess

ion

al

com

pet

ence

s C2. Describing, analysing and implementing the fundamental concepts and theories

of town planning, art, science / technology and humanities, relevant in architecture.

72

Tra

nsv

ers

al

com

pet

ence

s

7.Course objectives (as resulting from the matrix of specific competences)

7.1 General objective Consolidation and enrichment of the students’ knowledge and

abilities to communicate in English in different general / every day

contexts

Adaptation to the linguistic and cultural requirements

demanded by an international labour environment (international

teams).

7.2 Specific objectives improvement of the ability to use grammar forms and

structures related to the modal verbs, passive voice, determiners,

nouns (plural of nouns, collective and defective nouns)

development of the specific competences: reading,

writing, listening, speaking; oral and written expression

enrichment of the general vocabulary in English

development of the documenting and research activity

in English.

8. Contents


Unit 1. Going Shopping


1.2. Reading objective: Going Shopping

1.3. Vocabulary: departments in a store,

products and services

1.4. Grammar: nouns; plural of nouns; collective

and defective nouns.

1.5. Language in use: asking for, giving

suggestions, opinions.

Interraction with students

(the main teaching

method)

The course materials are

distributed to the students

electronically at the

beginning of the semester.

If necessary, supplementary

materials are distributed

during each teaching session

(hand-outs).

Time: 2h (1 course)

Unit 2. Money


2.2. Reading objective: Can Money Buy

Happiness?

2.3. Vocabulary: numbers

2.4. Grammar: the numeral

2.5. Language in use: paying and bargaining

The courses are based on

Power Point presentations,

both by the teacher and by

the students.

It is recommended that the

students should study the

learning materials before the

course so that they might be

able to interact during the

teaching session.

Time: 2h (1course)

Unit 3. Eating Out


3.2. Reading objectives: British Food and

Cuisine

3.3. Vocabulary: food

3.4. Grammar: determiners

3.5. Language in use: ordering food

Idem Idem

Unit 4. Communication


4.2. Reading objective: Social Network Sites

4.3. Vocabulary: communication verbs.

abbreviations

4.4. Grammar: Modal Verbs (1)

Idem Idem

73

4.5. Language in use: telephoning

Unit 5. The USA (1)


5.2. Reading objective: The USA (1)

5.3. Vocabulary: Sports and Hobbies


5.5. Language in use: making / accepting /

refusing an invitation

Idem Idem

Unit 6. The USA (2)


6.2. Reading objective: The USA (2). Customs

and traditions

6.3. Vocabulary: American English

6.4. Grammar: The Article

6.5. Language in use: Making a date

Idem Idem



7.2. Reading objective: The European Union (2)


7.4. Grammar: the passive voice

7.5. Language in use: agreeing and disagreeing

Idem Idem

Bibliography :





Unit 1. Going Shopping


sections:

1.3. Vocabulary: departments in a store, products

and services

1.4. Grammar: nouns; plural of nouns; collective and

defective nouns.

1.5. Language in use: asking for, giving suggestions,

opinions.

Practical activities,

presentations of the

results of individual

and team activities /

tasks (essays,

translations,

civilization issues, etc),

in writing and orally

(PowerPoint

presentations), debates.

The seminar materials are

distributed to the students

electronically at the

beginning of the semester

If necessary, supplementary

materials are offered during

each seminar (hand-outs).


Unit 2. Money


sections:

2.3. Vocabulary: numbers

2.4. Grammar: the numeral

2.5. Language in use: paying and bargaining

Idem It is recommended that the

students should study the

learning materials before the

seminar so that they might be

able to interact during the

teaching session.


Unit 3. Eating Out


sections:

3.3. Vocabulary: food

3.4. Grammar: determiners

3.5. Language in use: ordering food

Idem Idem

Unit 4. Communication


sections:

Idem Idem

74

4.3. Vocabulary: communication verbs.

abbreviations


4.5. Language in use: telephoning

Unit 5. The USA (1)


sections:

5.3. Vocabulary: Sports and Hobbies


5.5. Language in use: making / accepting / refusing

an invitation

Idem Idem

Unit 6. The USA (2) Practical activities related to the following course

sections:

6.3. Vocabulary: American English

6.4. Grammar: The Article

6.5. Language in use: Making a date

Idem Idem



sections:

7.3. Vocabulary: EU civilisation

7.4. Grammar: the passive voice

7.5. Language in use: agreeing and disagreeing

Idem Idem

Bibliography :




Vince, M.,



Participation in professional/ scientific presentations, conferences, manifestations of the professional

community, etc., held in English

Delivery of presentations in English within scientific manifestations of the professional community

10. Assessment

Course 10.1 Assessment criteria 10.2 Assessment method 10.3 Weight in the

final grade

10.4 Course Presence at the course

Knowledge of the issues

taught during the course

Written test 50%

10.5 Seminar Presence at the seminar

Active participation in the

seminar activities

Solving of the individual /

team homework

Permanent, during the

seminar

50%


Participation in at least 50% of the courses and respectively seminars.

75

Knowledge of the general issues taught during the course (grammar, vocabulary)

Understanding and short presentations of different aspects of British and European civilisation included

in the course

Carrying out of at least 50% of the homework activities.


05.10.2014

76

COURSE DESCRIPTION


1.1. Higher education institution Spiru Haret UNIVERSITY

1.2. Faculty Arhitecture

1.3. Department Arhitecture

1.4. Field Arhitecture


1.6. Program / Qualification Arhitecture


2.1. Name of subject Phisical Education And Sports I


2.3. Practice activity

2.4. Year of study I

2.4. Year of

study

1



3. Estimated time (no. of hours of teaching / learning activities per semester)

3.1. No. of hours per week 1 3.2. of which,

course hours

3.3. of which,

applied projects

1

3.4 No. of hours in the curriculum 3.5. of which,

course hours:

3.6. of which,

applied projects:

28



4.1.curriculum-related - Basketball, Voleyball, Handball, Soccer.

4.2.competence-related

5. Conditions (where relevant)

5.1. for the practical activity Sport hall with adequate facilities:

- Net, support pillars, antennas delimitation of air space game, balls,

gymnastic benches, stairs


Pro

fess

ion

al

com

pet

ence

s

C2. Describing, analysing and implementing the fundamental concepts and theories


Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals The practical course aims to acquire practical and methodological

knowledge and specific skills training by strengthening and improving

basic and specific elements of the game of basketball, volleyball,

handball, football, contributing to the overall level of motility.

7.2 Course objectives Strengthening health of the body.

Harmonious physical development, global and segmental.

77

Education for practicing physical activities as part of health education,

competition and recreation.

Providing compensation effects on intellectual activity

Developing interest in integrating into practice some form of sporting

activity throughout life, an essential element for human health.

8. Contents

8.2 Practice activities semester 1 Teaching methods Observations

VOLEYBALL

1 Presentation of the course requirements. The

knowledge(2 hours)

- explanation - demo

- exercising the method

- checking the motric

level

2 Teaching positions and movement in the field.

Learning fairway with two hands up in front.

Settlement learning and performance field receiving

service under model and game(2 hours)


- the comprehensive

- emphasis on

fundamental position

3. Learning fairway with two hands over his head.

Learning organization model in three strokes I play.

Lower front service learning (2 hours)

- the comprehensive


- specific formation

of skills volleyball

game

4. Learning process as a kick attack. Lower front

service learning (2 hours)

- explanation -

demonstration lesson topics



game

5. Learning organization model three hits in the game

I (MI). Learning strike attack - as a process. Lower

front service learning (2 hours)


- Practicing the method

- specific stereotype

formation motric

volleyball game

6. Learning fairway with two hands above the front

and upside down. Learning organization model in

three strokes I play. Learning takeover two hands

down the front (2 hours)




formation motric

volleyball game

7. Verification practice: pass with two hands above

his head forward and over, down the front service (2

hours)

- practical assessment Evaluation of

stereotype formation

properties motric

BASKETBALL

1. Knowledge, skills and abilities specific motor skill

development through drills and formations of "school

ball" by relay and contests for getting used to the

ball. (4 hours)

- Explanation -

demonstration


Establishing

structures of

techniques

2. Learning basic technical elements of the game

offensively without the ball: fundamental position,

running specific direction changes, pirouette. (4

hours)

- Explanation -

demonstration


Establishing

structures of

techniques


offensively with the ball: catching and holding the

ball with two hands at chest. (2 hours)

- Practicing the method Establishing

structures of

techniques

4. Learning fairway with two hands at chest still. (2

hours)

- Explanation -

demonstration

Establishing

structures of

techniques

5. Learning Away fairway with two hands at chest. (2

hours)

- Explanation -

demonstration


Establishing

structures of

techniques

HANDBALL

1. Presentation course requirements. Knowledge

verification. (2 hours)

- Explanation -

demonstration

- exercise method

It strengthens

teamwork

2. Learning passes from standing and movement.

Single and multiple learning dribbling. (2 hours).

- explanation -

demonstration

It strengthens

teamwork

3. Learning throwing on the jump goal (2 hours). - explanation -

demonstation

It strengthens

teamwork

4.Consolidation on the goal throwing jump. - explanation It strengthens

78

Learning passing ball in successive penetration (2

hours)

- demonstration teamwork

5. Learning attacking the opponent with the ball and

retreatment on the semicircle.

Learning catching the ball that came from behind (2

hours).

- explanation

- demonstration

It strengthens

teamwork

6. Learning throwing on the goal in running;

Consolidation - catching the ball that came from

behind (2 hours).

- explanation

- demonstration

It strengthens

teamwork

7. Consolidation throwing on the goal in running.

Learning blocking throwing on the goal (2 hours).

- explanation

- demonstration

It strengthens

teamwork

SOCCER

1. Hitting the ball with his foot - bumping processes:

the breadth, full lace, lace inside and outside of the

foot (2 hours

- Explanation-

demonstration


- Specific skills

training football game

2. Hitting the ball with your head - bumping

processes: the place, the jump from diving. Entry into

possession - taking up across the foot, thigh and chest

with the damping (2 hours)

- Explanation-

demonstration

- Split-imitative method

- Specific skills


3. Protecting the ball - back, foot on the ball and side.

Stripping the ball - side, back and front (without

sliding) (2 hours)



- Establishing

structures of

techniques

Driving the ball - with the flat foot and full lace, with

one foot and both alternating (2 hours)

- Explanation-

demonstration

- Establishing

structures of

techniques

5. Misleading Movement (dodge) - the eyes, the body

and the foot (the place of movement) (2 hours

- Explanation-

demonstration


- Establishing

structures of

techniques

6. Throwing the ball from the edge - feet on the same

line and with one foot before the other, elements of

the game goalkeeper - throw-in by hand and foot,

catching the ball without diving, boxarea ball with

one hand or two hands (2 hours)

- Explanation-

demonstration


- Establishing

structures of

techniques

7. Checking properties and processes technical and

tactical elements - control samples (2 hours)

- Evaluation Practice

Evaluation of


properties motric


VOLLEYBALL

1. Fixing-automated acquisition of two hands down

the front. Fixing-hit attack process automation law.

Fixing-service automation bottom front(2 hours)



- specific

stereotype

formation motric

volleyball game

2. Fixing-up automation assists over his head. Fixing-

hit attack process automation law. Settlement

automation field service receipt and make the game

model and (2 hours)

- practicing the method

- The comprehensive

- correction allows for

proper formation

mechanism based

3. Automatiuzarea organization three hits in the game

MI. Strengthening kick attack - right process.

Strengthen lower front (2 hours)


- The comprehensive


proper formation

mechanism based



Fixing-service automation bottom front (2 hours)


- The comprehensive


proper formation

mechanism based

5. Strengthening the organization of three hits in the

game MI. Strengthening kick attack - right process.



- The comprehensive


proper formation

mechanism based

6. Strengthening passes up and over his head.

Consolidation process as a kick attack. Strengthen

lower front (2 hours)


- The comprehensive


proper formation

mechanism based

79

7. Verification practice: attack hit right process, 6x6

game in M1 (2 hours)



properties motric

BASKETBALL

1. Learning technical elements: stop, pivot. ( 2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

2. Learning technical elements of the game of

basketball: dribbling. (2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

3. Learning throwing the basket in place with two

hands at chest and front hand. (4 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

4. Learning throwing the basket of dribble. (2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

5. Learning-teaching specific exercises technical

elements of the game of basketball used in the

prophylaxis and therapy of various somato-

physiological diseases. (4 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

HANDBALL

1. Learning a pivotal location in the attack. Single

and multiple repeat dribbling. (2 hours).

- explanation

- demonstration

- Exercising and tactical

method (2 hours)

Teambuilding

2. Learning removal from dribbling the ball.

Learning of the counterattack direct and intermediate

(2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

3. Learning how to play goalkeeper. Learn retreat (2

hours).

- explanation

- demonstration

- Practicing method

Teambuilding

4. Consolidation of the counterattack. Learning single

and double crossing (2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

5. Learning receiveing/giving and exchange the

opponent. Learning blocking and leaving the block (2

hours).

- explanation

- demonstration

- Practicing method

Teambuilding

6. 5:1 learning area defense system. Learning

marking and demarking; (2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

7. Verifying of learning technical and tactical

elements (2 hours).

- practical evaluation Evaluation formation

motric stereotype

SOCCER

1. Repeating all the elements and processes learned

(2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

2. Collective tactical attack care in place and

displacement, one to two-site exchange places (2

hours

- Explanation-

demonstration


- It strengthens

teamwork

3. Individual actions in attack - overcoming the

opponent (with and without the ball), debranding

next position movement (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

"4. Collective tactical defense - sharing opponent and

double mark (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

5. Individual tactical defense - without marking

opponent with ball, tapping, rebound, pressing (2

- Explanation-

demonstration

- It strengthens

teamwork

80

hours) - Practicing the method

6. Tactical combinations in the game at set-pieces in

the attack - the direct and indirect free kicks (corner

kick, penalty kick, direct and indirect free kick over

the wall from 16 meters (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

7. Checking properties of individual and collective

tactical attack and defense (2 hours) "


Evaluation of


properties motric

Bibliography

Cătună G.C., Alupoaie M. (2008) - Handbal –lecţii practice, Bucureşti, Editura Fundaţiei România de Mâine

Cojocaru A, Ioniţă M. (2005) - Volei – caiet de lucrări pracrice, Bucureşti, Editura Fundaţiei România de

Mâine

Cojocaru, A., Ioniţă, M. (2008) - Volei – aprofundare, Bucureşti, Editura Fundaţiei România de Mâine

Miu, Şt. şi Velea, F., (2002), Fotbal. Specializare. Bucureşti, Editura Fundaţiei România de Mâine

Păun, D,.(2012), Fotbal –curs in format IFR, Bucureşti , Editura Fundaţiei România de Mâine

Popescu, F., (2010), Baschetul în şcoală, Bucureşti, Editura Fundaţiei România de Mâine

Popescu, F., (2010), Baschet. Curs de bază, Bucureşti, Editura Fundaţiei România de Mâine

Săndulache, Şt., (2009), Baschet. Lucrări practice, Bucureşti, Editura Fundaţiei România de Mâine

Solomonov O., Solomonov, D (1998) - Curs de metodica predării voleiului, Bucureşti, Editura Fundaţiei

România de

Mâine



Discussions on the contents of this subject with professors from other similar faculties in the country

and with pre-university physical education teachers

10. Assessment


in the final

grade

10.5. Practical

activity

- Involvement in training and

presentation of applied project

assignments

- 70% attendance

- The attendance at courses

shall be recorded

- Practical and methodical

exam during the semester

100%


Practical and methodical assessment: demonstrating individual technical actions in attack and in defenses

specific to volleyball, basketball, handball, aerobics, soccer.

Assessment of current activity: student work during practical lessons.


05.10.2014

81

COURSE DESCRIPTION


1.1. Higher education institution Spiru Haret UNIVERSITY

1.2. Faculty Arhitecture

1.3. Department Arhitecture

1.4. Field Arhitecture


1.6. Program / Qualification Arhitecture


2.1. Name of subject Phisical Education And Sports II


2.3. Practice activity


2.4. Year of

study

2



3. Estimated time (no. of hours of teaching / learning activities per semester)

3.1. No. of hours per week 1 3.2. of which,

course hours

3.3. of which,

applied projects

1

3.4 No. of hours in the curriculum 3.5. of which,

course hours:

3.6. of which,

applied projects:

28



4.1.curriculum-related - Basketball, Voleyball, Handball, Soccer.

4.2.competence-related

5. Conditions (where relevant)

5.1. for the practical activity Sport hall with adequate facilities:

- Net, support pillars, antennas delimitation of air space game, balls,

gymnastic benches, stairs


Pro

fess

ion

al

com

pet

ence

s

C2. Describing, analysing and implementing the fundamental concepts and theories


Tra

nsv

ers

al

com

pet

ence

s


7.1 Course goals The practical course aims to acquire practical and methodological

knowledge and specific skills training by strengthening and improving

basic and specific elements of the game of basketball, volleyball,

handball, football, contributing to the overall level of motility.

7.2 Course objectives Strengthening health of the body.

Harmonious physical development, global and segmental.

Education for practicing physical activities as part of health education,

82

competition and recreation.

Providing compensation effects on intellectual activity

Developing interest in integrating into practice some form of sporting

activity throughout life, an essential element for human health.

8. Contents


VOLEYBALL

1 Presentation of the course requirements. The

knowledge(2 hours)



- checking the motric

level

2 Teaching positions and movement in the field.

Learning fairway with two hands up in front.

Settlement learning and performance field receiving

service under model and game(2 hours)


- the comprehensive

- emphasis on

fundamental position

3. Learning fairway with two hands over his head.

Learning organization model in three strokes I play.

Lower front service learning (2 hours)

- the comprehensive




game

4. Learning process as a kick attack. Lower front

service learning (2 hours)

- explanation -

demonstration lesson topics



game

5. Learning organization model three hits in the game

I (MI). Learning strike attack - as a process. Lower

front service learning (2 hours)




formation motric

volleyball game

6. Learning fairway with two hands above the front

and upside down. Learning organization model in

three strokes I play. Learning takeover two hands

down the front (2 hours)




formation motric

volleyball game

7. Verification practice: pass with two hands above

his head forward and over, down the front service (2

hours)



properties motric

BASKETBALL

1. Knowledge, skills and abilities specific motor skill

development through drills and formations of "school

ball" by relay and contests for getting used to the

ball. (4 hours)

- Explanation -

demonstration


Establishing

structures of

techniques


offensively without the ball: fundamental position,

running specific direction changes, pirouette. (4

hours)

- Explanation -

demonstration


Establishing

structures of

techniques


offensively with the ball: catching and holding the

ball with two hands at chest. (2 hours)

- Practicing the method Establishing

structures of

techniques

4. Learning fairway with two hands at chest still. (2

hours)

- Explanation -

demonstration

Establishing

structures of

techniques

5. Learning Away fairway with two hands at chest. (2

hours)

- Explanation -

demonstration


Establishing

structures of

techniques

HANDBALL

1. Presentation course requirements. Knowledge

verification. (2 hours)

- Explanation -

demonstration

- exercise method

It strengthens

teamwork

2. Learning passes from standing and movement.

Single and multiple learning dribbling. (2 hours).

- explanation -

demonstration

It strengthens

teamwork

3. Learning throwing on the jump goal (2 hours). - explanation -

demonstation

It strengthens

teamwork

4.Consolidation on the goal throwing jump.

Learning passing ball in successive penetration (2

- explanation

- demonstration

It strengthens

teamwork

83

hours)

5. Learning attacking the opponent with the ball and

retreatment on the semicircle.

Learning catching the ball that came from behind (2

hours).

- explanation

- demonstration

It strengthens

teamwork

6. Learning throwing on the goal in running;

Consolidation - catching the ball that came from

behind (2 hours).

- explanation

- demonstration

It strengthens

teamwork

7. Consolidation throwing on the goal in running.

Learning blocking throwing on the goal (2 hours).

- explanation

- demonstration

It strengthens

teamwork

SOCCER

1. Hitting the ball with his foot - bumping processes:

the breadth, full lace, lace inside and outside of the

foot (2 hours

- Explanation-

demonstration


- Specific skills


2. Hitting the ball with your head - bumping

processes: the place, the jump from diving. Entry into

possession - taking up across the foot, thigh and chest

with the damping (2 hours)

- Explanation-

demonstration


- Specific skills


3. Protecting the ball - back, foot on the ball and side.

Stripping the ball - side, back and front (without

sliding) (2 hours)



- Establishing

structures of

techniques

Driving the ball - with the flat foot and full lace, with

one foot and both alternating (2 hours)

- Explanation-

demonstration

- Establishing

structures of

techniques

5. Misleading Movement (dodge) - the eyes, the body

and the foot (the place of movement) (2 hours

- Explanation-

demonstration


- Establishing

structures of

techniques

6. Throwing the ball from the edge - feet on the same

line and with one foot before the other, elements of

the game goalkeeper - throw-in by hand and foot,

catching the ball without diving, boxarea ball with

one hand or two hands (2 hours)

- Explanation-

demonstration


- Establishing

structures of

techniques

7. Checking properties and processes technical and

tactical elements - control samples (2 hours)


Evaluation of


properties motric


VOLLEYBALL



Fixing-service automation bottom front(2 hours)



- specific

stereotype

formation motric

volleyball game

2. Fixing-up automation assists over his head. Fixing-

hit attack process automation law. Settlement

automation field service receipt and make the game

model and (2 hours)


- The comprehensive


proper formation

mechanism based

3. Automatiuzarea organization three hits in the game

MI. Strengthening kick attack - right process.



- The comprehensive


proper formation

mechanism based



Fixing-service automation bottom front (2 hours)


- The comprehensive


proper formation

mechanism based

5. Strengthening the organization of three hits in the

game MI. Strengthening kick attack - right process.



- The comprehensive


proper formation

mechanism based

6. Strengthening passes up and over his head.

Consolidation process as a kick attack. Strengthen

lower front (2 hours)


- The comprehensive


proper formation

mechanism based

7. Verification practice: attack hit right process, 6x6 - practical assessment Evaluation of

84

game in M1 (2 hours) stereotype formation

properties motric

BASKETBALL

1. Learning technical elements: stop, pivot. ( 2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

2. Learning technical elements of the game of

basketball: dribbling. (2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

3. Learning throwing the basket in place with two

hands at chest and front hand. (4 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

4. Learning throwing the basket of dribble. (2 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

5. Learning-teaching specific exercises technical

elements of the game of basketball used in the

prophylaxis and therapy of various somato-

physiological diseases. (4 hours)

- Explanation -

demonstration


- Establishing

structures of

techniques

HANDBALL

1. Learning a pivotal location in the attack. Single

and multiple repeat dribbling. (2 hours).

- explanation

- demonstration

- Exercising and tactical

method (2 hours)

Teambuilding

2. Learning removal from dribbling the ball.

Learning of the counterattack direct and intermediate

(2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

3. Learning how to play goalkeeper. Learn retreat (2

hours).

- explanation

- demonstration

- Practicing method

Teambuilding

4. Consolidation of the counterattack. Learning single

and double crossing (2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

5. Learning receiveing/giving and exchange the

opponent. Learning blocking and leaving the block (2

hours).

- explanation

- demonstration

- Practicing method

Teambuilding

6. 5:1 learning area defense system. Learning

marking and demarking; (2 hours).

- explanation

- demonstration

- Practicing method

Teambuilding

7. Verifying of learning technical and tactical

elements (2 hours).

- practical evaluation Evaluation formation

motric stereotype

SOCCER

1. Repeating all the elements and processes learned

(2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

2. Collective tactical attack care in place and

displacement, one to two-site exchange places (2

hours

- Explanation-

demonstration


- It strengthens

teamwork

3. Individual actions in attack - overcoming the

opponent (with and without the ball), debranding

next position movement (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

"4. Collective tactical defense - sharing opponent and

double mark (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

5. Individual tactical defense - without marking

opponent with ball, tapping, rebound, pressing (2

hours)

- Explanation-

demonstration


- It strengthens

teamwork

85

6. Tactical combinations in the game at set-pieces in

the attack - the direct and indirect free kicks (corner

kick, penalty kick, direct and indirect free kick over

the wall from 16 meters (2 hours)

- Explanation-

demonstration


- It strengthens

teamwork

7. Checking properties of individual and collective

tactical attack and defense (2 hours) "


Evaluation of


properties motric

Bibliography

Cătună G.C., Alupoaie M. (2008) - Handbal –lecţii practice, Bucureşti, Editura Fundaţiei România de Mâine

Cojocaru A, Ioniţă M. (2005) - Volei – caiet de lucrări pracrice, Bucureşti, Editura Fundaţiei România de

Mâine

Cojocaru, A., Ioniţă, M. (2008) - Volei – aprofundare, Bucureşti, Editura Fundaţiei România de Mâine

Miu, Şt. şi Velea, F., (2002), Fotbal. Specializare. Bucureşti, Editura Fundaţiei România de Mâine

Păun, D,.(2012), Fotbal –curs in format IFR, Bucureşti , Editura Fundaţiei România de Mâine

Popescu, F., (2010), Baschetul în şcoală, Bucureşti, Editura Fundaţiei România de Mâine

Popescu, F., (2010), Baschet. Curs de bază, Bucureşti, Editura Fundaţiei România de Mâine

Săndulache, Şt., (2009), Baschet. Lucrări practice, Bucureşti, Editura Fundaţiei România de Mâine

Solomonov O., Solomonov, D (1998) - Curs de metodica predării voleiului, Bucureşti, Editura Fundaţiei

România de

Mâine



Discussions on the contents of this subject with professors from other similar faculties in the country

and with pre-university physical education teachers

10. Assessment


in the final

grade

10.5. Practical

activity

- Involvement in training and

presentation of applied project

assignments

- 70% attendance

- The attendance at courses

shall be recorded

- Practical and methodical

exam during the semester

100%


Practical and methodical assessment: demonstrating individual technical actions in attack and in defenses

specific to volleyball, basketball, handball, aerobics, soccer.

Assessment of current activity: student work during practical lessons.


05.10.2014

86

COURSE DESCRIPTION

Information on the academic program








2.1. Name of subject REPRESENTATIONS IN ARCHITECTURE




2.5. Year of study I-

2014/2015

2.6. Semester 1 +

2

2.7. Evaluation

type

E

C

2.8. Course type O



course hours


lab hours

2

3.4 No. hours in the curriculum 2x

28

3.5 of which

course hours

2x1

4

3.6 of which seminar /

lab hours

2x14





Tutoring 2

Examinations 2

Other:





4.1 curriculum-related Knowledge of architecture design and graphical representation

4.2 competence-related Knowledge of art theories and vocational behaviour



5.2. for the seminar / lab The seminars are held in classical seminar rooms with movable furniture enabling

the teacher-student activity


Profe

ssion

al

comp

etenc

es

Description and interpretation of the fundamental theories in art and architecture

The ability to express the mental image, the concept into drawings

Interferences between arts and architecture

Drawing-based assignments

Making architectural projects on the basis of specific theories, graphical concepts, principles and

methods

Knowledge about graphical representation techniques development in architectural design

Interpreting and analysis the creative representation modalities through simple works and reality

contact

Knowledge concerning the development tendencies in art and architecture

87

Tran

svers

al

comp

etenc

e

Interpretation and the use of the fundamental concepts and theories in the field.

Developing communication vocational abilities as well as abilities to promote the graphical image in

given situations

Developing the ability to identify new ways to create the design and the architectural projects, on the

basis of new theories and trends that evolved in art and architecture


7.1 Course goals Analyses of the interference, the ways in which painting's ideas, elements or forms

can be transferred and embodied in architectural projects, and highlights the effort

of painters, sculptors, architects and theorists to seek new parallel roads between art

and architecture.

Analyses of new principle and ideas of modernity, the formation of the new

architectural language, the birth of modern forms, and their development untill

present and for the future.

Getting familiar first with the ancient theoretical and design methods in order to

adopt creative behaviour concepts, based on new development tendencies in art and

architecture fundamentals and main aspects at national and international levels,

over time;

To be an incentive for future generation to rethink architecture, to formulate new

concepts and to germinate new ideas regarding development directions.

7.2 Course objectives Getting familiar with all the elements and factors that have marked the destiny of

architecture on a large period of the last century

Analyses the writings about art and beauty, about the aesthetic thinking since

Antiquity until the early twentieth century, in order to highlight the continuities,

discontinuities or the the historical leaps regarding the artistic or philosophical

theories that have influenced the development tendencies of art and architecture at

the time, and the possible persisted influence until today and in the future.

Outlining the important influence of painting in the emergence of the architectural

language at the beginning of the twentieth century, and their dissemination of

forms and theories in the future.

Developing the theoretical and practical knowledge of students concerning the art

and architectural theories throughout history

Outlining the development tendencies in the contemporary art and architecture in

order to formulate new debates, concepts and arguments for their futher

development directions at international level.

8. Contents


1-2. Art and architecture, analysis of the texts

and writings about the beauty concept, in

Antiquity and the Medieval Period

Lecture and teacher-student

interaction results in graphical

demonstrations, (drawings of

antique temples)

To develop their knowledge, the

students should attend classes,

make their assignements and

study the indicated references

3-4. Art and architecture, analysis of the texts

and treatises in Renaissance, Mannerrism,

Baroque


fundamental; the students will


(drawing the classical orders of

arhitecture)

Ibidem.

5-7. Art and architecture compared analysis

in the eighteenth and nineteenth century

The lectures are based on

drawings, studies of modularity

(inspired by J.N.L. Duran's teories

)

Ibidem.

8-9. The Art- Nouveau movement as a

transition to Modernism

Lecture and drawings related to

Art Nouveau ornements

Ibidem

10-11.The Avant-gardes artistic movements

and their important role in the architectural

language





Ibidem

12-13. Post-modernity movements and Lecture and reality adaptation by Ibidem

88

theories and their impact to the future drawing, students will watch

videos they will discuss in class.

14. Implementing the abilities developed

during course throug creativity tests on pre-

established themes

Teacher-student interaction

resulting a creative interpretation

of the new concepts in arhitecture,

having in view the facades

treatments (shapes, materials,

textures and colors).

Ibidem

Bibliography

ALBERTI, L.B., De re aedificatoria o Los diez libros de architectura, Orviedo, Graficas summa, 1975.

ALEXANDER, Cristopher, De la synthese de la forme, Ed. Dunod, Paris, 1971.

ARGAN, Giulio Carlo, L'Arte Moderna

ARGAN, Giulio Carlo, L’histoire de l’art et de la ville, Les editions de la Passion, Paris, 1970.


ARNHEIM, Rudolf, The dynamics of Architectural Form, University of California Press, California-London, England,

1977.

ART SINCE 1900, MODERNISM, ANTIMODERNISM, POSTMODERNISM, Hal Foster, Rosalind Krauss, Yve-

Alain Bois, Benjamin H.D.Buchloh, David Joselit, Ed. Thames&Hudson


CHING, Francis D.K., Architecture, Form, Space & Order, New York, Van Nostrand Reinhold, 1979.

MONDRIAN, Piet, New art- new life, De Stijl, 1917-1931

NORBERG SCHULZ, Christian, Existence, Space & Architecture, London, Studio Vista, 1971.

GAYNOR, Aaltonen, The history of Architecture, Iconic buildings throughout the ages, Acturus Publishing Limited,

Londra, 2008.

PALLADIO, Andrea, The Four Books of Architecture, Dover Publication, New York, 1965

RAGON Michel, L’estetique de l’architecture contemporane, Neuchatel Suisse, Edition du Griffon, 1968.

RAIZMAN, David, History of Modern Design, Laurence King Publishing, Londra, 2003.

ROOS. J. Jr. Frank, Art History, The Macmillan Company, New York, 1963.


PEVSNER, Nikolaus – The Sources of Modern Architecture and Design , ed. Thomas and Hudson Ud. Londra, 1968

8.2 Seminar/lab a.Teaching methods Observations

Drawing principles in art and architecture in

Antiquity and the Medieval Period



assessing and evaluating the

students. The case studies are

adapted and presented both from

the students’ and the teacher’s

initiative.

The students should previously

go over the course support and

the graphical notations obtained

during lectures, in order to be

able to understand the design

procesus in different historical

periods

Representation means and principles in the

architecture of Renaissance, Mannerrism and

Baroque

Ibidem Ibidem

Representation means based on a compared

analysis of art and architecture in the

eighteenth and nineteenth century

Ibidem Ibidem

Traditional drawing illustrating the Art

Nouveau theories

Ibidem Ibidem

The Avant-gardes artistic movements and

their syntesis between art and technologie

with impact on the architectural design

Ibidem Ibidem

Post-modernity theories leading to a high

variety of expressions, being illustrated by

creativity tests on pre-established themes,

(digital drawings) regarding the new

concepts in architecture and design.

Research in the implementation of

new architectural concepts,

developing ad-hoc real case

studies through group assessment

in architectural creation)

Ibidem


Architecture Today Academy Editi ons, Londra, 1993

9. Course’s relevance to the epistemic community, professional associations, and representative employers in


89

Inviting specialists in architectural creation, the relation with the Romanaian architectural creation unions: UAR ,

RUR

10. Assessment

Activity 10.1 Assessment criteria 10.2 Assessment

method

10.3 Weight in the

final grade

10.4 Course Students’ course activity: questions, comments,

analysis examples.

Public courses in mixed teams with the students

Attendance and

interaction

20%

10.5

Seminar/lab

Students’ contribution in preparing and

discussing the issues

Semester assignments grading

Attendance and

interaction

80%





05.10.2014

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