Universitat Internacional de Catalunya

Design Studio III

Design Studio III
5
8088
3
First semester
OB
Project Planning Module
Projects 3
Main language of instruction: Spanish

Other languages of instruction: English

Teaching staff


Prof. Dr. Josep Lluis i Ginovart: jlluis@uic.es

Dr. Ricardo Gómez Val: gomezval@coac.net

Arq. Cinta Lluis i Teruel: cintalluis@uic.es

Introduction

The course of Projects III of the School of Architecture UIC Barcelona will focus on the study of the intervention on the pre-existing constructed in the urban area, understood as the axis of the increasing actions that must be faced in the contemporary city within the context of the historic city fully consolidated. 

In a mainly Western context, the industrial revolution of the late nineteenth century led to the first modern extensions that developed around historic centres. These processes of urban growth were unleashed extensively during the twentieth century, leading to postwar development. After the fifties, cities experienced exponential growth, appearing the metropolitan city. 

At present, the problem of the city raises innumerable questions arising from the difficulty of maintaining too extensive enlargement. Factors such as mobility, road traffic, distribution of social facilities and, ultimately, the alteration of the environment present the great challenges that must be faced in favour of quality living environments. In these situations, the environmental balance and the control of energy consumption converge in objectives such as the minimization of the resources to be used, the construction processes, the improvement of urban environments and, especially, what is recognized as a historical city.

Therefore, the course of Projects III and Projects IV are considered intervention programs on pre-existing constructions that simultaneously address both the preservation of the architectural heritage and its contribution to the social contexts of the urban fabric. In such circumstances, it will focus on identifying those pre-existences, urban plots and their historical context as well as buildings, as an essential part of the project. Development of the first section of the 3rd course (Projects 3), an introduction to recognize and represent these values of architectural anthropology and in the second semester (Projects 4) the notions and contents will be developed.

Pre-course requirements

In order to address the complexity implicit in the development of a project on the preexisting architectural heritage, we must situate the student in an awareness of previous experiences in examples of buildings that make up the architectural legacy in a national and international context. In this way, the student is encouraged to be involved in the task of finding architectural references and, therefore, developing their cultural baggage. 

On the other hand, it is also necessary that the student becomes aware of the responsibility of his performance, which obliges him to keep in mind and use, as arguments of the project, elements such as: the definition and analysis of the near and far environment, the integration of the volume within the fabric of action, the importance of the relationship between the building constructed and its capacity to generate both public spaces and to make city, as well as knowledge of the organizational structure of its program.

Objectives

The course of Projects 3 and Projects 4 will seek, as teaching objectives, to develop the capacity of analysis of a building constructed with the objective of identifying: 

- Architectural values
- Constructive values
- Historical values
- Urban values
- Adapting to new uses 

- Recognize the importance of defining a specific program appropriate to the needs of the specific action, trying to recognize that a building in the old town does not have the same requirements as another one in the expansion. Implications: contrast aspects of definition and organization of the program of uses, accessibility, evaluation of construction systems, materiality, etc. 

- The need to learn the intimate relationship between the building and the city: That is, how the link between the building and the projected public space intervenes, but also in an inverse sense: how a certain urban situation is favoured by generating spaces for relationship through the intervention on the building itself.

- Establish guidelines that allow the student to know how the program is structured according to its sizes and uses: number, size and proportion of the different rooms, or the organization between the space served and the server space. To do this, they will become familiar with regulatory aspects regarding health and safety.

- Encourage the student to acquire knowledge and references that serve to encourage resources and project proposals. This is promoted through the presentations of the guests and the teachers themselves, interesting information in the course blog, bibliography, etc. 

- Influence the constructive and executive aspects of the building. The student must demonstrate the ability to define the usual containers between the different scales of a preliminary project, basic project, and executive project. In order to obtain these objectives, certain deliveries are scheduled, which include the required mandatory documents referring to structure, construction and facilities, which must necessarily be understood in an integral manner.

Competencies

  • 34-T - Ability to design, practice and develop basic and execution projects, sketches and blueprints.
  • 35-T - Ability to conceive, put into practice and develop urban projects
  • 36-T - Ability to plan, practice and develop construction management.
  • 37 - Ability to develop functional programmes for buildings and urban spaces.
  • 38-T - Ability to intervene, maintain, restore and renovate heritage buildings.
  • 39-T - Ability to eliminate architectural barriers
  • 40 - Ability to express architectural criticism.
  • 41-T - Ability to find solutions for passive environmental conditioning, including thermal and acoustic insulation, climate control, energy performance and natural lighting.
  • 42 - Ability to catalogue buildings and urban heritage and plan their protection.
  • 43-T - Ability to produce safety, evacuation and protection plans for buildings.
  • 44-T - Ability to produce civil works projects.
  • 45-T - Ability to design and execute roads and urban development, gardening and landscaping projects
  • 46 - Ability to apply urban planning ordinances and standards.
  • 47-T - Ability to prepare environmental and landscaping surveys and plans to correct environmental impacts.
  • 48 - To acquire adequate knowledge of the general theories of form, composition and architectural typologies
  • 49 - To acquire adequate knowledge of the history of architecture.
  • 50 - To acquire adequate knowledge of the study methods for the processes of symbolization, practical functions and ergonomics.
  • 51 - To acquire adequate knowledge of the study methods of social needs, quality of life, habitability and basic housing programmes
  • 52 - To acquire adequate knowlege of the environment, sustainability and the principles of conserving energy and environmental resources.
  • 53 - To acquire adequate knowledge of architectural, urban development and landscaping traditions of Western culture, as well as their technical, climate, economic, social and ideological foundations
  • 54 - To acquire adequate knowledge of the aesthetics, theory and history of Fine Arts and Applied Arts.
  • 55 - To acquire adequate knowledge of the relationship between cultural patterns and the social responsibilities of the architect
  • 56 - To acquire adequate knowledge of the principles of vernacular architecture
  • 57 - To acquire adequate knowledge of urban sociology, theory, economy and history.
  • 58 - To acquire adequate knowledge of the methodological principles of urban planning and metropolitan and regional development.
  • 60 - To acquire knowledge of civil, administrative, urban planning, building and professional regulations.
  • 61 - To acquire knowledge of feasibility analysis, supervision and coordination of integrated projects.
  • 62 - To acquire knowledge of property valuation.
  • 63 - Ability to conceive, put into practice and develop architectural and urban planning projects adapting with new times.

Learning outcomes

The student will have acquired at the end of the course competencies to develop a housing project such as:

  • Resolution proposed program, adequacy public / private needs, quality and volume of interest, definition of spaces, knowledge of appropriate dimensions, fitness for a particular context, among others.
  • Different types of housing
  • Adaptation of programs and requirements for different models of housing: temporary use, character house, etc.
  • Housing Program Integration with other applications.
  • How to develop a good and intelligent building plan layout and elevations (facade), longitudinal and cross sections, strategies for energy saving in housing.
  • The student must know how to transmit the project idea, explain the concept of the project and its structure and social and spatial organization both in terms of housing program, circulation, lighting, integration of the environment and the correct explanation of the strategy project organization.
  • The student must have finally learned to develop a housing project with special cultural and social conditions, being able to address a complex program that goes beyond standard typologies, understanding that developing this capacity will allow to respond to changing requirements the actual society.

Syllabus

COURSE PLANNING 

The Course will be developed according to this calendar, where the deliveries and the master classes are fixed.

1st Submission. Analysis, October 2th, 2020:

 In the first submission of the Analysis, collective memory and historical drawing of the whole will be delivered collectively together with a collective model in groups, photogrammetric survey of the whole, plans, elevations and longitudinal sections by the wall and the street, scale 1: 100 of the current state, plans of the historical evolution of the intervention area. 

2nd Submission. Preliminary Draft, October 23th, 2020: 

In the second submission of the Preliminary Draft, the memory and historical drawings of the whole will be delivered individually, and justification of the program to be developed. There will be an individual model of the first proposal and a photogrammetric survey of the area. Plans, elevations and sections of the proposal at 1: 100 scale. 

3rd Submission. Project, November 13rd, 2020:

 In the third submission of the Project, the memory and historical planimetry of the whole will be given individually, and justification of the program to be developed and of the final proposal for intervention in the whole area. The memory will be a synthesis of the evolution of the phases of the project, as well as a compilation of the theory classes that the professors have taught. Students must include individual model of the final proposal and photographs of the evolution of the three phases, photogrammetric survey of the whole. Plans, elevations and sections at 1: 100 scale of the final proposal, plans of the construction system and general facilities. 

The delivery must be done in vertical panel of 60x120 with proposal and summary of the intervention. Video of 2` with a synthesis of the work done during the course must be realized. 

The three deliveries will be made through digitized system and paper support. In the documentation it must be stated; the name of the student and the faculty, the title of the subject, the date of the document, as well as the name of each part of delivery, Analysis, Preliminary and Project.

Teaching and learning activities

In blended



TRAINING ACTIVITYCOMPETENCESECTS CREDITS
Class exhibition
34-T 35-T 36-T 37 38-T 39-T 40 41-T 42 43-T 44-T 45-T 46 47-T 48 49 50 51 52 53 54 55 56 57 58 60 61 62 0,6
Class participation
34-T 35-T 36-T 37 38-T 39-T 40 41-T 42 43-T 44-T 45-T 46 47-T 48 49 50 51 52 53 54 55 56 57 58 60 61 62 0,6
Clase practice
34-T 35-T 36-T 37 38-T 39-T 40 41-T 42 43-T 44-T 45-T 46 47-T 48 49 50 51 52 53 54 55 56 57 58 60 61 62 0,65
Tutorials
34-T 35-T 36-T 37 38-T 39-T 40 41-T 42 43-T 44-T 45-T 46 47-T 48 49 50 51 52 53 54 55 56 57 58 60 61 62 0,65
Individual or group study
34-T 35-T 36-T 37 38-T 39-T 40 41-T 42 43-T 44-T 45-T 46 47-T 48 49 50 51 52 53 54 55 56 57 58 60 61 62 2,5

Bibliography and resources

Commenting Bibliography: 

- Byung -Chul Han, 2015, La Salvación de lo Bello, Herder Editorial S.L., Barcelona. 
- Tanizaki, Junichiro , 1933, El Elogio de la Sombra, Ediciones siruela S.A. , (36ª Ed. 2016), Barcelona. 
- Carles Muro, 2016, Conversaciones con Enric Miralles, Editorial Gustavo Gili S.L., Barcelona. 

General Bibliography:

- Domínguez Moreno, L. A., Sánchez González, D., Borja, J.(2014). Identidad y espacio público ampliando ámbitos y prácticas. Barcelona : Editorial Gedisa. 

-Dovey, K 1999, 2008, Framing Places. Mediating power in built form. - Evans, R 1997, Figures, Doors and Passages

- Fernández Alba, A. (1990). La metrópoli vacía: aurora y crepúsculo de la arquitectura en la ciudad moderna. Barcelona: Anthropos. 

- Hagan, S., (2015). Ecological urbanism: the nature of the city, London and New York: Routledge. 

- Koolhaass, R., traducción de Sáinz, A. (2014). Acerca de la ciudad. Barcelona, España: Editorial Gustavo Gili, SL. 

- Koolhaas, R., traducción de Sáinz, A. (2004). Delirio de Nueva York: un manifiesto retroactivo para Manhattan. Barcelona, España: Editorial Gustavo Gili, SL.

- Layuno Rosas, A. (2013). Las primeras “ciudades de la industria”: trazados urbanos, efectos territoriales y dimensión patrimonial. La experiencia de nuevo Baztán (Madrid). Scripta Nova. Revista electrónica de geografía y ciencias sociales. Vol. XVII, núm. 451. Universidad de Barcelona. 

- Lynch, K 1960, The Image of the City, Joint Center for Urban Studies MIT Press, Cambridge, MA. Versión Cast: traducción de Revol, E.L. (1998). La Imagen de la ciudad, Barcelona: G. Gili. 

- Maki, F 1962, Investigations in collective form, Washington University (Saint Louis, Mo.), School of Architecture. 

- Mostafavi, M., Doherty, G. (2014). Urbanismo ecológico. Volumen 3, Colaborar. Barcelona: Gustavo Gili. 

- Mumford, L 1961, The City in History. Its Origins, Its Transformations, And Its Prospects, Harcourt, Brace & World, New York. 

- Muntañola i Thornberg, J. (1978). Topos y logos. Barcelona: Kairó. 

- Norberg-Schulz, C 1971, Existence,Space and Architecture, Praeger Publishers. 

- Rocha, P. M. da., traducción de Pérez Mata, E. (2011). La ciudad es de todos. Barcelona: Fundación Caja de Arquitectos. 

- Rossi A., traducción de Ferrer Ferrer, J. M., Tarragó Cid, S. (1982). La arquitectura de la ciudad. Barcelona, España: Editorial Gustavo Gili.

Barcelona's Urban History:

- Garcia Espuche, A., Guàrdia Bassols, M. (1989). Canvis i permanències de l’herència espacial medieval: de la ciutat de la Ribera a la ciutat de la Rambla, en Historia urbana del Pla de Barcelona (Volum 2): actes del II Congrés d’Història del Pla de Barcelona celebrat a l’Institut Municipal d’Història els dies 6 i 7 de desembre de 1985. p. 9-57, Barcelona: Ajuntament de Barcelona. Institut Municipal d’Història. 

- Almerich, L. (1945). La Rambla de Barcelona: su historia urbana y sentimental. Barcelona: Ediciones Librería Millà. 

- Banks, P. (2005). El creixement físic de Barcelona, segles X-XIII. Barcelona: Quaderns d’Història, 8. 

- Busquets i Grau, J. (2004). Barcelona: la construcción urbanística de una ciudad compacta. Barcelona: Ediciones del Serbal. 

- Vila, E. (2012). Breu història de la Rambla. Barcelona: Cercle de Lectors.

Cerdà Plan and Barcelona's Eixample origins: 

- Busquets, J., Corminas, M. (2009). Cerdà i la Barcelona del futur: realitat versus projecte. Barcelona: CCCB. 

- Cerdà, I., Estapé, F., (1968). Teoría general de la urbanización y aplicación de sus principios y doctrinas a la reforma y ensanche de Barcelona. Madrid: Instituto de Estudios Fiscales. 

- Magrinyà, F., Marzá, F., Feliu, R. (2009). Cerdà: 150 años de modernidad. Barcelona: ACTAR. 

- Serra Riera, E., Gómez, E., Jiménez, M. (2010). 12 tesis en relació al procés de formació de l’Eixample Cerdà de Barcelona. Barcelona: ETSAB.