This module is not currently running in 2024 to 2025.
This module builds on the previous term's design exercise by focussing on a city-centre urban design problem project, exploring larger-scale issues of site and context, planning and place making. Students become familiar with relevant urban design theories and concepts, and learn to work as part of a team in developing design strategies and making detailed planning proposals. Precedent studies play an important role in shaping strategic and tactical development. Communication skills are enhanced by a range of drawing and modelling exercises, and by project presentations. The urban thinking moves from the local (where a strategic project is based in an urban ensemble, perhaps in Kent) to the global, where a dense slice of for example London or Paris is identified as the locus of design thinking and activity.
Total contact hours: 32 hours
Private study hours: 268 hours
Total study hours: 300 hours
Main assessment methods
Design Project (100%)
Reassessment methods
Like for like
Indicative Reading List
Alexander, C. et al. (1987). A New Theory of Urban Design. Oxford: Oxford University Press.
Bunschoten, R., Hoshino, T. and Binet, H. (2001). Urban Flotsam: Stirring the City. Rotterdam: 010.
Cullen, G. (1986). The Concise Townscape. London: Architectural Press.
Guazin-Muller, D. (2002). Sustainable architecture and urbanism: concepts, technologies, examples. Basel: Birkhäuser.
Hertzberger, H. (1991 and 1999). Lessons for students in architecture. (2 vols) Rotterdam: 010.
Lynch, K. (1960). The Image of the City. Cambridge, MA: MIT.
See the library reading list for this module (Canterbury)
The intended subject specific learning outcomes.
On successfully completing the module students will be able to:
1 Acquire a conceptual understanding of urban planning in order to develop strategies and /or sound urban design proposals for new architecture and urban areas and the
improvement of existing ones, in ways that are socially and culturally agreeable, economically viable and environmentally sustainable.
2 Independently define and appraise ideas in architecture and urban design and form considered judgements about spatial, aesthetic, technical and social qualities of an
urban context within the scope and scale of a wider environment.
3 Question and evaluate critically past and current design methods and tools.
4 Refer to and analyse case studies competently.
5 Speculate and apply relevant research to the proposed design ideas, development and tasks.
6 Develop strategic proposals / masterplans that deal with the built environment in a culturally sensitive, socially just, and environmentally and economically sustainable
manner.
7 Use visual, verbal and written communication and appropriate media (including sketching, digital and audiovisual) to present critical appraisal and analysis of design
proposals to professional and general audiences.
8 Formulate viable, original and well-supported design proposals and advice aimed at dealing with the complexity of urban context.
9 Acquire advanced negotiation skills and professional attitude in dealing with stakeholders.
10 Acquire research skills including formulation of a conceptual framework and use of a range of information sources.
11 Develop excellent graphic and other visual presentation skills to be applied to the design projects of the submission of written reports.
12 Develop skills of understanding how big cities work and develop.
The intended generic learning outcomes.
On successfully completing the module students will be able to:
1 Prepare and manage well-supported critical analyses (written, visual and oral) based on theory and empirical evidence.
2 Challenge conventional wisdom and provide advice.
3 Reflect critically on own ideas by becoming more open and acquainted with unfamiliar ideas and practices.
4 Work effectively in a multi-disciplinary, multi-cultural environment.
5 Negotiate and work as part of a team.
6 Systematically plan, carry through and manage a project programme in a given time.
7 Be self-critical about own work and constructive in how to address and progress it.
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
