Other languages of instruction: Spanish
After each lecture in my office
Feel the suspense in the architecture! Architecture plays an important part in Alfred Hitchcock's films. Having worked as a set designer in the early twenties, Hitchcock continued to concern himself closely with the art direction of his films, where houses are often shown as oppressive places.
In the films of Alfred Hitchcock, architecture plays an important role. Having worked as a set designer in the early 1920s, Hitchcock remained intensely concerned with the art direction of his films. In addition, the ’master of suspense’ made some remarkable single-set films, such as Rope and Rear Window, that explicitly deal with the way the confines of the set relate to those of the architecture on screen. Spaces of confinement also turn up in the ’Gothic plot’ of films in which the house is presented as an uncanny labyrinth and a trap. Furthermore, it became a Hitchcock hallmark to use famous monuments as the location for a climactic scene. Last but not least, Hitchcock used architectural motifs such as stairs and windows, which are closely connected to Hitchcockian narrative structures (suspense) or typical Hitchcock themes (voyeurism).
The thread is provided by the sets for houses and interiors Hitchcock designed for such films as 'The Lodger' (1926), 'Rebecca' (1940), 'Rope' (1948), 'Psycho' (1960) and 'The Birds' (1963). The work of the 'master of suspense' is seen in a completely new way by means of film compilations, reconstructed plans and the spatial interventions.
- Participation in class
- Aptitude to work in team
- Availability for personal interviews
- Relation capacity with the rest of the class
- Capacity for text comments
- Availability analysis and correction of the taken notes
- Conditions for oral exhibition of a work
- The excessive dependence on Internet is penalized
1. To owe and understand
To understand the reality
To know everything and your parts
Knowledge is not to have but to be
To share and to announce the truth
To plan the work,
To programme calendar
To verify, to revise, to correct
2. To apply knowledge
To include and to annotate the threads
To be right
To multiply the working capacity and array
Sense of the opportunity and of the efficacy
Safety and confidence in the work
3. To assemble to interpret.
To be right
To find the virtue
To share the vital decisions
Valor to discover lagoons
Sense of the prudence and of the adventurousness
To wait without extracting hasty conclusions
4. To communicate
To go to the main thing without neglecting the secondary thing
To generate confidence
To speak skylight,
To be appended,
To transmit the innovation and the value of the tradition
To dose the information
Quality in the briefness
5. To be autonomous
To be able to consult without losing the tiemposaber to depend on others
To be wise persons without being autosufficient(self-sufficient)
To flee of the precipitation,
To exercise control on the reality
Personal and group safety
THEORETICAL AND PRACTICAL FRAME. DEPARTMENT EDUCATION AND SCIENCE. State Department of Universities and Investigation
1. The kernel of the targets of the new organization of the education is the competitions acquisition on the part of the students
2. It will have to do emphasis on the learning methods of the above mentioned competitions and on the procedures to evaluate them
3. The term(end) competition is used exclusively in your academic meaning, and not in your meaning of professional attribution
4. Competitions 1: combination of knowledge, skills (intellectual, manual, social, etc.), attitudes and values to solve problems or to intervene in matters.
4.1. To distinguish between the exception and the rule, the parts and everything, the periphery and the center
4.2. To increase simultaneity skills in the analysis and the synthesis before complex problems
4.3. To base the self-esteem on the self-knowledge
4.4. To discover talents. To create and to form teams. Not to become essential
4.5. To compare ideas. To recount what is learned to what is known
4.6. To discern targets. I cut, come up, long term
4.7. Proved(Turned out to be) Objetivar. To distinguish advance, achievement and success
5. Competitions 2: especificity of the acquired knowledge and your application to the grade of architecture (before every competition there is specified your numerical denomination relative to the Curriculum of the BOE):
- 40 - Ability to express architectural criticism.
- 48 - To acquire adequate knowledge of the general theories of form, composition and architectural typologies
- 50 - To acquire adequate knowledge of the study methods for the processes of symbolization, practical functions and ergonomics.
- 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.
- 57 - To acquire adequate knowledge of urban sociology, theory, economy and history.
- 66 - Ability to internalise architectural form.
- 67 - Ability to understand and analyse architecture and the city in relation to philosophical and societal systems.
- 77 - To acquire adequate knowledge of the analysis and theory of form and laws of visual perception.
The kernel of the targets of the subject will have been the competitions acquisition on the part of the students it will have to have done emphasis on the learning methods of the above mentioned competitions and on the procedures to evaluate it the term(end) competition will have been used exclusively in your academic meaning, and not in your meaning of professional attribution there will be understood like valid result of the education the sense of the expression "competitions" as combination of knowledge, skills (intellectual, manual, social, etc.), attitudes and values to solve problems or to intervene in matters.
ETHICS: Towards a Comprehensive Understanding of Human Action
0. Preliminary Issues.
Why a subject like this in a degree like this, or why there are universities. Formation for professionals and for persons, or the idea of liberal education and the requirement of humanistic formation
1. Introduction: From Human Being to Human Action (or why knowing who I am
1.1. Human Being Nature and Human Being Dimensions or Faculties
1.2. Human Dimensions and Agency
2. What is Ethics all About?
2.1. Towards a comprehension of Ethics and Morality
2.2. The Ethical Question. Classical Ethics and Modern Ethics. Ethics of the Agent and Ethics of the Action. Different Ethical approaches. Ethical Eudamonism. Deontologism. Hedonism. Utilitarianism. Moral Relativism. Consequentialism. Emotivism.
2.3. Different Case Analysis. Why is ethics so important at all?
3. Moral Actions and its analysis.
3.1. Types of actions
3.2. Why do we act?
3.3. End of an action, circumstances of an action and object of an action
3.4. Case Study. Film analysis
4. Where the ethics begins: Human Freedom
4.1. Meaning of Freedom
4.2. Types of freedom
4.3. Freedom and Responsibility
4.4. Case study. Film analysis
5.1. Virtue, operativity and Human Development
5.2. Different virtues. Moral and intellectual Virtues
5.3. Some Virtues
5.3.1. Learning how to act rightly: Practical Reasoning
5.3.2. Learning to preserve the good: Resilience
5.3.3. Learning the proper measure: self-mastery
5.3.4. Learning how to relate:
5.4. Virtue Development, whole agent growth, and psychological maturity
6.1. What is happiness?
6.2. Subjective Happiness and Objective Happiness
6.3. Models of happiness
6.4. Happiness, emotions and virtues
6.5. Happiness and the whole human life
6.6. Case Study. Film analysis
7. Ethics and Society
7.1. The common good (and individual interests)
Teaching and learning activities
Lectures on filmography
Oral presentations on paralels
|TRAINING ACTIVITY||COMPETENCES||ECTS CREDITS|
|Class exhibition||40 48 50 51 53 54 55 57 66 67 68 69 75 76 77||0,69|
|Clase practice||40 48 50 51 53 54 55 57 66 67 68 69 75 76 77||0,81|
|Individual or group study||40 48 50 51 53 54 55 57 66 67 68 69 75 76 77||1,5|
Evaluation systems and criteria
90% written essay on a given topic related with a given topic of the syllabus (it will be explained in detail by the professor as well).
10% attendance and involvement in lectures.
Bibliography and resources
Anscombe, G. E. M., Human Life, Action and Ethics, St. Andrews studies in philosophy and public affairs, 2004
Geach, P. The Virtues, CUP Archive, 1977
Irwin, T. The Development of Ethics: A Historical and Critical Study, Oxford University Press, 2007
Lombo, J. A. and Russo, F., Philosophical Anthropology: An Introduction, Midwest Theological Forum, 2020
Lyons, W., Emotion, Cambridge University Press, 1980
McIntyre, A. After Virtue: A Study in Moral Theory, University of Notre Dame Press, 2007
McIntyre, A. Dependent Rational Animals: Why Human Beings Need the Virtues, Open Court Publishing, 1999
Solomon, R. C., The Passions, Anchor Press-Doubleday, Garden City, 1976
Polo, L., Ethics: A Modern Version of Its Classic Themes, Sinag-Tala, 2008
Teaching and learning material
- Architecture and Cinema
- Aristotle Poetics
- Bernard Hermann
- Bernard Hermann 2
- Centripetal and Centrifugal
- Map of Phoenix
- Philosophy of Composition
- Rating Hitchcock
- Tema 1
- Tema 2
- Tema 3
- Tema 4
- Tema 5.1 Rear & Psycho
- Tema 5 Rear Window
- Tema 6.1 Herrmann
- Tema 6 Psycho
- Tema 7.1 Extraños en un tren
- Tema 7 Extraños en un tren