Architectural Design Project (5 cr)

Objectives (course unit)

Student is able to compose a high-quality spatial and architectural plan for building having a challenging programme. Student can design both professional plans and and illustration images. Student is able to compile a design schedule and submit the plans by the deadline. Student can evaluate his or her own performance and develop designs according to feedback.

Content (course unit)

Architectural competition or equivalent programme.
Varying topics.

Prerequisites (course unit)

Adequate knowledge about architectural design, structures and building materials.

Exam schedules

No exam

Evaluation methods and criteria

Group working.
The student will comprehehend the lessons learned in the past and knows how to apply the knowlwdge in varied and creative way.
Activity and presences of the training classes and lectures
Schedule management and team work skills.
The design proposal must be returned on time. If it is returned late the grade is not more than 2. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.
The seminars are an important part of the cource. Missing out of seminar without a valid reason reduce the value of the grade. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.

Assessment scale

0-5

Teaching methods

Group work
Participation in the public architecture contest.
Teachers assess students on the basis of earlier study skills

Learning materials

Will be notified during the course

Student workload

The student's working load is 27 h/course credit

Content scheduling

The student will prepare a spatially and architecturally challenging space complex and drawings in accordance with the architecture contest programme.
The student's assignment follows the course timetable.
The student is able to evaluate own work and take note of the feedback.

Completion alternatives

none

Practical training and working life cooperation

Visitor lectures

International connections

Visitor lectures

Further information

The design is implemented in ArchiCad -design program.

Assessment criteria - satisfactory (1-2) (Not in use, Look at the Assessment criteria above)

The student has a lot of absences, share of group work is small. The activity of the lectures and assignments is weak. The student has difficulties in identifying the subject of the application of previously learned basic topics. There are difficulties in practical work. Assignments are weak and there are lacks previously learned information. The student does not accept the feedback and does not fix work based on it.
Schedule management and teamwork skills are lacking. The value of the grade when assignment is returned late is not more than 2. Exceptions only for very good reasons, and if this has been agreed with the teacher in advance.
The seminars are an important part of learning. Missing out of the seminars without a valid reason reduce the value of the grade. Exceptions only for very good reasons, and must be agreed with the teacher in advance.

Assessment criteria - good (3-4) (Not in use, Look at the Assessment criteria above)

The student has just a few absences. The activity of the lectures and assignments (group work) is good. Work is progressing during the course. The student becomes familiar with the basic ideas of the subject and the student can apply them to the practical work, as well as can explain the reasons for the selections in the assignment and professional consequences. Student receives the feedback and fixes work for feedback. Schedule management and team skills are good.

Assessment criteria - excellent (5) (Not in use, Look at the Assessment criteria above)

The student become familiar with the studies taught before, as well as lessons learned in the past, can apply it to practical work. The student can explain and justify the expertise and professional training at work, the causes and consequences of choices.
The student has been involved in teaching and in the group work actively and with commitment. Work is progressing during the course consistently and student has made use of the attention it receives guidance and feedback. Training job scheduler is in control.
The student uses feedback systematically as an instrument of their own and their community's professional growth. Student knows how to work together in a responsible manner, in a flexible and constructive manner. Student evaluates himself as well as the community complex and professional field.