Content, progress and pedagogy of the module

The aim of the course is to introduce the students to advanced integrated design and train a combined sustainable-tectonic thinking. As part hereof, to train and enable students to critically discuss and evaluate climatic/environmental, material, structural, functional, and aesthetic aspects of- and approaches to architectural design. As well as to acquire knowledge of advanced integrated design methods, and to become skilled in analyzing and comparing different concepts for climate mitigation and adaption with regard to different user needs.

Students who complete the module:

Learning objectives

Knowledge

• Must have knowledge of key scientific literature related to the design of sustainable and tectonic architecture on an international level.

• Must have knowledge of different concepts of climate mitigation and adaption.

• Must have knowledge of sustainable-tectonic design and the relation to site, user, present and future climate conditions, material strategies and construction methods.

• Must have knowledge about different analogue/digital approaches to develop sustainable and tectonic architectural design.

Skills

• Must be able to use the correct terminology in the field of sustainable-tectonic architecture and include relevant scientific literature.

• Must be able to analyse and integrate climatic, structural, material, spatial, social, functional, and aesthetic needs of a specific client and/or user group in the design process.

• Must be able to choose and apply different strategies and analogue/digital tools to design sustainable-tectonic architecture.

Competences

• Can manage and evaluate different concepts for climate mitigation and adaption.
• Can manage to develop, evaluate and reflect on a building design concept with regard to its sustainable and tectonic architectural qualities.
• Can critically evaluate and reflect on different design concepts with regard to their technical performance and users’ needs.
• Can critically evaluate the advantages and limitations in using  different analogue/digital design tools.

Type of instruction

Types of instruction are listed at the start of § 17; Structure and contents of the programme

Exam

Exams