Course guide of Architectural Projects 7 (2091146)

The prerequisites are those established by the University of Granada for admission to the Bachelor’s Degree in Architecture, as well as the requirements set out in the official curriculum.

Students are recommended to have previously completed Graphic Design and Introduction to Architectural Design, as well as Architectural Projects 1 to 6.

Architectural Projects,

Development and Implementation. The architectural project in relation to territory and landscape. City / territory. Systems of colonisation and occupation. Territorial identities. Maps. Profitable production structures: agriculture, industry and the urban. Aggregate landscapes. Infrastructures and facilities. Environment and ecology. Nature and artifice. Energy. Sustainability. Recycling. Planning. Urbanisation. Spatial planning. Other architectures.

By the end of the module, students will be able to:

• Analyse the territorial, landscape, environmental, historical, and cultural characteristics of a site as a basis for the architectural project.
• Interpret processes of occupation, transformation, and identity formation in the territory, recognising the values that shape the landscape.
• Integrate into the architectural project the relationships between city, territory, landscape, infrastructure, productive systems, and public space.
• Design architectural and territorial interventions that respond coherently to the physical, cultural, and environmental conditions of the context.
• Incorporate criteria of sustainability, efficient use of resources, recycling, and environmental adaptation into project proposals.
• Assess the impact of planning and land-use instruments on the formulation and development of the architectural project.
• Develop architectural proposals that integrate spatial, structural, functional, and territorial dimensions through well-founded design strategies.
• Communicate and defend decisions regarding territorial and landscape design through graphic, written, and oral means, using technical language and critical reasoning.

THEORETICAL

General scope:

• The project as an interpretation/transformation of reality.
• Architectural projects and architectural practice.
• Knowledge, information, memory and invention.
• Architectural materials and their integration through the project.
• Place as structure: territory, type and morphology; landscapes.
• Place and heritage.
• Subject and culture.
• Fundamentals of habitation and material culture.
• Modification, transformation. Continuities and discontinuities.
• Materiality, technique and the architectural project.
• Sustainable management of the environment and heritage.
• Urban projects, landscape projects.
• The architectural project as an integrator of the disciplines involved in architecture.
• The process of constructing the project.

The syllabus consists of the material generated throughout the course through the activities of students and lecturers. Students’ assimilation and application of this material in their work will enable assessment by the lecturer.

On the first day of class, lecturers will provide the brief, key points, and objectives for each exercise, always framed within the main theme: Territory and Landscape.

This approach places emphasis on class participation, individual contributions, and the exchange of reflections, questions, and proposals; in short, on the creation of a collective space for architectural production, in other words, a project workshop.

The content of the module, “Landscape, Time, Transformation and Heritage”, combined with the aim of understanding construction as a design tool, will generate a set of teaching materials in the form of lectures, talks by invited experts, visits to specific sites and buildings, and critical analysis of built architecture. Over the course of the academic year, these activities will define the theoretical framework of the module.

These activities will run in parallel with the development of students’ projects and will generate complementary exercises.

A critical understanding of architecture provides architects with much of the raw material for design. Architecture can therefore be understood as design material. The comparative study of references, reflection on and analysis of alternative approaches, discussion and debate on one’s own and others’ work, and the search for a balance between reason and emotion all shape the learning process.

Understanding the relationships between programme, form, and place, assessing the alignment between material reality and perceptual reality, and evaluating the meaning and coherence of architectural form under study will support the development of project skills and critical judgement in architectural assessment.

The collective sphere constitutes the primary setting in which the activities of the course are developed.

PRACTICAL

At the beginning of the course, students will be provided with the syllabus of the subject with the specific statement for that course, as well as the exercises to be developed and the delivery dates. This statement, together with the basic documentation, will be uploaded to the PRADO teaching platform.

During the four-month period, students will work on a single project divided into 3 complementary and diversified exercises or phases, which will have a percentage in the final grade:

1. Approach to the place. Research, ideas and previous approaches (25%).
2. Intervention project (60%)
3. Constructive development and materiality (15%)

Each delivery will be assessed independently and all of them, depending on the evolution of the work, may modify their grade in the ordinary exam. The ordinary exam will consist of the delivery of the whole work, differentiating these three deliveries.

For students taking the continuous assessment system of the subject, class attendance and the delivery of each of the phases of work are compulsory.

The deliveries will be made simultaneously in two formats: a. Digital on the PRADO platform or on GOOGLE DRIVE (as established in each group).

b. Printed on paper

ABALOS, I.: The Good Life. Gustavo Gili, Barcelona, 2000
AA.VVV., Apuntes del Aula-Taller B, Curso 95-96, edit. ETS Arquitectura de Sevilla, 1996
AA.VVV., Apuntes del Aula-Taller 9.11, Curso 94-95, edit. ETS Arquitectura de Sevilla, 1995
AA.VV., Teaching Programmes 95-96, ed. ETS Arquitectura de Sevilla, 1995
BENEVOLO, L., Diseño de la ciudad, México D.F., 1979
BORGES, J.L., Artificios, edit. Alianza cien, Madrid
CALVINO, L., Las ciudades invisibles, ed. Siruela, Madrid, 1994
CALVINO, l., Seis propuestas para el próximo milenio, edit. Siruela, Madrid
CARPENTIER, A., Viaje a la semilla en Guerra del Tiempo, ed. Alianza Cien, Madrid
CASTELL, M., The Information Age. Three volumes. Madrid: Alianza Editorial, 1997
FOUCAULT, M., Las palabras y las cosas, edit. Siruela
FRANCASTEL, P., La figura y el lugar, ed. Laia
FRECHILLA, J., Edificios corrientes II (report of the course on elements, projects I, II III and projects 6 and 7), ed,
II III and projects 6 and 7: courses 98-99 and 99-2000, ed. Departamento de Proyectos Arquitectónicos de la ETS de Arquitectura de Madrid, Universidad Politécnica, Madrid, 2000.
GIEDION, S., Space, Time and Architecture, Barcelona, 1958.
HEIDEGGER, M., Conferencias y artículos, Barcelona, 1994
HARVEY, D. Spaces of Hope. Akal. Madrid. 2003.
HARVEY, D. Spaces of hope. Akal. Madrid. 2003.
LATOUR, B. "Give me a laboratory and I will raise the world".
HTUhttp://www.ub.es/prometheus21/articulos/lab.pdfUH T LINAZASORO, J. I., Apuntes para una teoría del proyecto, Valladolid, 1984.
LLEÓ, B., Informe Habitar, edit. Empresa Municipal de la Vivienda y Suelo, Madrid, 2007.
LLEÓ, B., Sueño de habitar, ed. Gustavo Gili, Barcelona, 2005
MARTÍ, C., Las formas de la residencia en la ciudad moderna, Barcelona, 1991.
MARTÍ, C., The Variations of Identity. Ensayo sobre el tipo en Arquitectura, ed.
Ediciones Serbal, Barcelona, 1993.

MIES VAN DER ROHE, L.: Escritos, Diálogos y discursos. Colegio Oficial de Aparejadores y Arquitectos Técnicos, Murcia, 1982.
MONTANER, J.M., La modernidad superada. Arquitectura, arte y pensamiento del siglo XX, ed. Gustavo Gili, Barcelona, 1997
MONTANER, J.M., Contemporary architectural systems, edit. Gustavo Gili, Barcelona 2008
NAVARRO, J., "Movimiento ante el ojo y movimiento del ojo", in Separata (Seville) and Arquitectura nº 234 (Madrid), 1982.
NAVARRO BALDEWEG, J.: La habitación vacante. Pre-textos, Valencia, 1999
PEREC, S., La vida: instrucciones de uso, edit. Anagrama, 1992
PIÑÓN, H., Teoría del proyecto, edit. Universitat Politécnica de Catalunya, Barcelona, 2006.
RODRÍGUEZ VILLASANTE, T. Desbordes creativos. Madrid: Libros de la Catarata, 2006.
SIZA, A., "Textos y dibujos", in Álvaro Siza: obras y proyectos, ed. Electa, Centro Gallego de Arte Contemporáneo, 1995.
SMITHSON, A. and P.: Changing the art of inhabiting. Gustavo Gili, Barcelona, 2001
SOLÁ-MORALES, l., Diferencias. Topography of contemporary architecture, ed. Gustavo Gili, Barcelona, 1995
SORIANO, F., "Adiciones o Transformaciones", in Arquitectura nº 274, Madrid, 1988.
TANIZAKI, El elogio de la sombra, edit. Siruela, Madrid.

TORROJA, E., Razón y ser de los tipos estructurales, Madrid, 1984.
TRILLO, J.L., Razones poéticas en Arquitectura, edit. University of Seville, Seville, 1993
TRILLO, J.L., Argumento. Sobre la contigüidad en la arquitectura, edit. University of Seville, Seville, 2001
WENDERS, W. and KOLLHOFF, H., "Una ciudad tiene que estar constantemente provocando", in Quaderns nº 177, Barcelona, Spain
ZUMTHOR, P., Atmospheres, ed. Gustavo Gili, Barcelona, 2006

• Busquets, Jaume; Cortina, Albert (coords.) (2009). Gestión del paisaje: manual de protección, gestión y ordenación del paisaje. Barcelona: Ariel.
• Calderón Paredes, Manuel (2014). Paisajes habitados: tierra, agua, colonos. Mérida: Junta de Extremadura.
• Maderuelo, Javier (dir.) (2010). Paisaje y patrimonio. Huesca: CDAN / Abada Editores.
• Molinero, Fernando; Tort, Joan (2018). Paisajes patrimoniales de España. Madrid: Ministerio de Agricultura, Pesca y Alimentación / Ministerio para la Transición Ecológica.
• Nogué, Joan (ed.) (2007). La construcción social del paisaje. Madrid: Biblioteca Nueva.
• Nogué, Joan (ed.) (2009). El paisaje en la cultura contemporánea. Madrid: Biblioteca Nueva.
• Revista Patrimonio Cultural de España (2021). nº 12: “Paisaje cultural”. Madrid: Instituto del Patrimonio Cultural de España.
• Caro Jaureguizo, Carlos (2021). “Desarrollo y balance del Plan Nacional de Paisaje Cultural”. Patrimonio Cultural de España, nº 12, pp. 17–38.

TEORÍA Y PENSAMIENTO CONTEMPORÁNEO

• Banham, Reyner (1985). Teoría y diseño en la primera era de la máquina. Barcelona: Paidós.
• Bohigas, Oriol (1969). Contra una arquitectura adjetivada. Barcelona: Seix Barral.
• Fernández Alba, Antonio (1975). Ideología y enseñanza de la arquitectura. Madrid: Túcar.
• Grassi, Giorgio (1973). La construcción lógica de la arquitectura. Barcelona: COACB.
• Le Corbusier (1964). Mensaje a los estudiantes de arquitectura. Buenos Aires: Infinito.
• Mies van der Rohe, Ludwig (1981). Escritos, diálogos y discursos. Murcia: COAATM.
• Moneo, Rafael; Cortés, Juan Antonio (1982). Apunte sobre el concepto de tipo. Madrid: ETSAM.
• Piñón, Helio (1981). Reflexión histórica de la arquitectura moderna. Barcelona: Península.
• Portoghesi, Paolo (1981). Después de la arquitectura moderna. Barcelona: Gustavo Gili.
• Quaroni, Ludovico (1980). Proyectar un edificio: ocho lecciones de arquitectura. Madrid: Xarait.
• Venturi, Robert (1972). Complejidad y contradicción en la arquitectura. Barcelona: Gustavo Gili.
• Venturi, Robert; Scott Brown, Denise (1971). Aprendiendo de Las Vegas. Barcelona: Gustavo Gili.
• Zevi, Bruno (1971). Saber ver la arquitectura. Barcelona: Poseidón.

ETS Arquitectura Granada

Plataforma PRADO

Biblioteca UGR

Código Técnico de la Edificación (CTE)

Ministerio de la Vivienda y Agenda Urbana

Fundación Arquia

Fundación Arquitectura Contemporánea

Fundación FIDAS

ArchDaily

Divisare

Arquitectura Viva

Europan

UNESCO – World Heritage Centre⁠

UNESCO – Convención para la Salvaguardia del Patrimonio Cultural Inmaterial (2003)⁠

ICOMOS. Comité Nacional Español. Biblioteca y recursos

Convenio Europeo del Paisaje (Consejo de Europa)⁠

Historic Urban Landscape (UNESCO Recommendation, 2011)⁠

UNESCO - Cultural Landscapes

Instituto del Patrimonio Cultural de España (IPCE)

Ministerio de Cultura -Patrimonio Histórico

Observatory del Paisatge de Catalunya

European Network of Cultural Routes

New European Bauhaus

European Landscape Convention Alliance (L6)

UN Habitat

• MD01. Lección magistral/expositiva 
• MD02. Sesiones de discusión y debate 
• MD03. Resolución de problemas y estudio de casos prácticos 
• MD05. Prácticas de campo 
• MD07. Seminarios 
• MD08. Ejercicios de simulación 
• MD09. Análisis de fuentes y documentos 
• MD10. Realización de trabajos en grupo 
• MD11. Realización de trabajos individuales 

The traditional method of acquiring the ability to design architecture is based on practice. This is done by programming performances, simulations or fictions. Year after year, design students carry out repeated exercises of varying complexity. The exercises respond to a statement given by the teachers, which proposes to respond to a specific situation or to solve a specific spatial problem. The long list of circumstances that come into play, the infinite number of combinations to be processed and the connatural subjective - creative - intention of the person tackling the solution mean that there is no single solution for the same statement. In the format of workshop work and through a successive critical dialogue designed, coordinated and directed by the teacher, the students' proposals are developed, compared and defined through their individual and group work.

The workshop as a space and physical place for the development of the teaching activity and learning of the

learning of the architectural project.

Presentation and exposition of statements. Critical reflection on the objectives proposed with the same.

Theoretical lessons on the subject. Presentations and practical exercises.

Presentation and individualised treatment of work. Exhibition and collective debate of the student's work.

Visits to work sites. Study trips related to the teaching subject.

The teaching is completed with classes or lectures given by guest lecturers and with the exchange of ideas with other teaching workshops working on the subject and with other teaching.

Ordinary examination

For the ordinary examination it will be preferable to take this subject by means of continuous student

continuous assessment of the student. Continuous assessment

The system of continuous assessment of each student's work allows the evolution of the student throughout the course and the maturity of their ideas to be assessed by means of a series of exercises directed by the teacher in relation to the contents of the subject. In order to pass the course, the student must comply with the delivery schedule and development stages of each exercise proposed in the course description.

Due to its practical nature, the ordinary final exam will consist of the delivery of the work developed in the workshop during the course, on the date and in the place indicated in the official exam calendar approved by the School Board.

The assessment criteria for the exercises will be based on the following aspects: Permanence and participation. Workshop teaching requires the continuous attendance of teachers and students in class. Continuous assessment, public exchange of information, recapitulations of exercises and critical sessions are meaningless without the constant attendance and participation of teachers and students in the workshop. It is intended that students use part of the class hours to complete their proposals.

Critical attitude. All learning requires a personal disposition towards the knowledge being taught. A disposition that, in this case, does not only refer to specific teaching content, but has to do with an attitude towards things and the effects that this attitude has on one's personality. It is therefore a matter of encouraging students to develop a certain critical awareness of the work they do.

Interpretation and argumentation. All project activity starts from a programme of needs and a base territory, which leads to the need to acquire a critical and personal judgement of the place of work and the circumstances in which the architectural project is developed. It is necessary to interpret the reality and the programme, to situate oneself in front of the activity, what does it refer to, in order to be able to argue about it. Establish a logical sequence between the proposal

and the final idea of the project.

Representation. The academic activity in workshops is a simulation of the constructive activity, drawing is the first construction of an idea and, therefore, an essential means of expressing ourselves in architecture. Drawing will have two profiles: one that tries to establish a universal language that serves as a means of communication with other people; and a more personal profile, with which to test one's own ideas. In both, the architect's capacity for expression is equally important. Equally important is the development of other techniques with which the student can express the arguments of the project or certain developments in it.

In any case, the documentation submitted must allow the understanding of the project by means of a sufficient definition of the geometry and construction of the projected building, assessing clarity, precision, rigour, coherence and concreteness.

Construction logic. The materials and their different characteristics, the force of gravity, the installations and the constructive systems constitute an inevitable guideline of the project, the logical adaptation to these limitations supposes an essential value in the consideration of each proposal.

Economy of means. In the physical and intellectual environment we can speak of "economy of means" as the attitude of eliminating everything that is superfluous or non-essential for the end pursued, including in this concept the greater or lesser complexity of each proposal.

Quality of the project in terms of the following aspects:

1. The overall coherence and appropriateness of the project in its formal, functional and technological aspects with respect to the objectives and intentions stated by the author.
2. The appropriate relationship between the project and its context, understood in its broadest sense: geographical, urban, cultural, social, architectural, technological, etc. The appropriate implantation of the architecture in the site in relation to the topography, climate or orientation, as well as other environmental conditions (urban planning, protection, accessibility, and other technical conditions).
3. The correct solution of the programme of uses.
4. The appropriateness, suitability, feasibility, effectiveness and interest of the proposed architecture.
5. Attention to the construction techniques and their use as a project-generating material, with criteria of rationality and sustainability.
6. The appropriateness in the choice of the systems that make up the projected architecture and the degree of coherence between them: form, structure, envelope, spatial organisation, construction, installations, finishes, etc.
7. Attention to the aesthetic component and the perceptive control of the proposed architectural form and its relationship with its surroundings.
8. The degree of innovation in the project, in any of its aspects. Numerical evaluation

At the end of each exercise presented by the student throughout the course, the teacher will make a critical assessment of the student's work and will inform the student of the provisional grade obtained in each of them.

The final grade for the course will be obtained on the day of the ordinary exam after the student has submitted all the exercises carried out during the course in accordance with the critical evaluation previously carried out by the teacher. This final grade will be the weighted average of the different exercises, in the following proportion:

Exercise 1: Approach to the place. Research, ideas and previous approaches (25%).

Exercise 2: Intervention project, with an intermediate pre-delivery of control, not computable) (60%)

Exercise 3: Constructive development and materiality (15%)

Although, depending on the path followed by the student, their attendance, attitude and participation in class, the final mark may exceed this weighted average. In order to pass the course, all the exercises must have obtained the minimum grade of a pass mark of 5.

In order to pass the course, students must have attended at least 80% of the classes and activities scheduled during the course, as well as having submitted all the assignments on the date established for the different deliveries.

Extraordinary examination

The exam will consist of two tests:

1. A first test consisting of the presentation and oral presentation of all the course work together with the work processes (sketchbook, drawings, models, perspectives, etc. that explain the projects carried out by the student until reaching the final solution), in accordance with the contents and development established in the subject statement (60% of the grade).
2. And a second test consisting of an exercise related to the subject of the course during the time established for the exam, which the student will present to the teacher on the same day at the end of the test (40% of the grade).

The assessment criteria for the work carried out in both exams will be the same as those established for the continuous assessment (except for the section "Permanence and participation").

The grade for the course will be the weighted average of the two exams (60% for A) and 40% for

B)). In any case, in order to pass the exam, students must obtain a minimum grade of 5 in all the exercises of the first test, as well as in the exercise with face-to-face development of the second test.

In exceptional cases, a single final assessment may be held in the ordinary exam session, provided that the student requests it within the deadlines established by the regulations, alleging and accrediting the reasons for not being able to follow the continuous assessment system.

The exam will consist of two tests:

1. A first test consisting of the presentation and oral exhibition of all the course work together with the work processes (sketchbook, drawings, models, perspectives, etc. that explain the projects carried out by the student until the final solution is reached), in accordance with the contents and development established in the subject statement (60% of the grade).
2. And a second test consisting of an exercise related to the subject of the course during the time established for the exam, which the student will present to the teacher on the same day at the end of the test (40% of the grade).

The assessment criteria for the work carried out in both exams will be the same as those established for continuous assessment (except for the section "Permanence and participation"). The grade for the course will be the weighted average of the two exams (60% for A) and 40% for

B)). In any case, in order to pass the exam, students must obtain a minimum grade of 5 in all the exercises of the first test, as well as in the exercise with face-to-face development of the second test.

- Support for Students with Disabilities and/or Specific Educational Support Needs (SEN)

In accordance with the University of Granada Regulations on Support for Students with Disabilities and Other Specific Educational Support Needs (SEN), and Article 11 of the University of Granada Regulations on Student Assessment and Grading (BOUGR No. 112, 9 November 2016), teaching staff will implement, where appropriate, the methodological and assessment adaptations required to meet individual needs, provided that such adaptations do not compromise the learning outcomes and competencies established for the module.

- Use of Artificial Intelligence (AI) Tools

The use of artificial intelligence (AI) tools must be ethical, responsible, and transparent, in accordance with the University of Granada regulations, the institutional recommendations on the use of generative artificial intelligence, and the principles of academic integrity, appropriate citation, and authorship applicable to each learning and assessment activity.

- PRADO Virtual Learning Platform

The PRADO virtual learning platform may be used as the University’s institutional learning environment for the distribution of teaching materials, the management of learning activities, communication with students, and any other teaching-related functions determined by the teaching staff, in accordance with the University of Granada guidelines.

Further information for students with disabilities and/or specific educational support needs (SEN), including available services and support, can be found at:

https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad

This course does not use open-source software