Dieses Modul fördert grundlegende kommunikative bzw. kulturelle Kompetenzen in der spanischen Sprache.

Interaktion, Selbstlernstrategien

>einfache Informationen verstehen und wiedergeben
>an einfachen Unterhaltungen im Alltag teilnehmen
>über Vergangenes berichten
>einfache schriftliche Texte verfassen

Bitte bringen Sie folgendes Buch bereits zum ersten Termin mit: eñe A1: Der Spanischkurs (Hueber Verlag).

80% Anwesenheitspflicht

Essay Writing, Dokumentation und Recherche, Sprache und Intertextualität, Schreibprodukt und Schreibprozess

Die Studierenden

Fach- und Methodenkompetenz

• schreiben einen Essay zur Architektur.
• geben fremde Texte mittels wörtlicher und sinngemässer Zitate wieder.
• führen Recherchen in unterschiedlichen Quellen durch.
• erstellen ein Inhaltsverzeichnis und Literaturverzeichnis.
• wenden aktuelle Literaturverwaltungssoftware an.
• wenden das Hamburger Verständlichkeitsmodell an.
• analysieren und bewerten eigene und fremde Texte in freiem und strukturiertem Feedback.
• unterscheiden zwischen Prozess und Produkt.
• können fremde Arbeiten im freien und strukturierten Feedback beurteilen und schaffen daraus für sich und die anderen einen Mehrwert.

Sozial- und Selbstkompetenz

• tolerieren eigene und fremde Positionen.
• kommunizieren offen und transparent.
• beeinflussen Schreibgruppenprozesse durch empathisches Verhalten.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6. ed., 3. printing.). Washington, DC: American Psychological Assoc.
Banzer, R., Scherrer, P. (Mitarbeiter). (2011). Reader zum wissenschaftlichen Schreiben. Zugriff am 19.09.2011. http://www.uni.li/Studium/FachstelleLinguistik/Schreibzentrum/Reader/tabid/1470/language/de-CH/Default.aspx.
Kruse, O. (2010). Lesen und Schreiben: Der richtige Umgang mit Texten im Studium
(Studieren, aber richtig, Bd. 3355). Konstanz: UVK VerlVerfügbar unter.-Ges.

Textportfolio, Peerfeedback

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

Im Zentrum des Moduls Digitale Formfindung steht die Auseinandersetzung mit digitalen Werkzeugen zur Unterstützung des Entwurfs- und Planungsprozesses. Es werden grundlegendes theoretisches Basiswissen und Kenntnisse für den computerunterstützten Entwurfs- und Planungsprozess vermittelt, sowie in architektonischen Aufgabenstellungen praktisch vertieft.

Fachstudio mit Blockunterricht (Vorlesung und Übung)
In Form von Vortrag, Projektarbeiten, Übungen, Recherche,
Visualisierung, Peerfeedback, Zeichnungen und Plänen,
sowie analogen und digitalen Modellen

Die Studierenden …

Fachkompetenz

• erkennen die grundlegenden Geometrien eines Projektes/Entwurfes und klassifizieren diese für die digitale Formfindung.
• benutzen verschiedene digitale Softwareschnittstellen (Datenaustausch mit div. Softwareprogrammen)
• erstellen einfache digitale Visualisierungen.

Methodenkompetenz

• wenden die vermittelten digitalen Formfindungsmethoden in den Übungen, Projektarbeit und eigenen Entwürfen an.
• dokumentieren und illustrieren digitale 3D-Objekte in 2D-Plänen und -Zeichnungen.

Sozialkompetenz

• beurteilen sich und die Kommilitonen in Bezug auf digitale Formfindung.
• unterstützen einander im Selbststudium und entwickeln gemeinsam Lösungsstrategien.

Selbstkompetenz

• gestalten Lernprozesse und Lernsituationen eigenständig und effizient.

Fachprojekt, Übungen, Peerfeedback und der Mitarbeit im Unterricht

This Module deals with the basic elements of digital image making and visualization. This course explores how digital technologies are used to evoke and produce particular feelings or moods of places as architectural visualizations and images. This semester provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques like 3D modeling, digital photography, montage, collage and rendering among others.

Students will be able to develop relevant techniques to translate original architectural ambitions and ideas into forms of illustrated atmospheres. During the course students will take part in workshops and lectures to develop skills for digital image making and visualization in a practical way. Students will be able to use specific tools to translate their architectonical ambitions and create visualized atmospheres for the communication of ideas in the practice of Architecture .

Lecture: visualisation, exercises

This module provides students with the necessary tools to successfully visualise their designs, including a multitude of techniques.

Professional competence

• Successfully apply techniques and tools to best visually communicate architectonical atmospheres
• Show awareness of composition and perception of visual material

Methodological competence

• workshop in rhino
• workshop in rendering / digital photography
• workshop in photoshop / montage
• workshop in collage / output / workflow
• Social competence
• Discuss and articulate ideas and information fluently

Personal competence

• Being able to create a digital image to communicate Architecture.
• Construct an image that expresses an particular mood of a place.
• Being able to discuss the general aspects and qualities of visualized Architecture.

• Autogenic Structures Douglis by Evan Douglis, 2009
• Mixed Reality In Architecture, Design, And Construction herausgegeben von Xiangyu Wang,Marc Aurel Schnabel, Springer 2008
• Spatial Data Quality von Wenzhong Shi,Peter Fisher,Michael F. Goodchild, CRC Press 2003
• Digital Heritage: Applying Digital Imaging to Cultural Heritage herausgegeben von Lindsay W. MacDonald 2006

Portfolio

The module “Emerging Technologies in Architecture” introduces state‐of‐the‐art technologies emerging from research or industries, from within and outside architecture, to be applied in architecture in the near future. It assesses aims at building awareness and critical appraisal of these technologies and identifies how they might transform architectural practice and thus the role of the architect.

Lecture: case studies, discourse, writing

Architects and students today have to be acutely aware of the radical shifts in technology and its impact on the practice of architectural design. By the time students become architects most of the technological paradigms they believed in at the beginning of their studies will be outdated.

Professional competence

• Identify the potential of emerging technologies
• Critically assess their impact on architectural design, manufacturing and construction
• Show confidence in analyzing case studies and the ability to infer principles and motivations
• Explain competently, discuss and critique own design production and its theoretical contexts

Methodological competence

• Differentiation between digital modelling/ prototyping technology and technological feasibility of architectural designs

Social competence

• Discuss how state-of-the-art technologies and emerging technologies take influence on the practice of architectural design
• Discuss how technology informs the idea of architectural practice
• Demonstrate the ability to work with peer students in the context of interactive lectures and design sessions

Personal competence

• Assess own work absorbs/ responds to technological developments

and put it into a historical, theoretical and philosophical context

Braham, William W. and Hale, Jonathan (ed.) 2007. Rethinking technology: a reader in architectural theory. London: Routledge.

Ginsberg, Alexandra Daisy et.al. 2014. Synthetic Aesthetics. Investigating Synthetic Biology’s Designs on Nature. Cambridge, Mass; London: MIT Press.

Heatherwick; Thomas and Rowe, Maisie. 2013. Thomas Heatherwick - Making. London: Thames & Hudson.

Hensel, Michael; Menges, Achim. and Weinstock, Michael. 2010. Emergent Technologies and Design: Towards a Biological Paradigm for Architecture. London: Routledge.

Howes, Phil and Laughlin, Zoe. 2012. Material Matters: New Materials in Design. London: Black Dog Publishing.

Salter, Chris. 2010. Entangled: technology and the transformation of performance. Cambridge, Mass.: MIT Press.

Paper

This module investigates and identifies the various forms and methods used to successfully mediate architecture and urban design, with particular attention paid to communication processes during the design phase of a project. Communication strategies aimed for variety of stakeholders are being discussed and the role of architectural mediation in the successful implementation of a project defined. Through the presentations of architecture mediation projects, a set of best/bad practice case-studies will be studied and analysed.

Lecture and seminar: case studies, discourse, writing

Each of the four sessions will have an input lecture
an invitation of one guest speaker is planned (architecture mediator Boris Szélpal or Michael Emmengger)
exercices
question-anwser discussions

Professional competence

• Evaluate and choose appropriate modes of mediation according to message, facilities and recipient (experts and non-experts)
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication
• To understand architectural design as a negotiation process

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• To work within the extended definition of the discipline of architecture

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments,presentations etc.
• Being familiar with a variety of the field's concepts, practices, and procedures

Personal competence

• Seek and make use of feedback.
• Use appropriate methods to communicate to a range of audiences with different levels of knowledge and expertise.

Arrhenius, T. (2014) Exhibiting Architecture: place and displacement. Lars Müller Publishers, Zürich.
Brandenburg, J. (2012). Participation in architectural design processes. Master Thesis, University of Liechtenstein
Blundell, J. et. al. (2005). Architecture and participation. Spon Press. London
Chaplin, S. (2009). Curating architecture and the city. Routledge, New York
Latour, B. (2007). Reassembling the social : an introduction to actor network-theory. Oxford University Press, Oxford.
Lorenz, T., Staub, P. (2011). Mediating Architecture. London: AA Publications
Rattenbury, K. (2002). This is not architecture. Routledge, London.
Simonsen, J. (2011): Design research : synergies from interdisciplinary perspectives. Routledge, London.

Portfolio, exercises, minimum 75% mandatory presence

This module offers an overview of the interplay and dependencies of settlement, resource use, resilience, sufficiency, climate change and architecture, urban design and the formation of man-made landscapes. Additionally, it demonstrates the potential of an integrated approach to design sustainable, regenerative environments. Investigating and assessing recently designed and realized projects (considering topics as habitation, commercial, mixed-use, infrastructure, mobility, renewable energy production and supply, agriculture, forestry, biodiversity, carbon sequestration, water resource management, etc.), students will understand to what extent their future practice as architects and urban designers can contribute to more sustainable and regenerative environments.

Lecture and seminar: case studies, discourse, writing

Professional competence

• Grasp essential parameters shaping sustainable, regenerative environments and translate this knowledge into own work
• 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
• Develop a holistic approach on urban planning and design

Identify basic principles of various spatially significant fields

• Evaluate regenerative potentials of urban design projects
• Distinguish the limits and potentials of own role in urban development
• Apply regenerative design strategies on urban territories

Methodological competence

• Identify key elements of problems and choose appropriate methods for their resolution in a considered manner
• Apply regenerative design strategies in complex organisational and community settings
• Create formal presentations to informed audiences

Social competence

• Discuss and articulate ideas and information fluently
• Demonstrate the ability to work with other students for assignments, exercises, experiments, ¿presentations etc
• Explain competently, discuss and critique own work through oral presentations, writing or visual communication

Personal competence

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

A detailed list of the required readings will be provided as pdf files at least one week prior to the first session. Basic books:
Calthorpe, P. (2011). Urbanism in the age of climate change. Washington (DC): Island Press.
Condon, P. M. (2010). Seven rules for sustainable communities : design strategies for the post-carbon world. Washington (DC): Island Press.
Girardet, H. (2010). Regenerative cities. Hamburg: World Future Council.
Girardet, H. (2014). Creating regenerative cities. Abingdon, Oxon: Routledge.
Hodson, M.; Marvin, S. (2010) World cities and climate change: Producing urban ecological security. Maidenhead: Open University Press, 2010.
Holling, C. S. (1986). The Resilience of Terrestrial Ecosystems: Local Surprise and Global Change. In: Clark, W. C.; Munn, R. E. (1986). Sustainable Development of the Biosphere. Cambridge University Press, p. 292-320.
Lyle, J. T. (1994). Regenerative design for sustainable development. New York: John Wiley.

Portfolio, exercises, minimum 75% mandatory presence

Today, major urban areas in developed regions are, without doubt, economic giants. Only 600 urban centers generate about 60 percent of global GDP. The urban world is shifting. Scholarly journals have published thousands of articles about urban economies. Among the questions we frequently find: Why do some cities grow faster than others? Why do some generate more wealth? Why do some decline? How do cities generate wealth, how do they apportion their wealth to further social and environmental goals?
Cities are first and foremost places—agglomerations of people—rather than economic and political units. Also, cities’ power to make economic policy is limited. While cities aren’t like nations, which can leap from rags to riches within a generation, they do have the policy apparatus to influence their economic destiny. A city’s initial size and location will largely determine which classes of economic activity are likely to succeed there and which are likely to fail.

The course will introduce you to the world of the economy of the built environment, urban and city economies, the role of private and public property, infrastructure and the build environment. The main focus is to understand the micro- and macro -economics and to endow your architectural and urban design skills with knowledge about the dynamics and responsibilities of building assets and their political, social and historical aspects. The financing, marketing and management of cities and our build environment is driven by the larger economy and related political issues: these are core drivers for most architectural design commissions and outcomes. Within this you will begin to understand the built environment as value structure, of real property interests and dynamics that determine design briefs and, together with public policy directions and planning objectives, set the stage for the design and planning profession to unfold and excel within. Familiarity with the conceptual frameworks, practical tools and language of the world of the 'built economy' and the appurtenant property market is an important asset, since, when inadequately understood and applied, development frameworks can constrain creativity and design quality - and lead to practices that can be regarded as socially, environmentally and economically unsuccessful.

The subject hence has a twin objective: to not only bestow an understanding of economy, but to do so in a manner that is applied in a political and social development framework. You will encounter the growing domain of economy in the build environment that seeks to influence our architectural excellence and the objective to interact with the drivers and champions of urban change and the involved social groups and solicit participation: taking into account that often the projects have multiple decision makers, accomplishers and reference social groups in addition to the community considered overall.

Lecture and seminar: case studies, discourse, writing

The outcome is to assist in developing both a sense of ethical understanding and practical vision in achieving knowledge about economical feasibility and resilient urban understanding that respond to the environmental, social and political demands of today. It is to help developing a working knowledge of processes in the property world, such as principles of corporate social responsibility and community investment; concepts of 'design dividends'; tools of gauging urban quality; incentives and other mechanisms for quality guidance and market innovation; and partnerships and other effective means of implementation. Ultimately, it is to motivate and prepare tomorrow’s architects and urban planners (so as relevant partners) for the complex world of real estate, by providing the basic knowledge of the industry and applying it into a real world experience.

Professional competence

• Understand abstract concepts and their impact on your work
• 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

Personal competence

• Assess own work and put it into a historical, theoretical and philosophical context

Personal competence

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

The Built Environment: Economics and management Strategies by Rocco Curto
Polytechnic of Turin, Italy Keywords: Economics, environmental assets, economic strategies, management strategies ©Encyclopedia of Life Support Systems (EOLSS)
Summary of Urban Economy Assessment: What is Urban Competitiveness? By Douglas Webster and Larissa Muller. (2000). Urban Competitiveness Assessment in Developing Country Urban Regions: The Road Forward, Paper Prepared for Urban Group, INFUD, The World Bank, Washington D.C., July 17.
Report | McKinsey Global Institute I March 2011: Five principles of Urban Economics By Mario Polèse Professor at the Centre Urbanisation Culture, Société at Montreal’s Institut National de la Recherche
Scientifique. He is the author of The Wealth and Poverty of Regions: Why Cities Matter.
Report | McKinsey Global Institute | March 2011 Urban world: Mapping the economic power of cities
by Richard Dobbs, Sven Smit, Jaana Remes, James Manyika, Charles Roxburgh, Alejandra Restrep
The Design Dividend. Property Council of Australia, Droege, P. 1999.
The Economics of Amenity. Center for Cultural Resources, MacNulty, R., Jacobson, D., R. Leo Penne; 1985

Portfolio, exercises, minimum 75% mandatory presence