Architecture - MArch

The module's objective is to promote independent and critical thinking as well as advancing research skills. The module focuses on methodologies of research in the context of the cultural discourse and architectural theory from the mid-twentieth century onwards. This module will constitute an introduction to research methodologies leading to an understanding of how different constituencies of society view contemporary culture. A series of lectures will introduce different research approaches and methods. The assignment will comprise an investigation into a particular methodology or approach as assigned.

.This module will have a taught lecture, seminar and tutorial format. Students use their parallel design module (or exceptionally a design project already completed in a previous MArch design module) as vehicle for a production of a detailed report in which they assess their design of a building as though it were a live project, in terms of appointment, procurement, planning permission, statutory permissions, fee biding, information scheduling, resourcing and cost etc.

The aim of the module is to promote a comprehensive understanding of sustainability in which cost factors and environmental impact are considered inextricably bound into its definition. The lecture course covers the following areas: architecture from a global perspective, research methodologies, sustainability criteria in construction and environmental design, benchmarking and legislation in technical design, integration of structure, services and passive environmental features, reviewing the performance of technical design solution, the passive house and its technical challenges, technology from socio-cultural and economic, financial and cost control perspectives.

This module involves a consideration of design at an urban scale and is taught through a Unit system with individual Unit briefs interpreting this specification. Each Unit brief will offer the opportunity to analyse and critically appraise new hypotheses through the speculation of complex design proposals, and consider context in terms of history, policy, legislation, environment, economics and community. Unit briefs for this module may develop themes in parallel with Design 5a, with which it is co-taught in Units, and may continue these themes into the following term's design module(s).

This module involves the design of a singular or multiple architectural propositions, and is taught through a Unit system with individual Unit briefs interpreting this specification. Each Unit brief will offer the opportunity to develop a conceptual and critical approach to complex architectural design proposals that is developed into a comprehensive and integrated design project. Unit briefs for this module may develop themes in parallel with Design 5b, with which it is co-taught in Units, and may continue these themes from the preceding term's design module.

This module involves a consideration of design at an urban scale and is taught through a Unit system with individual Unit briefs interpreting this specification. Each Unit brief will offer the opportunity to analyse and critically appraise new hypotheses through the speculation of complex design proposals, and consider context in terms of history, policy, legislation, environment, economics and community. Unit briefs for this module may develop themes in parallel with Design 4a, with which it is co-taught in Units, and may continue themes into the following term's design module(s).

This module involves the design of a singular or multiple architectural propositions, and is taught through a Unit system with individual Unit briefs interpreting this specification. Each Unit brief will offer the opportunity to develop a conceptual and critical approach to complex architectural design proposals that is developed into a comprehensive and integrated design project. Unit briefs for this module may develop themes in parallel with Design 4b, with which it is co-taught in Units, and may continue themes from the preceding term's design module(s).

This technology portfolio further develops how the concurrent and parallel design module (or exceptionally a design project already completed in a previous MArch design module) would be realised in terms of the technology and environmental considerations of the building programme. It further develops, demonstrates and integrates the building technologies and environmental control strategies underlying the design project. Each student is to produce a series of technical detail drawings from Scales 1:20 – 1: 5, together with a physical model of a key part of their building, for instance a section through the envelope at a corner, at a scale of 1:20 or as directed by the module convener. Students have to demonstrate a developed ability to critically evaluate and refine technical propositions through an iterative process. Additionally design drawings and models will be expected to demonstrate an advanced consideration for and provision of technology addressing the environmental exposure, temperature control, waterproofing, ventilation, circulation, structural support and integration, and sensibilities and sensitivities to appropriate building construction technologies. This will include an articulated attitude to the use of Material Tectonics. Students will need to summarise the iterative process and the final solution through clearly annotated drawings, sketches and models (both presentation and working models) appropriately.

One of the Stage 5 optional modules, this module aims to provide students with a formal programme in teaching architectural design and communication. Students will develop a good understanding of architectural pedagogy, first through practical experience in first year undergraduate studio teaching and second through research in higher education. The focus is on teaching and learning models specific to architecture, such as studio-based tutorials and design reviews. The module is taught through a combination of lectures/seminars, tutorials, and review sessions. Teaching and assessment of this module is divided into two components: 1) theory of architectural education 2) teaching practice. For the theory component students produce an academic essay based on a topic in architectural education. Through these essays students will explore a particular area of architectural education in greater depth. Students will choose a topic in consultation with the module convenor and will develop their research over the course of the term. Feedback is provided during seminars/tutorials and formative review sessions. During the reviews students will present their research and receive feedback from a panel of critics. The lectures/seminars will introduce students to (a) educational theories and models of architectural education (b) research methodologies in education and (c) practical pedagogical methods used in studio teaching. For the practical component, stage 5 students take on the role of Teaching Assistants in autumn and spring terms under the supervision of a dedicated studio tutor and the module convenor.

Students following this module focus their research question around making and assembling an artefact, as a piece of research-through-practice, together with a 3500 word written essay in combination with the submission of the artefact., which it will frame and discuss theoretically. The module comprises 10 half-hour bi-weekly tutorials to develop an individual, integrated written and artefactual investigation with an assigned tutor; students develop a research question related to architecture or another field of environmental/spatial design. Students are expected to develop their ability to gather and synthesize data, as well as to analyse it in a coherent and convincing manner. In addition, they are expected to situate their own investigation in the broader context of architectural history, culture, and discourse.

Students produce their dissertation over Autumn and Spring terms. Students are required to develop their communication and research skills to a high professional standard. The module comprises tutorials with an assigned tutor, directing students to develop a research question related to architecture or a related field of environmental/spatial design. Students are expected to develop their ability to gather and synthesize data, as well as to construct a coherent and convincing overall analysis. In addition, they are expected to situate their own investigation within the broader context of architectural history, culture, and discourse. Interdisciplinary investigations that further inform architectural thinking are encouraged.