The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, environmental (ecological) economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation, minimum 75% mandatory presence

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, environmental (ecological), cultural, economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/ community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation; minimum 75% mandatory presence

The design studio engages students with architecture as a responsible practice on a variety of scales applying a multitude of design- and research methods, preparing them for the demands of the broad field of architecture and planning. Architectural and urban design is practiced in the context of projects of varying complexity, ranging from constructive building details and structures, to devising groups of structures and entire settlements and habitats. Design projects are represented in drawings, models, images, and by using all other available media. Teamwork is conducted with particular attention to the internal organization and workings of the teams.

design studio, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Develop an architectural idea into a sustainable proposal, carefully taking into consideration the project's historical, theoretical, cultural, environmental (ecological) economic and social context.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed and general/community audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Deal with complex ethical and professional issues.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualisation techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Understand how to work with confidence in the complex organisational and community settings within which the applied methods and design processes are typically deployed.
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Assess own work and put it into a historical, theoretical and social context.
• Gain confidence in own role and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

mid-term and final reviews, participation, minimum 75% mandatory presence

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

Presentation, portfolio, participation, minimum 75% mandatory presence

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

Presentation, portfolio, participation, minimum 75% mandatory presence

During an intensive weekly workshop it enables students to further deepen their knowledge of an issue addressed in the project studios and/ or conduct excursions to places and sites addressed in their design project.

Intensive seminar week: excursion, exercises, experiment, research, writing, visualising, modelling, presenting, case study, peer feedback

Professional competence

• Execute complex defined and self-defined projects of research, development or investigation and identify and implement relevant outcomes.
• Communicate and articulate ideas and information fluently in English language and work comprehensively in visual, oral and written forms.
• Make formal presentations about specialist topics to informed audiences.
• Exercise autonomy and initiative in carrying out set project briefs and self-directed programmes of study.
• Demonstrate ability to manage time and physical resources in relation to set project briefs and self-directed programmes of study as an individual and a group member.
• Show confidence in analysing case studies and the ability to infer principles and motivations.

Methodological competence

• Apply a variety of design- and research methods and visualization and production techniques
• Have knowledge of scientific or artistic methods within an interdisciplinary context

Social competence

• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• Lead a team and assume responsibility
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

Personal competence

• Gain confidence in own role, and the persuasive and accountable manner in which it is expected to be performed.

Literature lists are issued and updated each semester

Presentation, portfolio, participation, minimum 75% mandatory presence

During your studies you are mostly preoccupied with the design phase for new buildings. However in this early phase of a project you only set the framework, in which the building has to evolve over the next decades or even centuries. What makes some buildings last, what makes others die? We need to understand what implications our design decisions have in terms of environmental impact, cost as well as usability and adaptability over the whole building life cycle. Exploring different models of our building helps us to project our design options into the future. We can then analyze the projected results and steer our design in the “right direction”.

Lecture and seminar: case studies, discourse, experiment, exercises

On successful completion of the course, you will be able to…

• recognize the tremendous environmental, economic and social impact buildings have
• access resources that help you to understand elements of your building
• represent a building as a model that allows you to simulate the impacts of your design decisions
• analyze results in a multi-criteria framework
• assess your own work, and
• critically acknowledge design choices that were made by others

… all this from a life-cycle perspective.

You will also sharpen your (online) research skills and experience the advantages and challenges of teamwork.

Professional competence

• Understand principles of building life cycles and long term impacts of construction.
• Consider maintenance, materiality, recycling and re-/ deconstruction as crucial parameters in sustainable design processes
• Show confidence in analysing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, presentations etc

An updated literature list is issued each semester this module is taught

Exercises, written exam, minimum 75% mandatory presence

The module emphasises on exploring the critical relationship between global influences and regional building contexts the architect is confronted with today. It explores concepts such as identity, heritage, the vernacular and the global, adaption and transformation in relation to architecture and urban design, and thus debates the role the architect plays in contributing to a building culture.

Each building, even the most innovative, is built in a context, is an adaptation of a topography, a transformation of an existing spatiality and culture. Architecture is always made as addition to something, the tabula rasa remains a fascinating metaphor. However, each new intervention transforms the given context and culture and makes a new one. So, what is domestic and what foreign in architecture? What common grounds are possible? Which role play conventions, expectations and cultural exchanges in architecture?

Lecture and seminar: case studies, discourse, writing

Professional competence

• Recognise complexity of globalisation including its social, political and environmental consequences
• Demonstrate ability to deal with heritage in a professional and careful manner
• Show confidence in analysing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own work through oral presentations, writing or visual

communication

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a

considered manner

Social competence

• Discuss and articulate ideas and information fluently

· Demonstrate the ability to work with other students for assignments, exercises, experiments,
presentations etc.

Personal competence

• Assess own work and put it into a historical, theoretical, cultural and social context.

City of Architecture of the City. Berlin 1900-2000, Nicolai 2000
Kenneth Frampton: Studies in Tectonic Culture, MIT 2001
Rem Koolhaas: S,M,L,XL, Monacelli Press 1995
Aart Mekking, Eric Rose, En-Yu Huang, Elena Paskaleva: The Global Built Environment as a Representation of Realities, Pallas Publications 2009
Aldo Rossi: The Architecture of the City, MIT 1984
Georg Simmel: The Ruin, in Der Tag, No. 96 Illustrierte Zeitung 1907
Hans Stimmann: Berlin. Physiognomy of a Metropolis, Skira 2000
Eugène Viollet Le-Duc: The Architectural Theory of Villet-le-Duc, MIT 1990
Cities Architecture and Society. 10. Mostra Internazionale di Architettura, Marsilio 2006
Sang Lee, Ruth Baumeister: The Domestic and the Foreign in Architecture, 010 Publisher 2007

Paper, exercises, minimum 75% mandatory presence

- Integrales Denken, Planen und Entscheiden
- Materialkenntnisse
- Ökologie im Kontext der Nachhaltigkeit
- Ökologie in unterschiedlichen Bauaufgaben
- Effizienz von Materialien
- Effizienz von Konstruktionen
- Fertigungs-, und Montagemethoden
- Recycling
- Nutzungsanforderungen
- Zukunftsprognosen
- Projektarbeit (je nach Kursgrösse in Einzelarbeiten oder Zweier-Gruppen)

- Verständnis der Zusammenhänge von Material und Ökologie in Theorie und Praxis.
- Sensibilisierung für Materialentscheide in Abhängigkeit von baubiologischen und ressourcensparenden Argumenten anhand von Übungen.
- Kenntnisse von Materialien und Materialgruppen sowie Fertigungs- und Montagetechniken.
- Grundverständnis der Nachhaltigkeit (Ressourcenbedarf, Lebenszyklusbetrachtungen, Gestaltung).
- Fertigkeit der Bilanzierung von Materialien im Kontext von Bauteilen und Gebäuden in Theorie und Praxis.
- Fähigkeit der Entscheidung von Materialeinsatz in Bauprojekten aus unterschiedlichen Positionen und Interessenslagen (gesamthaftes Denken).
- Erkennen von Auswirkungen spezifischer Nutzungsanforderungen auf den Materialeinsatz (Unterhalt, Anpassungsfähigkeit, Verbrauch) an Beispielen aus der Praxis.
- Interpretieren und Abschätzen der zukünftigen Materialentwicklung.
- Kenntnis und Fähigkeit der Nutzung von allgemeinen Grundlagen, Quellen und Hilfsmitteln zu Ökologie und Materialkunde.

- Materialmuster und -kataloge und Bildmaterial
- Auszüge aus Fachliteratur, z.B.:
- Grober, Ulrich: Die Entdeckung der Nachhaltigkeit, Verlag Antje Kunstmann GmbH, München 2010
- Hegger, Manfred et al.: Baustoffatlas, Institut für internationale Architekturdokumentation GmbH & Co. KG, München, 2005
- König, Holger et al.: Lebenszyklusanalyse in der Gebäudeplanung, Institut für internationale Architekturdokumentation GmbH & Co. KG, München, 2005
- Keller, Bruno Rutz, Stephan: Pinpoint, Fakten der Bauphysik zum nachhaltigen Bauen, vdf Hochschulverlag AG an der ETH Zürich, 2007
- Instrumente, Normen und Merkblätter zur Bilanzierung von Materialien, z.B.:
- SIA Merkblatt 2040:2017: SIA-Effizienzpfad Energie
- SIA Dokumentation D 0216 SIA Effizienzpfad Energie 2006

Landschaft ist Ressource und welches Verständnis von Landschaft als Ressource soll es künftig geben? Immer mehr sind innovative Konzepte für den qualitätsvollen Umgang mit Landschaft, für die Sicherung der Freiräume, für den kreativen Umgang mit Inwertsetzung von Freiraum, Stadt und Landschaft gefragt. Städtebau hat Landschaft entdeckt, Lebensqualität definiert sich immer mehr aus den Grün- und Freiräume und wie bewusst wird dies in den Städtebau integriert? Welchen Beitrag müssen Freiräume und öffentliche Räume gewährleisten, um Städte attraktiv zu halten? Welche klugen Konzepte geben in Anbetracht des knappen Budgets für Investitionen im öffentlichen Raum, in die Grünraumnetze, in die Entwicklung des Freiraums Antwort auf die Herausforderungen für die Stadtplanung in den nächsten Jahren. Die
Die Aufmerksamkeit wird auf Landschaft als ein Grundbaustein des zeitgenössischen Städtebaus, auf die Freiraumstruktur von Siedlungsbereichen, auf Elemente des Stadtgru?ns, auf Formen der Freiraumnutzung und -gestaltung gelenkt. Wem gehört der öffentliche Raum? Wie setzen wir uns künftig, experimentell und innovativ mit den Bereichen Ökologie, Technologie, Gestaltung und Städtebau auseinander? Es gilt die Vorstellung zu weiten, welche Bedeutung Landschaft als Ressource hat.

• Stadt und Landschaft: Einbindung der Stadt in Landschaft oder Einbindung der Landschaft in die Stadt?
• Landschaft ist integrierbar in Stadt? Anforderungen an Stadt aus der Sicht der Grün- und Freiräume
• Landschaft als Ressource, als Ressource für Energiegewinnung, für Erholung, für Naturschutz - Welche Bedeutung hat Landschaft? Welche Kulturlandschaften werden wir in Zukunft brauchen?
• Programmatik der Landschaft - Landbewirtschaftung und ihre Auswirkung auf die Gestaltung der Kulturlandschaft
• Städtebauliche Wettbewerbe in Europa und ihre Ergebnisse (kritische Reflexion)

Recherche, Reflexion, Übung, Visualisierung, Vormachen, Diskurs, Exzerpieren, Texterstellung, Impulsreferat

• Kenntnisse zu planerische Herausforderungen an Grün- und Freiräume in der Stadt
• Erkennen und Analyse der Programmatik von Landschaft, der Leitbilder für Grün- und Freiräume
• Kennenlernen von landschaftsbezogene Ideen und Konzepte in der Stadtplanung
• Meinungsbildung zu aktuelle Diskussionen im Städtebau

Lehrveranstaltungsnote wird ermittelt aus:
Projektarbeit, Präsentation mit Kritik, Mitarbeit im Unterricht , Endbericht