STUDY GUIDE 2018/2019 -TILBURG

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architecture

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period 2

period 3

period 4

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art & culture

economics

architecture 3

media 3

core 3

research 2

critical thinking 2

worldschool

fabrication

fabrication

out of the box

society

society

wildcard

eco(nomo)logies

eco(nomo)logies

impact

winterschool 3

practice portfolio 3

portfolio 3

sustainable design

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Academic year

Course name

Ects

Study year

Period

Sessions

 

 

Tutors

Examinations

Work form

EU Qualifications

2018-2019

ARCHITECTURE 3

2

3

3

9 weeks, Tuesdays from 19:30-21:30 pm

 

JACOB VORTHUIS

KNOWLEDGE ASSESSMENT

LECTURES

b

 

 

 

CONTENT

Architectural discourse assembles itself around themes. Here is a possible list:

 

1. The word architecture, its definitions and relationships

2. Ideas of progress and evolution, modernity and tradition    (Colquhoun, Sik)

3. The relationship between theory and practice                       (Zumthor)

4. Meaning in architecture                                                           (Wittgenstein & Panofsky)

5. The nature and process of design: the differences between copying, imitating and learning

i. (Nigel Cross, Aalto & René Girard)

6. The ideas of space, place, story and surface: expression and meaning (Bollnow, Havik, Deleuze, Davidovic)

7. The criteria of judgment: when do we call something good, true or beautiful? (Korsgaard, Kant and Aristotle)

8. The role of architecture in the production of society (Klaske Havik,  Aureli & Agamben or Rancières)

 

These themes inspire constant rethinking in architecture so it is worth getting our ideas sharp with reference to these themes. Architecture has not lost its ground, but with the increasing fluidity of boundaries in the transformation of society and our relationship to our environment we need to adapt.

 

LITERATURE

The mandatory literature will be given you weekly. You can put this into context with the literature below:

Harry Mallgrave, Architectural Theory, An Anthology volumes 1 & 2 (2006 & 2008)

Harry Mallgrave, An introduction to Architectural Theory, 1968 to the present (2011)

A. Krista Sykes, Constructing a New Agenda: Architectural Theory 1993-2009 (2010)

Peter Buchanan, The Big Rethinking, 2012, 2013 Architectural Review

Vincent B. Canizaro Architectural Regionalism, Collected Writings on Place, Identity,

Modernity, and Tradition

Older literature, recommended

K. Michael Hays, Architecture, Theory since 1968, (1998)

Kate Nesbitt, Theorizing a New Agenda for Architecture (1996)

Neil Leach (ed.) RE-Thinking Architecture, a reader in cultural theory (1997)

 

RESULTS

The purpose of this seminar is to produce a magazine featuring these themes and finding a well-grounded position with regard to them.

 

The seminar consists of ten meetings. The first two meetings will set out the program and select the literature to be studied. After that we shall hold weekly work-presentations by the students (15 minutes) who will be asked to present summaries of the contents of two pieces of literature on the theme, One piece is the mandatory text which will be given you. The other can be selected from the above sources, or with my approval, from other more recent sources.

 

The presentation will give the main argument of the author, the premises upon which the argument is based, the context in which the discussion is thought relevant, examples in which the problem discussed is illustrated.

 

The presentation will be followed by an in-depth discussion with the literature at hand and a lecture on an affiliated theme. We shall end up with the provisional structure for a 1500 word essay featuring the two pieces of literature, a proper research question, an example to be studied and a list of possible arguments to set out the student’s own position. These ingredients will then be refined during the remaining time of the seminar and will be bundled in a magazine with the contributions of the rest of the group. Depending on the number of students we will work individually or in couples.

 

 

OBJECTIVES

By the end of this seminar students who have participated and engaged with the subject will

 

1. have improved their research skills in locating and collating information, arranging that information to underpin a series of connected arguments

2. be able to describe some of the more important themes in the current international debate upon architecture

3. Have improved their skills in analysis, critique and argumentation through the written word and the verbal presentation

 

 

 

 

 

 

 

 

 

EXAMINATION

• Essay of 1,500 words and illustrations forming part of a magazine • Participation and presentation in class.

• The ability to formulate a question and bring arguments and examples to bear upon it.

 

I shall assess and grade your essays according to four main criteria:

• completeness (has the assignment been completed according to the above specifications?)

• commitment and professionalism (has the student worked diligently and with enthusiasm?)

• perceptiveness and understanding (Is the student able to form and argue his own position relative to the material? Is the student able to describe and compare concepts from a specific standpoint? Is the student able to place that standpoint in a broader context?)

• verifiability and documentation (have enough sources been consulted and have these been properly documented according to internationally accepted standards?)

 

These general for the essay and the presentation are further specified below:

• The problem/topic is clearly introduced, that is: a) stated and b) elucidated. Re a) The statement of the problem has led to a research question that can be answered. Re: b) The problem has been subdivided into smaller subtopics which have been set out and described.

• The student has consulted the relevant literature to survey the state of the art regarding the topic.

• The cited authors are properly represented with a summary of their position relative to the subject and their arguments.

• Relevant concepts are used to elucidate and explain the writer’s position.

• Relevant examples are used to illustrate and explain the concepts used and their relevance is explained.

• A clear conclusion is given in which: the student reflects on how his essay should be positioned relative to the authors cited and the practical consequences of the position taken are set out.

 

The overall structure of the essay is effective in that it tells a complete story, that is includes all the elements itemed above. The sources used are properly documented according to academic standards (APA).

 

COMPETENCES

RESEARCH, Level 2