|Geometry and Topology||145GETO|
|1||Master||Architecture and Urbanism||4 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|It is intended with this curricular unit that the student faces and uses Geometry not only as a way of understanding and representing forms and spaces, but also as an indispensable tool in the act of making and thinking Architecture.|
Since the pedagogical execution will be calculated through tests and practical exercises carried out inside and outside the class space / time, it is understood that the student naturally acquires the habit of applying the contents, methods and techniques acquired in this curricular unit and explore them as essential tools in the development of their architecture projects.
|1 - Introduction to Geometry |
1.1 - Origins of geometry;
1.2 - Geometry in Art;
1.3 - The geometry of the architecture;
1.4 - The geometry in nature;
1.5 - The fractal geometry;
1.6 - Forms of communication and distance receptors;
1.7 - The visual elements of communication: point, line, plane and color;
1.8 - Concept of horizontality, verticality and obliquity;
1.9 - Definition of perpendicularity and orthogonality;
1:10 - Relations between straight lines or line segments;
1:11 - Esquipamentos, utensils and materials for accurate drawings.
2 - Geometric Constructions
2.1 - Definition of "Geometrical Place";
2.2 - Division of a line into two equal segments: the Mediatrix;
2.3 - Division of a line into equal segments;
2.4 - Division of an angle into two equal parts: the Bisectrix;
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The semester starts with a historical introduction brief of the utilization of geometric references for the development of architectural exercises, taking as example buildings of the Ancient Egypt and the Ancient Greece periods, for that the student understand that in the act of creating and thinking architecture, there is an intrinsic association with values associated with the geometry,|
Throughout the semester, and with the development of the syllabus, this idea will be deepen, transforming into something that is becoming ever clearer to the student, through the development of practical exercises to test the adaptability of this content with the plastic architectural values.
These practical exercises, in a more objective nature, become essential so that the student earns the habit of applying the acquired content of this curricular unit, and explore it as essential tool in the development of their future work (academic and professional).
|Teaching Methodologies (Including Evaluation):|
|The “practice lessons", should be based on the orientation of the student, so that it achieves the goals of the curricular unit. The student should go exposing the follow-up of its work for the appearance of moments of critical dialog and collective reflection.|
The “theoretical lessons” should support and justify the practical lessons, through the brief exposure of the matters to be developed during the classes, for which the participation of the student is guaranteed. The knowledge and skills acquired by the student will be exposed in the graphic exhibition, written and oral, as well as in the presentation/discussion of six evaluation moments, on the dates scheduled.
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The practical component of this curricular unit is centered mainly in the process of elaboration of several practical exercises, which will have as grounded basis for its development, the theoretical contents exposed in the course of the lessons. Will be also developed some practical exams, with practical contents fundamentally, with the purpose of exposing the acquired knowledge of the various programmatic contents. The process of definition of the theoretical content of this curricular unit, as well as the adopted teaching methodologies, had in high consideration to their applicability into the exercise to do and think about architecture, being the acquired knowledge in this curricular unit fundamental in its relation/consistency with the others programmatic contents of other curricular units, as like the curricular units of Project and Drawing. That way, this adopted teaching methodology, in a context of compact classes and with the proximity teacher/student, allows students with a continuous acquisition of knowledge and skills convered in the context of the learning objectives of this curricular unit.|
| ABAJO, F. Javier Rodriguez de, (1993), “Geometria Descriptiva - Tomo 2: Sistema de planos acotados”, San Sebastian, Editorial Donostiarra SA, 11ªedição.|
 ABAJO, F., Javier Rodriguez de (1991), “Tratado de Perspectiva”, San Sebastian, Editorial Donostiarra SA.
 IZQUIERDO ASENSI, Fernando, (1980) “Geometria Descriptiva”, Madrid, Editorial Dossat, SA.
 MORAIS, José M. Simões (1999), “Desenho Técnico Básico 3”, Porto, Porto Editora, 22ª edição.
 RICA, Guilherme (2009), “Geometria Descritiva – Método do Monge”, Lisboa, Calouste Gulbenkian/Dinapress, 4ª edição.
 CARVALHO, Benjamim de A. (1985) “Desenho Geométrico”, Rio de Janeiro, Livro Técnico
 CUNHA, Luís Veiga da (1994) “Desenho Técnico”, Lisboa, Fundação Calouste Gulbenkian
 MAGUIRE, D.E., (1981) “Desenho Técnico”, São Paulo, Hemus
 FERREIRA, Patricia, (2001) “Desenho de Arquitectura”, Rio de Janeiro, Livro Técnico