master of architecture - ku leuven...integrate theory and design aims to erase the boundaries...

Master of Architecture Architecture & Sustainability

Campus Ghent

Academic year 2014-2015

Program for incoming exchange students studentsKlik en typ de auteursnaam

FACULTY OF ARCHITECTURE

CONTENT | 3

Content

Design studio aAD ............................................................................................................ 5

Design Studio uAD ............................................................................................................ 9

Architecture and Sustainability ..................................................................................... 11

Project management ....................................................................................................... 17

Building Technology - Integration ................................................................................. 19

Design Studio aAD .......................................................................................................... 22

Design Studio uAD .......................................................................................................... 25

Environmental sustainability ......................................................................................... 27

Sustainable structures ................................................................................................... 31

Zero Impact Building ...................................................................................................... 33

DESIGN STUDIO AAD | 5

Semester 1

Design studio aAD

Course code: A34217

Teacher(s): Dujardin Marc, Gantois Gisèle, Nielsen Johan, Ooms Tomas, Polack

Christophe, Van Gassen Bart

ECTS credits: 15

Course content

THEME: ATTITUDE / FRAMING:

In general: What does sustainability means and what does it mean to me? When dealing with sustainable architecture, architecture that sustains, it might be important to stress the attitude of the designer or researcher: who am I, what do I want to achieve and why, how do my actions belong to a bigger system of intervention or transformation, what is my responsibility and duty when designing or investigating? This way, coherence might become more important than parameters of innovation in architecture: how can we be coherent with a given urban context, a specific program, a specific building? Are the decisions that we make coherent with the given potential? In other words, can we rely on common sense, can we refer to "back to basics" to understand what is going on and to make decisions? Does sustainability refers to common knowledge, to wisdom that we share or have been sharing in order to produce space?

Sustainable development is about ensuring a better quality of life for everyone, now and for future generations to come. Social sustainability, like environmental sustainability, strives to take future generations into consideration, and to live with the awareness that our actions make an impact on others and the world at large.

How can we connect to the current debate on sustainability from the viewpoint of architecture within its widest possible sense?

On the one hand, the three basic pillars of sustainability (social, economic, environmental) are continuously challenged and re-visited, such as is the case with the development of a fourth pillar, namely cultural sustainability.

Key words such as ‘hybridity’, ‘resilience’, ‘trans-modern’, ‘adaptive’, ‘permanent temporality’, ‘multifold’, post-generic, ....on the other hand, allow for a more dynamic approach to research sustainability issues such as ‘urban landscape and climate change’, ‘the urban metabolism’, ‘productive space by design’ (source: IABR 2014) from the viewpoint and skills of the designer.

Designing for sustainability implicates an attitude that invites for a cross-disciplinary approach, and blurs the borders of seemingly coherent levels of design (Urban planning, urban design, landscape architecture, architecture, architecture, interior architecture and design,..)

http://www.kuleuven.be/wieiswie/en/person/00039177

6 | DESIGN STUDIO AAD

As such, the design studio is organized as a multi-stake holder project that may well interconnect academics, professionals, local governance instances and end-users. The teachers of the design studio too represent different view- and entry points related to sustainability issues based on their personal academic and/or practice-based research. A selection of ‘theoretical Approaches’ (TA) focus on universal or inclusive design, spaces for democracy, citizenship and architecture, sense and sensibility, heritage, engagement, elementary and superposition, human value of space, etc.. Each TA will be presented in a plenary session to the group and explored in more detail within the design studio of the responsible teacher.

In week 8, a number of international workshops will be organised as an integral part of the design studio both in terms of content, approach and media. This approach to integrate theory and design aims to erase the boundaries between architecture, collaboration and reflection. Unlike traditional design studios, this is not only about an end product, but a process of creating and thinking through a set of (changing) situations.

Course specific competences

- 1A1 The student has insight in different aspects of the architectural process such as context analysis, conceptualisation, problem awareness and engagement, ethics and personal imagination.

- 5A1 The student is able to develop a relevant design project out of various spatial scale levels and the dimension of time.

- 3A1 The student is able to develop a critical argumentation on the position of his/her design project within the international architectural debate.

- 5A2 The student is able to develop a research based design project. - 5A3 The student is able to develop a relevant design project out of a conceptual-

programmatic logic. - 7,1 The student is able to develop alternatives from a multidisciplinary and

intercultural perspective. - 2C1 The student is able to develop a complex cultural-theoretical analysis.

Learning activities

Project based education: a mix of colleges, lectures, seminars, international workshop, fieldwork and accompanied design project.

Representative for the 'dynamics' of the design studio, a number of didactical tools are used to inform, inspire, instruct and responsibilize the students:

Plenary college-based sessions, small group seminars and discussion rounds, poster sessions, workshops as well as individual coaching will turn the design studio into an interactive and interdisciplinary studio lab where theory and practice merge.

Course materials

Project related literature will be made available before and during the course.

DESIGN STUDIO AAD | 7

Evaluation

Type : Continuous assessment without exam during the examination period Description of evaluation : Project/Product, Presentation, Process evaluation Type of questions : Open questions Learning material : Course material No 2nd examination opportunity

Midterm evaluation per phase (various formats: ppt presentation, desk crit session, exhibition, peer review, digital delivery, online presentation, presentation on paper format, discussions). Part is group work, part (simultaneous) is individual work, to allow a coherent final individual evaluation.

Assessment method: The student gives an oral presentation of his practical design project to an evaluation team, which is composed of the studio teacher and the responsables for the theoretical component.

Remarks: If the student doesn't respect the deadline that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128). If the student due to force majeure can't attain the deadline or attend the moment of evaluation, he/she has to deliver the task in its current condition, at the moment that has been registered and communicated. The task can be delivered by a third person in exchange for a receipt or it can be sent by e-mail to the titular (photos can be sent as well). The material that has been delivered will be perceived as the current condition of the task at that moment. The student has to attend at least 80% of the contact hours. He/she has to participate

actively during the educational sessions.

DESIGN STUDIO UAD | 9

Design Studio uAD

Course code: A34173

Teacher(s): de Bethune Godelieve, Smits Roeland, Van Langenhove Bruno

ECTS credits: 15

Course content

The students learn to interpret, problematize and read an urban area. From this

problematizing there are spatial strategies developed whose impact and quality on

architectural project get tested. Students are given an area and topic but no specific site

or program. There is also a theoretical component: History and Theory.


- 5A3 The student is able to develop a relevant design project out of a conceptual-programmatic logic.

- 4A2 The student can proceed methodological in a creative design process. - 5A4 The student can design innovative. - 7,2 The student is able to expand his/her knowledge continuously and creatively. - 3C1 The student is able to critically frame and place a complex architectural

design. - 4A4 The student is able to integrate visual and graphical competencies in the

research process.

Learning activities

Practical exercises in function to form a theoretical framework (e.g. lectures, seminars ...),

to accelerate the design process (e.g. workshops, lodge work ...) a critical reflection on

the design (e.g. interim presentations, discussions ...), the development of spatial

concepts (e.g. permanent guidance, guest lecturers ...), communicating ideas and

strategies (test presentations, consults ...), ...

10 | DESIGN STUDIO UAD

Course materials

There will be a bibliography put online at the start of the course.

Evaluation

Type : Permanent evaluation without mid-term during the mid-term period Evaluation form : Design/Product, Process evaluation No second examination opportunity

Evaluation Methods: The workshop team assesses the design. The workshop team assesses the outcome during an oral presentation. The workshop team may be assisted by external parties.

If the student doesn't respect the deadline(s) that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128).

If the student cannot attain the deadline or attend the moment of evaluation or presentation, he/she has to deliver the task in the current condition, at the moment that was agreed. The task can be delivered by a third person in exchange for a receipt or it can be sent by email to the mentor.

The student has to attend at least 80% of the "contact hours". He or she should participate actively during all sessions.

Level of attendance and active participation in the studio is part of the general evaluation.

ARCHITECTURE AND SUSTAINABILITY| 11

Architecture and Sustainability

Course code: A34284

Teacher(s): Sadiq Asiya

ECTS credits: 5

Course content

Theory and Seminars

AIMS AND OBJECTIVES

The main aim of the course is to prepare the students to think critically about sustainability, as it relates to architectural theory and practice, while developing the capacity for generating new sustainability concepts from an architectural perspective, both in the design studio and later in professional practice.

The course considers sustainability not as a static notion or a fixed ideal or a set of principles / attributes that can be simply added onto a conventional design process at any scale. But, rather the premise of this course is that, sustainability is a dynamic conceptual framework which must be redefined and reassessed with each new design process and project. This requires knowledge and insight into the evolving sustainability discourse [historical to current,] and the skills and capacity for critical reflection upon them. The former involves building an understanding of the reasons of the discourse theory of sustainable design as well as current trends / practices and future trajectories at multiple scale levels. The later implies the development of critical thinking skills in an environment of shared learning through reading, analysis and research by design.

The focus remains on the evolving sustainability discourse in relation to architectural design thinking and the proliferating paradigmatic shifts championed in this regard. The course aims to be a mix of; lectures, seminars, case study analysis and field visits; based on which a critical reflection paper and some workshop type group interactive assignments will be organized. The students will be exposed to a wide range of; theories, concepts, principles, approaches, strategies and projects with an aim to sensitize and encourage individual approach to dealing with issues of sustainability in architectural practice. Highlighting the competing logics of a range of concepts that render sustainable architecture increasingly as a contested practice, the course aims at inspiring students to think critically and imaginatively.

Thus, overall, the course aims to work towards appraising and extending the architectural discourse of the sustainability paradigm, expecting to generate innovative thinking and ideas in the students while in the studio and later in professional practice. Keeping in view the above mentioned aim of the course, the specific objectives and desired outcomes of the course are that, each student will develop.

CONTENTS

The theory course is structured into 02 parts and complimented by 02 parts in the seminar course maig11 Architecture & sustainability:

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Part One - Lectures: Multimedia lecture sessions will be framed by a discourse on the three pronged (social, economic and environmental) approach of sustainability and its expression in sustainable architecture.

Part two – A Final 02 hour written exam for final individual assessment. All activities done in the theory and seminar components of maig11 Architecture & sustainability class will be graded both as a group work and individual. However, to sum up an individualized assessment session will be held in the form of a 02 hour long written reflection on given themes by the tutors.

DESCRIPTION OF CONTENTS

Part One comprises lectures and presentations, outlining the broader concept of sustainable development and the centrality of its three dimensions [social, environmental and economic] to the students. The students will be exposed to a wide range of theories, concepts, principles, approaches, strategies and projects with an aim to sensitize and encourage individual approach to dealing with issues of sustainability in architectural practice. These will be interactive and student centered sessions where participation will be a main factor.

Part Two The purpose of the 500 words (excluding graphics) final written reflection done in class will be based on the understanding of the overall course contents (Part One to Three) and a personal reflection on it. This is to make an assessment regarding personal critical thinking and communication skills and the absorption and reflection of ideas by means of a correct language net and correct communication skills (written and otherwise) showing a proficiency in terms, concepts, strategies and pivotal themes of sustainability.


The main aim of the course is to prepare the students to think critically about sustainability, as it relates to architectural theory and practice, while developing the capacity for generating new sustainability concepts from an architectural perspective, both in the design studio and later in professional practice. The course views sustainability not as a static notion or a fixed ideal or a set of principles / attributes that can be simply added onto a conventional design process at any scale. But, rather the premise of this course is that, sustainability is a dynamic conceptual framework which must be redefined and reassessed with each new design process and project. This requires knowledge and insight into the evolving sustainability discourse [historical to current,] and the skills and capacity for critical reflection upon them. The former involves building an understanding of the history and theory of sustainable design as well as current trends / practices and future trajectories at multiple scale levels. The later implies the development of critical thinking skills in an environment of shared learning through reading, analysis and research by design.

The focus remains on the evolving sustainability discourse in relation to architectural design thinking and the proliferating paradigmatic shifts championed in this regard. The course aims to be a mix of; lectures, seminars, case study analysis and field visits; based on which a critical reflection paper and some workshop type group interactive assignments will be organized. The students will be exposed to a wide range of; theories, concepts, principles, approaches, strategies and projects with an aim to sensitize and encourage individual approach to dealing with issues of sustainability in architectural practice. Highlighting the competing logics of a range of concepts that render sustainable


architecture increasingly as a contested practice, the course aims at inspiring students to think critically and imaginatively.

Thus, overall, the course aims to work towards appraising and extending the architectural discourse of the sustainability paradigm, expecting to generate innovative thinking and ideas in the students while in the studio and later in professional practice. Keeping in view the above mentioned aim of the course, the specific objectives and desired outcomes of the course are that, each student will develop;

- A Critical Thinking for Sustainable Architectural Design - A Sensitization to global and local sustainability issues and commitments;

inspiring personal professional ethics in architectural practice - An understanding for Context, Realities and Utopia and be able to Analyze and

apply it in Concept-forming and Personal Design Innovation - A Multi-Pronged approach to Sustainable Designing; including Economics,

Ecology, Space and Culture. Understanding the various spatial, socio-cultural and ecological and economic design scale levels

- The Skills for Sensing Data, which is an important ability to co-relate Intuition, theoretical knowledge and On Site Data both ( Quantitative and Qualitative)

- A Ethical and Professional Stance and be able to take up a theoretical and express it in design, verbally and in writing

- Communication Skills which are the correct Verbal, Graphic and Written Representation of their Ideas.

- Idiom and Syntax with a Proficiency in the terms, concepts, strategies and pivotal themes of sustainability to communicate with all stakeholders.

Learning activities

The course activities are organized in five complimentary components:

- Lectures; - Assignments [reading, graphic illustration, case-study & synthesis]; - Guest lectures; - Class / group presentation and discussions; and - Final paper and Multimedia presentation [3,000 words, format to be specified].

The lectures and reading assignment acquaint the students with the ongoing debates in sustainability. Other assignments allow deepening insights and exploring the implications – critical reflections - of the topics considered in the lectures. The guest lectures provide expert insights in specific topics. The class / group discussion builds-up and stimulates critical reflections in a collective spirit. The final paper are designed to unfold a sustainability concept / strategy through an in-depth understanding and analysis of one or more topics. The overarching focus will be to encourage synthesis of the course activities and material, develop capacity for critical reflections, and challenge students to pursue generating [alternative] sustainability concepts and strategies from an architectural perspective for implementation in their current and future endeavors.

Course materials

The course material consists of three sources: lecture presentations; articles and literature references; web-based documentation. These sources [see course schedule]

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are organised per topic / session, updated before each session, and placed on Toledo intranet for student's reference. A further distinction among sources is made as 'required or obligatory study material' and 'recommended sources'.

Required or obligatory study materials:

All lecture presentations and texts issued with assignments are compulsory study material.

Recommended sources:

- Andres R. Edwards. Sustainability Revolution: Portrait of a Paradigm Shift [Gabriola, Canada: New Society Publishers, 2009].

- Dominique Gauzin-Müller, Sustainable architecture and urbanism – Concepts, Technologies, Examples [Basel: Birkhäuser, 2002].

- Hagan, S. 2001, Taking shape: a new contract between architecture and nature, Architectural Press, Oxford; Boston.

- James Steele. Ecological Architecture: A Critical History. London: Thames & Hudson, 2005.

- Janis Birkeland (2012): Design Blindness in Sustainable Development: From Closed to Open Systems Design Thinking, Journal of Urban Design, vol. 17, no. 2, pp. 163-187.

- John Farmer, Green Shift: Towards a Green Sensibility in Architecture [Boston: Architectural Press, 1999].

- Johnson, Bart R and Christina Hill (eds). 2002. Ecology and Design: Frameworks for Learning. Washington DC: Island Press

- Journal Speical Issues: Journal of Architectural Education, Sustainability [2007, Vol. 60, Number 4]; Topos Magazine, Sustainability [2010, No. 70].

- Ken Yeang, Ecodesign: A Manual for Ecological Design [Chichester, UK: Wiley, 2006].

- Mark Jarzombek, 2003, "Sustainability, Architecture, and "Nature"," Thresholds 26, pp. 54-56.

- Michael Hensel, Achim Menges (eds.), Emergent Technologies and Design: Towards a Biological Paradigm for Architecture [London: Routledge, 2010].

- Mohsen Mostafavi and Doherty Gareth (eds.), Ecological Urbanism [Harvard University, GSD: Lars Muller Publishers, 2010].

- Panayiota Pyla, 2008, "Counter-Histories of Sustainability," Volume 18, pp. 14-17.

- Paul Appleby, Integrated Sustainable Design of Buildings [London: Earthscan, 2011].

- Peter Buchanan, 2005, Ten shades of green: architecture and the natural world, Architectural League of New York: W.W. Norton, 128 p. [see http://www.tenshadesofgreen.org/]

- Peter Buchanan (2012): The Big Rethink, Architectural Review, vol. 231, no. 1379, pp. 67-77.

- Simon Guy and Graham Farmer, 2001, "Reinterpreting sustainable architecture: the place of technology", Journal of architectural education, vol. 54, no. 3, pp. 140-148.

- Simon Guy and Steven A. Moore. Sustainable Architectures: Natures and Cultures in Europe and North America (London: Routledge/ Spon, 2005).

- Simon Guy (2010): Pragmatic ecologies: situating sustainable building, Architectural Science Review, vol. 53, no. 1, pp. 21-28.

- Simon Guy and Graham Farmer, Reinterpreting Sustainable Architecture: Theories, Discourses, Practices [London: Routledge, 2010].

- Sim Van de Ryn & Stuart Cowan, Ecological Design, Washington, D.C.: Island Press, 1996.

http://www.tenshadesofgreen.org/


- T. Williamson, A. Radford, & H. Bennetts, 2003, Understanding sustainable architecture, Spon Press, London; New York, pp. 1-17.

- William McDonough and Michael Braungart, 1998 (October), "The Next Industrial Revolution," Atlantic Monthly, pp. 82-92.

- William McDonough and Michael Braungart, Cradle to Cradle: Remaking the Way We Make Things, North Point Press, 2002.

Evaluation

EVALUATION AND ASSESSMENT for maig11 Architecture & sustainability (Theory and Seminar)

Part One: individual attendance and participation in lectures = 30%

(This includes; attendance, active participation, intellectual critical attitude towards contents and an effort to develop and express communication skills)

Part Two: individual performance in class work sessions = 30%

(This includes; attendance, active participation, enthusiasm and contribution towards the subject, peer review and communication skills)

Part Three: individual performance in group research on critical reflection themes = 25%

(This includes: attendance, active group participation, adherence to deadlines, data and analysis quality, peer review, overall effort and communication skills)

Part Four: individual performance in final written reflection = 15%

(This includes: attendance, active group participation, adherence to deadlines, data and analysis quality, peer review, overall effort and communication skills)

In all parts an equal emphasis will be laid on correct written, verbal and graphical , illustration of key concepts, strategies and analysis, developing necessary skills and deepening the insights into architecture and sustainability relationships.

Part One = 30% Part Two = 30% Part Three = 25% Part Four = 15% Total = 100%

* Assignments which are group work will also be graded at an individual level. List of groups will be made in class. A detailed description will be provided for each assignment on the date of its issue.

Active participation

Active Participation in class, group discussions and presentations are highly valued and encouraged. This will be assessed through attendance, participation, and peer review. For group work, feedback by each group member on the input/ output ratios.

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Minimal attendance of 75% of the lessons is required to take part in the assignments / exam

Assessment method second exam opportunity:

Students write an article [5,000 words] on a given topic, submit it and appear for a presentation

PROJECT MANAGEMENT| 17

Project management

Course code: A31669

Teacher(s): Rutgeerts Johan, Boussemaere Nele

ECTS credits: 5

Course content

Business management - dynamic business plan - environmental analysis, marketing plan, organizational and financial plan of building actors and the projects they're involved in.

Management and entrepreneurship - company structures and culture - activating entrepreneurship - the inner circle principle - creative and ethical entrepreneurship.


- 2C1 The student is able to develop a complex cultural-theoretical analysis. - 2C2 The student is able to gather and compare cultural-theoretical information

from a wide range of international sources, focusing on their practical application. for practical applicability, from a wide range of international sources.

- 3C1 The student is able to critically frame and place a complex architectural design.

- 3C2 The student is able to reflect on contemporary and innovative architectural-theoretical perspectives.

- 3A2 The student is able to develop a critical argumentation on the dynamic relation between theory and practice.

- 2B2 The student is able to analyse professional, economic and judicial mechanism in practical cases.

- 1B3 The student has insight in basic principles of deontology. - 1B4 The student has insight in administrative procedures, relevant to

architectural practice.

Contribution to generic competences: An advanced understanding of and insight into the knowledge specific to a particular field in science or the arts, having an insight into the latest knowledge in the field or parts of it, able to keep up with and interpret the way the formation of theory is moving, able to make an original contribution to the knowledge in one or more parts of the discipline and the possession of skills specific to the discipline such as design, research, analysis, diagnosis, etc.

Learning activities

Lectures supported by PowerPoint presentations, discussion groups and guided case

study work.

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Course materials


- Course comparative studies in business management by Nele Boussemaere

- Book: Good to Great by Jim Collins.

Evaluation

Type : Partial or continuous assessment with (final) exam during the examination period.

written examination (50%)

written paper on case study (50%). If the student doesn't respect the deadline that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128).

BUILDING TECHNOLOGY - INTEGRATION| 19

Building Technology - Integration

Course code: A31670

Teacher(s): Jaspaert Dirk, De Backer Rudi, De Bruycker Sandy, Depre Bruno, Geens

Erik, Lints Patrick, Nielsen Johan, da Conceicao Johan

ECTS credits: 5

Course content

Introduction sessions to building technology (including rules of thumb and concepts for

structural design, indoor air quality, thermal comfort, building energy uses, construction

techniques and architectural detailing).

The major part is a technical design-studio where small teams (2 to 3 persons from a

different nationality) elaborate an earlier design-studio project towards a ‘realizable’

building. The aim of this technical design studio is to keep the initial architectural

concepts, but to RE-DESIGN the project considering building physics (orientation,

cold/heat, comfort, tightness…), structure, implementation of technical installations,

evacuation. Important goal is to develop: problem-solving attitudes towards the building

technology problematic, systematic research competences on different building solutions

and the ability to integrate building technological aspects in the architectural design

process.

Special attention is given to: the technically correct drawings, the quest for optimized

structural schemes and estimated dimensions (+ the calculation of some elements with

FEM-software), elaboration of concepts, routings and dimensions of major technical

installations, detailing of important construction elements (while avoiding ‘trivial’

solutions), fine-tuning and integration of the different aspects (architectural ‘picture’ and

different technological requirements), aspects of buildable and sustainable architecture..


- 1A1 The student has insight in different aspects of the architectural process such

as context analysis, conceptualisation, problem awareness and engagement,

ethics and personal imagination.

- 4A1 The student is able to act methodologically throughout the designing process

in an independent manner.

- 5A3 The student is able to develop a relevant design project out of a conceptual-

programmatic logic.

- 7,1 The student is able to develop alternatives from a multidisciplinary and

intercultural perspective.

- 2C2 The student is able to gather and compare cultural-theoretical information

from a wide range of international sources, focusing on their practical

application. for practical applicability, from a wide range of international sources.

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- 4C1 The student is able to assess the methodological limits of a design strategy.

- 6A2 The student is able to communicate his/her research to a wide range of

stakeholders (international, transdisciplinary,…).

- 6A1 The student is able to communicate his/her research from a artistic-

architectural perspective in a visual and verbal way .

- 4A4 The student is able to integrate visual and graphical competencies in the

research process.

- 4B1 The student is able to develop a constructional design strategy for a complex

case.

- 4B2 The student is able to develop a relevant design, taking into account quality

of comfort and sustainability.

- 1B1 The student has advanced insight in fundamental structural differentiations.

- 4B3 The student is able to develop a relevant design, taking into account fire

safety, acoustics and other factors in constructional physics.

- 2B1 The student is able to think in a problem-solving manner, related to building

technology.

Contribution to the generic competences:

A command of general scientific skills at an advanced level, such as the ability to use

methods and techniques in research, to plan research, to apply paradigms in the fields of

science and the arts, and to indicate the boundaries of paradigms, the ability to be

original and creative with the aim of continually expanding knowledge and insight and

being able to cooperate in a multidisciplinary environment;

An advanced understanding of and insight into the knowledge specific to a particular field

in science or the arts, having an insight into the latest knowledge in the field or parts of it,

able to keep up with and interpret the way the formation of theory is moving, able to make

an original contribution to the knowledge in one or more parts of the discipline and the

possession of skills specific to the discipline such as design, research, analysis,

diagnosis, etc.;

Learning activities

Lectures, technical design studio.

Course materials


- Lecture notes / formularium / tools made available on Toledo.


- Deplazes A. (ed.), Constructing Architecture: Materials, Processes, Structures -

Birkhauser, Basel (2005).

BUILDING TECHNOLOGY - INTEGRATION| 21

- Nikolas Davies and Erkki Jokiniemi, "Dictionary of Architecture and Building

Construction", Archictural Press, 2008,

- Sandy Halliday, "Sustainable Construction", Butterworth-Heinemann, 2008

- Engel Heino, Structure Systems, Hatje Cantz (1981->2007).

Evaluation

- Continuous assessment based on pro-active participation of scheduled activities. - Final workbook and oral presentation /discussion.

Second exam opportunity: individual workbook, studio work and oral presentation.

If the student doesn't respect the deadline that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128).

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Semester 2

Design Studio aAD

Course code: A34218

Teacher(s): Goes Wim, Ag-Ukrikul Chotima, Bekemans Laurens, Paesbrugghe

Christopher, Pferdmenges Petra, Sadiq Asiya

ECTS credits: 15

Course content

Reading: Reframing Sustainability

The studio focusses on the design of a sustainable relation between people and nature, consciously dealing with the characteristics of the environment and its given resources.

The student is invited to investigate the meaning of a place in order to dig deeper into the relation between context and content. A conscious reading of a chosen location will reveal contemporary socio-economic and cultural changes and challenges. This will generate a further understanding of how architectural spaces and their use try to respond to this.

Sustainable architecture refers to the ability to interpret and reinterpret a program, a site, a neighborhood or a city with a committed attitude that strives for depth, empathy and awareness. A sustainable approach demands reframing a question, rethinking relationships, focusing on dislocation, displacement or exchange, rather than growing or adding.

This intensive process is characterized by both intuitive an rational research. Exact data is put next to generating possibilities. By linking these two, conscious insight can grow. A comprehensive way of thinking is provoked as elements are always viewed in relation to each other. The first step in the reframing process can be obtained by including different viewpoints and using a variety of focusses for the further development of an integrated vision.

The assignment of the studio does not impose a design location or program to its participants. The research outcomes, choices and consequences present to the student an increased awareness of how a profound exploration can lead to the design of an sustainable relation between people and nature. The actual result of the studio is therefore the process itself as well as its outcome leading to a conscious and contextual project.

DESIGN STUDIO AAD| 23




- 7,2 The student is able to expand his/her knowledge continuously and creatively. - 2C1 The student is able to develop a complex cultural-theoretical analysis. - 2C2 The student is able to gather and compare cultural-theoretical information


- 7,3 The student is able to think and act interculturally. - 4B1 The student is able to develop a constructional design strategy for a complex

case.

The student is able to assimilate and integrate in critical way information through research and study in a way to act in a methodological, explorative and creative way in his architectural design in the design studio. De student can interpret his personal frame of references in relation to architecture. He/she is able to develop an architectural project in which he/she integrates the different aspects of sustainable development.

Learning activities

Project based education: a mix of colleges, lectures, seminars, international workshop,

fieldwork and accompanied design project.

Course materials

Project related literature will be made available before and during the course.

Basic references :

- Baumschlager-Eberle 2002-2007, isbn 978-3-211-71468-3 - Thinking Architecture, Peter Zumthor, Birkhauser 2010, isbn 978-3-0346-0585-4 - The other architect, Barcelona : Egedsa, 2004, isbn 84-252-1557-9 - J.E. Gordon, Structures : Or Why Things Don't Fall Down, Da Capo Press - Cecil Balmond with Jannussi Smith, Informal, Prestel

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Evaluation

Type : Permanente evaluatie zonder examen tijdens de examenperiode Description of evaluation : Project/Product, Process evaluation No 2nd examination attempt

Assessment method:

Midterm evaluation per phase (various formats : ppt presentation, desk crit session, exhibition, peer review, digital delivery, online presentation, presentation on paper format, discussions). Part is group work, part (simultaneous) is individual work, to allow a coherent final individual evaluation. End presentation: The student gives an oral presentation of his/her (or group) practical design project to an evaluation team, which is composed of the studio teacher and the responsables for the theoretical component.

Remarks:

If the student doesn't respect the deadline that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128). If the student due to force majeure can't attain the deadline or attend the moment of evaluation, he/she has to deliver the task in its current condition, at the moment that has been registered and communicated. The task can be delivered by a third person in exchange for a receipt or it can be sent by e-mail to the titular (photos can be sent as well). The material that has been delivered will be perceived as the current condition of the task at that moment. The student has to attend at least 80% of the contact hours. He/she has to participate actively during the educational sessions.

DESIGN STUDIO UAD| 25

Design Studio uAD

Course code: A34176

Teacher(s): Van Daele Erik, Belderbos Marc, Gheysen Maarten, Oers Wim, Schreurs

Jan, Van Gassen Bart

ECTS credits: 15

Course content

Students explore the importance and the spatial structuring ability of larger areas in the urban environment and how buildings support this. As instrument the urban design will be used. The urban design is the UAD instrument an instrument that operates between architecture and urbanism. Ideally, Architectural design is a means to explore spatial and social possibilities of land. Students receive a specific field, the program they determine, based on the characteristics of the terrain within the city. Theoretical component: History and Theory.




- 4A3 The student can formulate their own research or strategy project. - 5C1 The student can generate a relevant design from a complex cultural and

social analysis. - 6A1 The student is able to communicate his/her research from an artistic-

architectural perspective in a visual and verbal way .

Learning activities

Practical exercises in function to form a theoretical framework (eg lectures, seminars ...),

to accelerate the design process (eg workshops, lodge work ...) a critical reflection on the

design (eg interim presentations, discussions ...), the development of spatial concepts (eg

permanent guidance, guest lecturers ...), communicating ideas and strategies (test

presentations, consults ...), ...

BIJLAGEN | 26

Course materials

There will be a bibliography put online at the start of the course.

Evaluation

Type : Permanent evaluation without mid-term during the mid-term period Evaluation form : Design/Product, Process evaluation No second examination opportunity

Evaluation Methods: The workshop team assesses the design. The workshop team assesses the outcome during an oral presentation. The workshop team may be assisted by external parties.

If the student doesn't respect the deadline(s) that was registered and communicated unambiguously, the task will be considered as non-delivered. The student will receive a NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task that must be delivered. As prescribed, every task has to be delivered towards the examiner, either personally, either by TOLEDO (OER 2013-2014, article 128).

If the student cannot attain the deadline or attend the moment of evaluation or presentation, he/she has to deliver the task in the current condition, at the moment that was agreed. The task can be delivered by a third person in exchange for a receipt or it can be sent by email to the mentor.

The student has to attend at least 80% of the "contact hours". He or she should participate actively during all sessions.

Level of attendance and active participation in the studio is part of the general evaluation.

ENVIRONMENTAL SUSTAINABILITY| 27

Environmental sustainability

Course code: A31672

Teacher(s): Rombaut Erik

ECTS credits: 5

Course content

Three parts of this course are.

1. Ecology science. Main concepts and basic scientific approach 2. Ecologically sound urban planning. 3. Ecologically sound rural planning.

The following main concepts which are developed: Ecology, urban and rural ecology, ecosystems, energy flux within ecosystems. Ecopolis concept of Tjallingii (1996): flows, areas, actors. Ecological footprint, sustainability, triple P approach, Abiotic ecological conditions, Tolerance law of Shelford, Biogeography, distribution of plants and animals in relation to ecological conditions.

Gradient, Anthropogenic dynamics, indication value, bio-indicators. Dominant and weak ecological conditions, relations with urban and rural planning. Biotic ecological conditions. Competitive exclusion (Gause), population dynamics, Process and pattern. Temporal aspects: natural succession and degradation. Coastal dunes and planning aspects. Biological evaluation map of Belgium. Horizontal ecological relations versus CIAM planning.

Headlines applied ecology in rural and urban context: District heating and cooling (case study Denmark). The lobe city. Landscaping with ecological infrastructure. Relation with erosion and flooding in Europe: case study Slowakia and Portugal. Water footprint. Integral water management in urban and rural context. Wadi's. European legislation: frame directive water, flooding directive. Relation with global climate change. Small and large water cycles. The public-private gradient in green areas, between and within buildings in eco cities and ecovillages. cases Western Harbour Malmö (S) and industrial symbiosis (Kalundborg, DK). Planning in compartments' model (Odum), Island theory (Mc Arthur). The Flemish ecological network, blue green networks in Europe, Natura 2000, Restoring urban and rural biodiversity. European Agriculture policy, relation with world trade organisation, rural development in Europe, North-South discussions. Judging and generating environmental sustainable urbanism and architecture, techniques of ecologically sound design (water, energy, mobility, materials- cradle to cradle).

Excursion & assignment.

Synthesis: ecosystem services theory. Study trip: Eco quarter EVA Lanxmeer (Culemborg) and bike based city planning in Houten, The Netherlands. Paper.

BIJLAGEN | 28

Guided visit of the ecoquarter EVA LAnxmeer. Guided bike tour in the municipality of Houten, analysing bike-based city building.




- 3A1 The student is able to develop a critical argumentation on the position of his/her design project within the international architectual debate.

- 5A2 The student is able to develop a research based design project. - 2C1 The student is able to develop a complex cultural-theoretical analysis. - 2C2 The student is able to gather and compare cultural-theoretical information



- 6C1 The student is able to explicitate a contemporary point of view out of a cultural-historical rhetoric within the disciplin.

- 6A2 The student is able to communicate his/her research to a wide range of stakeholders (international, transdisciplinary,…).


Contribution to the generic competences:

The student develops the ability to recognise, to evaluate critically and to apply key concepts within the topic of sustainability, and more specific environmental sustainability. The student develops the ability to analyse, set up and develop an ecologically sound design process, with an emphasis on 'water neutral', 'carbon neutral', and 'cradle to cradle' design, integrated within an urban development (green structures, mobility effect report, urban form, green building assessment tools, ecopolis assessment tools, lobe city, urban densities …).

Learning activities

- Lectures - Study trip (with paper)

The paper (max. 5 pages) is based on a personal report of the study trip to the Netherlands.

In this paper the students analyse the theoretical approach during the theoretical lectures and make a confrontation of these theoretical insights, with the practice in the ecoquarter EVALanxmeer in Culemborg and the bike city of Houten.

The paper is a written report of that process and is delivered during the exam.

ENVIRONMENTAL SUSTAINABILITY| 29

In the morning we will visit the ecoquarter EVALanxmeer in the municipality of Culemborg (The Netherlands, http://www.eva-lanxmeer.nl/docs/locatie.html ; http://www.youtube.com/watch?v=gXZKYdi4A_g ) In the afternoon we will visit the municipality of Houten, an international recognised example of bike-based city designing (The Netherlands , https://www.houten.nl/over-gemeente-houten/projecten/internationale-samenwerking/internationale-promotie-fietsstad-houten/ ; http://www.fietsstad2008.nl/ ; http://www.youtube.com/watch?gl=BE&feature=related&v=pdG1_OEEkg4). Bike tour in this city.

Course materials

Required or obligatory study materials: Project related literature will be made available before and during the course, and will be distributed through the TOLEDO- digital learning platform.


- TJALLINGII, S. 1996. Ecological conditions. Strategies and structures in environmental planning. IBN Scientific contributions 2. Wageningen, IBN-DLO. 320 PP. ill. ISBN 90-801112-3-6.

- ADRIAENS, F et al., 2005. Duurzame stedenbouw, perspectieven en voorbeelden. 176 pp. Ill. Uitgeverij Blauwdruk Wageningen, ISBN 90-75271-19-4. Also available in english: Sustainable urban design. Perspectives and examples.

- ROMBAUT, E. 2011. Ecological principles and guidelines for sustainable urban planning.case: Urban gardens: can they contribute to local biodiversity within blue-green urban networks?Chapter in the book: DEWAELHEYNS, BOMANS, GULINCK, 2011. Eds. The Powerful Garden": "Emerging views on the garden complex": 137-151. ISBN 978-890-441-2733-1 Publisher Garant in cooperation with KULeuven.

- Betsil Michele, Cities and Climate Change: Urban Sustainability and Global Environmental Governance (Routledge Studies in Physical Geography and Environment), Routledge, 2005, ISBN-10: 0415359163 - Beatley Timothy, Green Urbanism: Learning from European Cities, Island Press, 1999, ISBN-13: 978-1559636827 –

- Wheeler Stephen, Sustainable Urban Development Reader (Routledge Urban Reader Series), Routledge, 2008, ISBN-13: 978-0415453820 –

- Downton Paul, Ecopolis: Architecture and Cities for a Changing Climate (Future City), Springer, 2009, ISBN-13: 978-1402096372

Evaluation

Type : Exam during the examination period Description of evaluation : Written

Assessment method:

- Written examination of the comprehension and application of the course (70 %).

BIJLAGEN | 30

- Paper (personal report) on the international study trip ( 30 %).

Second exam opportunity: The assessment method of the second exam opportunity is

identical to the first one.

Remarks:

If the student doesn't respect the deadline that was registered and communicated

unambiguously, the task will be considered as non-delivered. The student will receive a

NA (niet afgelegd/not participated) for this (sub)task. This rule involves any kind of task

that must be delivered. As prescribed, every task has to be delivered towards the

examiner, either personally, either by TOLEDO (OER 2013-2014, article 128).

If the student due to force majeure can't attain the deadline or attend the moment of

evaluation, he/she has to deliver the task in its current condition, at the moment that has

been registered and communicated. The task can be delivered by a third person in

exchange for a receipt or it can be sent by e-mail to the titular (photos can be sent as

well). The material that has been delivered will be perceived as the current condition of

the task at that moment.

SUSTAINABLE STRUCTURES| 31

Sustainable structures

Course code: A31673

Teacher(s): Luyten Laurens, Lints Patrick

ECTS credits: 5

Course content

The course broadly consists of two main parts: First a critical assessment of the behaviour, in terms of sustainability and energetic performance, of existing and known building types. Unavoidable conflicting situations stemming from the coupling of chosen building materials and their respective thermal capacity and inertia are analyzed in depth. Coupled with this the question of availability of energy in the future is equally addressed. At the same time the availability of materials is analyzed, evaluating each material’s potential starting from a comparative analysis of a full product cycle. The second part tries, starting from conclusions derived in the first part, to include the new set of requirements in an altogether new type of building, reactive at first, instead of being merely a passive response, and ultimately interactive with its environment in all of its climatic and energetic aspects. A large number of selected cases, where hints of that future building type can be identified, is analyzed and compared.



- 4A1 The student is able to act methodologically throughout the designing process in an independent manner.


- 7,1 The student is able to develop alternatives from a multidisciplinary and intercultural perspective.

- 2C2 The student is able to gather and compare cultural-theoretical information from a wide range of international sources, focusing on their practical application. for practical applicability, from a wide range of international sources.

- 4C1 The student is able to assess the methodological limits of a design strategy. - 6A2 The student is able to communicate his/her research to a wide range of

stakeholders (international, transdisciplinary,…). - 6A1 The student is able to communicate his/her research from a artistic-

architectural perspective in a visual and verbal way . - 4A4 The student is able to integrate visual and graphical competencies in the

research process. - 4B1 The student is able to develop a constructional design strategy for a complex

case.

BIJLAGEN | 32

- 4B2 The student is able to develop a relevant design, taking into account quality of comfort and sustainability.

- 1B1 The student has advanced insight in fundamental structural differentiations. - 4B3 The student is able to develop a relevant design, taking into account fire

safety, acoustics and other factors in constructional physics. - 2B1 The student is able to think in a problem-solving manner, related to building

technology.

Contribution to the generic competences: An advanced understanding of and insight into the knowledge specific to a particular field in science or the arts, having an insight into the latest knowledge in the field or parts of it, able to keep up with and interpret the way the formation of theory is moving, able to make an original contribution to the knowledge in one or more parts of the discipline and the possession of skills specific to the discipline such as design, research, analysis, diagnosis, etc.

Learning activities

Lectures and (design-)work seminars.

Course materials

Required or obligatory study materials: Lecture notes / formularium / tools made available on Toledo and on CD

Evaluation

- Continuous assessment based on pro-active participation of scheduled activities. - Final workbook (+ presentation).


ZERO IMPACT BUILDING| 33

Zero Impact Building

Course code: A31674

Teacher(s): Moenssens Nelly, Back Ignaas, Burm Leslie, De Bruycker Sandy,

Eeckhout Luc

ECTS credits: 5

Course content

The building sector is identified as providing the largest potential for CO2 reduction and through the development of passive and zero emission building concepts, this potential can be achieved.

In lectures and studio-work sessions the design of Low Energy, Passive, Zero Emission and Autartic buildings will be developed. Including analysis and prediction methods & concepts.

Design of a small ZEB-project. The output must be proved with adequate tools (PHPP,...).

Main criteria for the design are:

- Sustainable concept - Smart Building - Low technic - Zero Impact


- 4A1 The student is able to act methodologically throughout the designing process in an independent manner.


- 7,1 The student is able to develop alternatives from a multidisciplinary and intercultural perspective.

- 2C2 The student is able to gather and compare cultural-theoretical information from a wide range of international sources, focusing on their practical application. for practical applicability, from a wide range of international sources.


- 3C2 The student is able to reflect on contemporary and innovative architectural-theoretical perspectives.

- 6A2 The student is able to communicate his/her research to a wide range of stakeholders (international, transdisciplinary,…).


BIJLAGEN | 34

- 4B1 The student is able to develop a constructional design strategy for a complex case.

- 4B2 The student is able to develop a relevant design, taking into account quality of comfort and sustainability.

- 2B1 The student is able to think in a problem-solving manner, related to building technology.

Contribution to the generic competences: An advanced understanding of and insight into the knowledge specific to a particular field in science or the arts, having an insight into the latest knowledge in the field or parts of it, able to keep up with and interpret the way the formation of theory is moving, able to make an original contribution to the knowledge in one or more parts of the discipline and the possession of skills specific to the discipline such as design, research, analysis, diagnosis, etc.; Either a command of the skills necessary to be able to carry out independent scientific research or the independent practices of the arts at the level of a novice researcher or artist, or a command of the general and specific professionally-oriented skills needed for the independent application of scientific or artistic knowledge at the level of a novice in the profession.

Learning activities

Lectures and (design-)work seminars, study-visits and self-study.

Course materials


- Lecture notes / formularium / tools (PHPP,...software) made available on Toledo.


- Michael Bauer, Peter Mösle and Michael Schwarz, ""Green Building – Guidebook for Sustainable Architecture"", Springer Verlag Berlin, 2010

- Meg Calkins, "Materials for Sustainable Sites", John Wiley, 2009 - Sandy Halliday, "Sustainable Construction", Butterworth-Heinemann, 2008 - Ursula Eicker, "Low Energy Cooling for Sustainable Building, John Wiley, 2009 - Paloa Sassi, "Strategies for Sustainable Architecture", Taylor & Francis, 2006

ZERO IMPACT BUILDING| 35

Evaluation

Type : Partial or continuous assessment with (final) exam during the examination period Description of evaluation : Presentation, Paper/Project Type of questions : Open questions

- Continuous assessment based on pro-active participation of scheduled activities. - Final workbook (+ presentation).


FACULTEIT ARCHITECTUUR CAMPUS SINT-LUCAS

Paleizenstraat 65-67, 1030 Brussel, België Hoogstraat 51, 9000 Gent, België

tel. + 32 2 242 00 00 - fax + 32 2 245 14 04 tel. + 32 9 225 10 00 FAX + 32 9 225 80 00

[email protected] www.arch.kuleuven.be

mailto:[email protected]

master of architecture - ku leuven...integrate theory and design aims to erase the boundaries...

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