Curricular Unit:Code:
Project I145PJ01
1MasterArchitecture and Urbanism11 ects
Learning Period:Language of Instruction:Total Hours:
Winter SemesterPortuguese/English143
Learning Outcomes of the Curricular Unit:
The Project I discipline falls within the programmatic guidelines of the curricular units of the Scientific area of the Project and whose specificity derives from its introductory / initiatory nature in the questions of the project and of the architectural space, with the following objectives:
- The initiation to the act of thinking the architecture and the project;
- The domain of the instruments of development of the creative process and of research in the service of the intellectual mechanisms of construction of an idea and of a project;
- Establishment of work methodologies leading to the construction of an individual design process
The programmatic content aims to introduce the student in the subjects of the architectural project awakening to the need of a rationalization that confers consistency between idea and proposal, based on logic and rigor and on the pursuit of stated objectives.
Methodologies and techniques of representation:
Drawing materials and supports;
Graphical representation systems;
Line, volume and shape;
Observation drawing;
Manual chart registration
Representation techniques;
Visual communication.
Architectural space:
Contemporary man and the organization of his space;
Structure and composition - full / empty, dynamic / static, tension / balance and unity;
Internal space and outer space.
Man as scale:
The human body and its relation to space;
Measurement and metric relations;
From drawing to creative process:
Drawing as a design tool;
Three-dimensional models as a design tool;
The form - functional and conceptual dimension;
The program;
Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:
The coherence is based on the organizational matrix of all the exercises/works both practical (EP) and theoretical (ET) that transfer to the student the program content through its solving process based on the above mentioned.
Paper 1_THE CUBE
Teaching Methodologies (Including Evaluation):
With the set of exercises and individual monitoring of its execution, in the classroom, it exercises / stimulates itself:
The sharing and criticism within the collective group
Unlock of the instruments of graphic representation and communication;
The use of design in the process of construction of the project;
The use of the process as a permanent gauging mechanism;
Reading and integrating the context into the project;
The discursive rigor of the representation and conception of space;
The search / research of references.
In the theoretical-practical classes, expository, descriptive and demonstrative techniques are performed.
In the practical laboratory classes of the project, an individual and collective monitoring of the students is carried out, where the work is discussed.
The pace at which students achieve the proposed cumulative objectives is verified through a continuous evaluation process.
Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:
The cognitive capacities and motivational factors are determinant in the performance and achievement of curricular goals and metacognitive processes that coordinate cognitive abilities, so one of the fundamental principles of the discipline of Project I is that the process based on self-criticism and practice is the medium through which one reaches the project. This means that Project I exercises are devices that allow the student to build his individual process and critical autonomy. The course of Project I is founded largely on the application of the various modes of graphical representation and promotes its experimental continuity, in parallel with the deepening of formal and personal knowledge systems that allow analytical, critical and theoretical support within the understanding of architectural design discourse. The use of drawing as a development tool of the creative and research process serving the intellectual mechanisms of constructing an idea and a project is critical to the formation of the student, thereby drawing will be privileged as one of the indispensable tools for the construction of the project process.
[01] QUARONI, Ludovico, “Proyectar un Edificio: Ocho lecciones de Arquitectura”, Xarat, Madrid.
[02] CULLEN, Gorden, “Paisagem Urbana”, Edições 70, Lisboa, 1971.
[03] TAVORA, Fernando, “Da Organização do Espaço”, 2ª Ed. ESBAP, 1982.
[04] MUNARI, Bruno, Das coisas nascem coisas, Edições 70, Lisboa, 1981.
[05] BAEZA, Alberto Campo, “Pensar com as mãos” , Caleidoscópio, 2011, Lisboa.
[06] BAEZA, Alberto Campo "A ideia construída", Caleidoscópio, 2011, Lisboa.
[07] BENEVOLO, Leonardo, “Corso de Disegno”, Latterza, Bari, 1974.
[08] MENDES DA ROCHA, Paulo, “Maquetes de Papel”, Cosac Naify, S. Paulo, 2007.
[09] PALLADINO, Susan C. Piedmont, “Tools of the Imagination”, Princeton Architectural Press, New YorK, 2006.