Courses
Integrated Master Degree in Architecture
General information
| Official Code: | 9257 |
| Acronym: | MIARQ |
| Description: | Estruturado em dois ciclos de estudos, o Mestrado Integrado em Arquitectura visa assegurar uma formação qualificada em arquitectura, que assenta na construção de um saber específico que se funda na articulação de diferentes áreas disciplinares que convergem para a compreensão e construção de um entendimento sobre o espaço ― os seus fundamentos, propósito, relações e configurações. Para a construção do referido saber e compreensão e entendimento sobre o espaço são convocados e desenvolvidos no estudante o pensamento teórico e o exercício da crítica, salientando-se, ainda, o desenvolvimento e afirmação de uma cultura de desenho entendida como instrumento de pensamento e de representação, que se consideram estruturantes na formação do arquitecto. Raquel Paulino |
Certificates
- Master of Architecture (300 ECTS credits)
- Architectural Studies (180 ECTS credits)
Courses Units
Drawing 1
The discipline of Drawing aims to promote the representation and knowledge of the visible world and the mental images through manual graphic skills, in accordance with the following objectives:
- To develop the student's the ability to observe;
- To develop the ability and knowledge about the act of drawing and the sensitivity to plastic and aesthetic values;
- To create conditions for the student to face the act of projecting with spontaneity, agility and awareness;
- To stimulate the presence in the act of project of non systematic, symbolic and poetic components.
- To promote the appreciation and understanding of the need and pleasure of representation;
- To recognize drawing as a graphic expression of an intention;
- To understand that you can learn how to draw through the practice of drawing.
Geometry and Architecture
To know the different systems of representation, their properties and specificities, as a means for the reading, construction and representation of space, from the territory to the architectonic object.
Be able to use 3D modeling tools for the same purpose.
History of Ancient and Medieval Architecture
Architectural Design 1
General Theory of Spatial Organization
Building Construction 1
Studying the architectural space in its constructive dimension, by raising awareness and acquiring basic scientific knowledge about the materials and techniques involved in the construction processes.
Ensure that this learning, which is based on the study of generic building becomes necessary instrumentation to support architectural practice and theoretical action, permanently referred to the context of the place and the production system.
Drawing 2
Objectives, Competences and Learning results.
To develop drawing praxis – the singularity of its expression and individual adequateness
(manners, techniques and systems of representation) – in such a way that it favours a free and effective construction of images closely related to architectural project.
History of Modern Architecture
History of architecture has to be understood as an art that is attaining step by step a scientific goal and not, in any case, like a evocative summing up of buildings, cities, and interventions on natural landscape in order to achieve the basic means of life in an artificial HABITAT.
The history of modern architecture aims the acquaintance of the generally so called classical architecture. The chronological scope of this discipline mediates from the end of Middle Ages until the beginning of neo-classical period.
The history of modern architecture archives that are dealt with in this discipline are mostly the deeds of “stone and plaster”. The student is invited to understand how the architect/builder of those times could deal with the architectural concepts for the coeval time being, giving them form and substance, i.e., turning the architectural concept into the architectonic matter.
The knowledge of architecture could not survive without the written documents as well as drawings that, sometimes are due to arise some unexpected hypothesis to understand unconventional matters.
Architectural Design 2
The vertical structure of the Course in the design area proposes for the 2nd year an introduction on the issues of design methodology and the continuity of the learning process started in the 1st year, developing and consolidating the instrumental and conceptual capacities for the design exercise. This practice presumes the capacity of experimentation and synthesis of diverse convergent issues on the architecture field, which will always be subjacent in the proposal of an architectonic form.
The 2nd year design process should focus on the renovation of a consolidated city area, easily identifiable, proposing buildings of variable dimension and complexity with an equipment and restaurant program. It should privilege the analysis of the building set, the public space and the city, using as support architecture and urban history and architectonic analysis methodology, with the goal that each student builds and fundaments its reading of the site. The process of intervention and context observation should lead to the identification and characterization of the diverse architectonic elements and forms that constitute the design area and its meaning in the city history, aiming an objective validity of each transformation proposed. This should result from a process in which the area knowledge and the creative and critic capacity of the student reveals a progressive improvement of the proposal validity and its design.
Architectural Theory 1
The objectives, skills and outcome of the learning process are:
1 - To make the student familiar with the subject of Architectural Theory, in its specificities as well as with the interactions it establishes with other fields (i.s. Design, History, Building, Planning)
2 - To make the student familiar with a sequence of theoretical movements, architectural languages and architecture' thinkers who left their mark in the developing of Architecture and in the field of Theory in particular.
3 - To develop general knowledge, critical capacity and personal interests that will support the student in his architectural practices and design experiences.
Urban Economy
This course provides a set of concepts and frameworks to understand cities and urban development from an economic perspective. Economic phenomena impact upon cities in many ways, and cities are places in which synergies and tensions between the economy, society and the built environment are most visible. The course introduces principles and fundamentals of urban economics, together with contemporary discussions on the role of cities anchoring transnational flows and their role as centers of production and consumption. It discusses the extent to which urban economies can be managed, as well as the relations established with urban planning and transformative projects linked to urban rehabilitation, talent attraction, innovation and sustainability.
Geography
Introduction to Urban Planning
Opção U.Porto (Urbanistica)
Spatial Anthropology
Knowledge of the main sociological and anthropological paradigms for the study of spatial questions; understanding of the frames of strcutural relation between spatial morphology and socio-cultural morphology; knowledge of the main implications of these relations in the study of portuguese society.
Geography
Introduction to Urban Planning
Introduction to Landscape
Opção U.Porto (Urbanistica)
Building Construction 2
History of Contemporary Architecture
The Curricular Unit History of Contemporary Architecture has as its objective the critical knowledge of the architecture of the Contemporary Age, considered as that which belongs to the period that begins at the end of Baroque architecture and continues until today. The date of 1750, a possible beginning, is the year Denis Diderot published the "Prospect" of the Encyclopedia, a work that would begin its publication in the following year.
Architectural Design 3
Architectural Theory 2
The course Architectural Theory 2 addresses the development of an understanding of the relationship between theory and critical thinking and practice, aiming at:
-
Promoting a progressive awareness of the designing operation’ inherent logics, making the student sensitive to the use of the theory and critical thinking as auxiliary enhancers of design and composition, influencing their propositional capacity.
- Training an individual space for reflection to think-learning the architectural process (between artistic experience and disciplinary practice) using references that unveil how ‘creation, thought and knowledge’ are reinvented through drawing during the design process.
-
Developing the research practice in architecture by inducing the collection of resources and materials that enable inquiry and informing, as well as arguing and validating self-thinking, with recourse to a thematic organization of contents.
Urbanistics 1
The discipline of Urbanística 1 proposes a reflection on the meanings inherent to the contexts and processes of conformation and evolution of the city and the territories of urbanization, observing the results of the different models, forms and scales of action, within the respective agents' realm and technical and operational assumptions.
The understanding of (intervention in) city and territory naturally presupposes an interdisciplinary approach and the correct interpretation of the relationships between urban practices and physical, social, economic and political structures, their intrinsic characteristics and rules, identifying the permanence factors and the dynamics of change inherent in the very facts and processes to be recognized.
An objective and coherent perception of urban phenomena is sought as resultants and/or determinants of the interaction between programs, plans and projects (public spaces, infrastructure and architecture), their forms of concretion, articulation and management, especially with the generalization of the urban and territorial planning actions that aggregate several areas of scientific knowledge.
Architecture and Design 1
The haste promoted by the diffusion methods of architectural images present throughout the internet, potentiate the loss not only of the slow process of assimilation but also of the habit of “project studying”. As a means of complementing such fleeting perceptions, and furthermore as a pedagogical objective, it is important to advance the ability of focusing the attention, with acuity and efficiency, on the relevant facts of an image, a drawing, or a comment.
Intending to overtake some difficulties among students in identifying, observing, recording, and retaining, with both celerity and effectiveness, many of the structural facts and forms of composing an architectural work, the purpose of this CU is to help propel and develop the ability to observe, identify, and understand (and depict by means of a quick drawing) the architectural signifiers essential to the project analysis.
Computer Aided Architectural Design 1
The objective of the course of Computer-Aided Architectural Design 1 (CAAD 1) is to provide the student with a space for experimentation with the computer in the act of drawing, projecting and representing architecture.
In close continuity with the learning in the disciplines of Project 1 and 2, and Drawing 2, this course aims to allow the exploration of digital tools in processes both analogous to hand drawing and natively computational for the development and representation of architecture.
Human Figure and Space Rendering I
It is intended to promote personal research paths that ensure the practice of drawing as dialogic and structural relationship of imagination.
Photography and Architectural Design Communication I
Photography and other representation methods are explored and the study, conception and production of a photobook is pursued.
The aim is to give the necessary knowledge to students in order that they can use and combine diverse analog and digital representation instruments as complementary media for communicating their design ideas, as well as the formal and structural aspects of the proposed design. It is intended to encourage and explore the use of various media, images and instruments for territory analysis and design communication, with a special focus on photography and the conception, production of a photobook.
Constructive Geometry 1
The aim of the Constructive Geometry courses consist in researching the role of Geometry in Architecture, by exploring its relation with current digital technologies. The course of the first semester - Constructive Geometry 1 (GC-1) introduces the students to the research of new themes with a strong implication in the design and characterization of the architectural space.
The development of CG-1 curriculum unfolds through the pratical exploration of the computer, which is understood here as a media for:
- geometric representation (drawing and modeling);
- calculation and geometric computation (parametric and algorithmic design;
- physical materialization (digital fabrication).
Opção U.Porto (Desenho)
Architecture and Design 2
Computer Aided Architectural Design 2
The objective of the course Computer Aided Architectural Design 2 (CAAD 2) is to provide the student with a space for computer experimentation in the act of three-dimensional modeling of architecture, from the moment of creation to presentation.
In close continuity with the learning acquired in the subjects of Project 1 and 2, Drawing 2 and CAAD 1, this course aims to allow the exploration of digital tools in digital processes analogous to the model. This digitization of the model will not only be used in the simulation of light effects and materials, but also in the semantic use of the model in a BIM methodology, allowing an automatic and symbiotic generation of the technical drawings necessary for the communication of the architectural project.
Human Figure and Space Rendering II
In short, it is promoting pathways personal search to ensure the practice of drawing as a relationship and structuring of imagination and thought.
Photography and Architectural Design Communication II
The aim of I FCPA II, which is a 2st Semester 3rd year course in the first-cycle, is to develop theoretical and practical bases related to the universe of communication strategies for the design of architecture in an early stage of development (territory analysis, communication, concepts, schemes, site plans and volumes).The focus is to use graphic design, photography and image synthesis software applied for communicating and image architecture with a special incidence in the early stages of the design process.
The aim is to give the necessary knowledge to students in order that they can use and combine diverse analog and digital representation instruments as complementary media for communicating their design ideas, as well as the formal and structural aspects of the proposed design. It is intended to encourage and explore the use of various media, images and instruments for territory analysis and design communication.
Constructive Geometry 2
The development of CG-2 curriculum unfolds through the practical exploration of the computer, which is understood here as a media for:
- geometric representation (drawing and modeling);
- calculation and geometric computation (parametric and algorithmic design;
- physical materialization (digital fabrication).
Opção U.Porto (Desenho)
Building Construction 3
History of Portuguese Architecture
Architectural Design 4
Structural Systems
Architectural Theory 3
- To present architectural theory as the transmissible and sharable knowledge, regarding all the scales of space organization, from landscape to the city forms that build our Common Home. It differs from history because in addresses the project, space transformation and citizen empowerment, towards a responsible production and innovation of architecture, inside the universal Sustainable Development Goals.
- To relate work and thinking of present reference authors, through the selection and verifying of information more and more mediated by internet, in search of an awareness and endless confrontation between universal values and circumstances that explains the tireless will of expression into Spatial Forms of human needs, aspirations and availabilities.
- To promote personal elaboration of theory, rooted in received and experimental data (in the second lies evidence and originality), through (1) choice and identification of an object; (2) delimitation and adequacy of the approach scales; (3) collection and systematization of relevant information in the field of architecture (4) critical reasoning; (5) personal and referred argumentation.
- To place, through study cases, the theory of the public space in the field of architecture and urbanism, as the set of formal structures (design and construction) that holds a distinctive character of the city and depends on the factors that determined them.
The House - laboratory of architectural thought
Urbanisation of Poverty
In this way, the debate on equity is a global issue, from the countries of the North to the countries of the South, and that action in the environment built for more equitable spaces and democratic access to urban resources is, a challenge for architects and urban planners.
Given the most recent and contrasting global dynamics of urbanization and the current professional challenges placed at the international level, this curricular unit intends to create a theoretical and practical field of discussion around the spatialization of poverty and the disparities in this process of urbanization, social concerns in the disciplinary field of architecture and urbanism, as well as the limitations and potentialities of redistributive policies, social interest and fair management of the built environment.
Thus, it is proposed here the study of the disparities in the processes of production and management of the built environment, namely, discussing the visibility and role of population groups with lower economic incomes, both focusing on non-Western contexts (in the experiences of Latin America, Asia and in Africa) and in the critical areas of the Western contexts (in the evolution of social policy and in its current situation).
The aim is to establish a broad understanding of issues related to the urbanization process, not only by discussing extreme conditions of disparities and / or limiting resources, but also by framing multi-stakeholder management mechanisms. In these contexts, the professional practice of the architect / urbanist is rarely placed solely in a client - service provider relationship, but rather the actors involved in the decision - making process, recurrently encompassing entities such as public structures for territorial regulation and social interest ( at the central, municipal and / or local level), external financiers, international agencies, nongovernmental organizations, local associations and / or inhabitants, placing the architect / urbanist in the role of mediator and facilitator.
Thus, it is proposed to build an informed view of paradoxical realities, discussing methodologies and intervention tools, constraints and potentialities, experiences and strategic orientations of work in extended teams.
Architectural Toys - The Playful Construction of Architecture
Architecture, theory and criticism in the Iberian Peninsula 1950-1980
Its first objective is to deepen a critical point of view of contemporary Iberian architecture through a series of debates, not only national, but also international. Its second objective is to explore the relationship between theory, criticism and project, a relationship that the generations born in the 1920s and 1930s cultivated ina particularly committed way. Finally, the course proposes a wider reflection on the way in which certain debates are assimilated in "peripheral" contexts with regard to theoretical production.
Architecture and Cinema
Concepção e Experimentação Estrutural
The course unit aims to bring students closer to three types of structural principles – statics, materials and construction – that were on the conceptual genesis of reference structures of the past.
On statics, the objective is to develop an intuitive and holistic relationship between form and structure using graphical methods and physical models, in which structures are being calculated as they’re being drawn.
The students, in groups of 6 or 7 people, should develop the project for a structure that will be built in February. This structure, with no program or function, should have its genesis on an idea or structural principle, the engineering themes: equilibrium, surfaces, lines.
During this process, the students must question and explore the restrictions they’re being faced – technical and constructive process – and for their project they should produce three types of drawings – conception, execution and construction.
Circular Construction, Conscious Design and Certification
The UC aims to raise students' awareness of the impact of buildings on environmental and social ecosystems, studying and discussing, throughout the sessions, some topics that can inform the construction of an individual position.
Construction of Architecture of Wood
Build in the Built
- Deepening knowledge on methodologies, theories and practices of intervention in the built heritage in a wide sense.
- Exploring methodological instruments and tools to support the characterization, diagnosis and intervention in the built heritage.
- Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of built heritage, considering its historical evolution and contemporary examples.
- Promoting the critical analysis of architectural design (projects and works) in the built heritage.
- Providing advanced training, skills and research methods in the area of architectural design in the built heritage.
- Promoting the multiplication of opportunities in the labour market and foster a closer relationship between the University and national and international agencies whose mission is the management and enhancement of built heritage.
Drawing as a method and instrument of research in Architecture
The course is based on the centrality of Drawing as an 'instrument of thought' and the construction of an 'intelligent memory', which are considered essential for the development and enrichment of an 'intelligent and instinctive intuition' that we consider to be essential to the architectural practice.
Alexandre Alves Costa summed up the above. About the pedagogical practice at Porto School, he states that "drawing has very quickly demonstrated its usefulness in various fields of architecture learning, first of all in the research of its essence, that of the nature of space, through an analytical process of observation of cases, aiming at composition, proportion, scale, volumetry, structure, textural values, relations with context and even some intangible factors such as light or color. "
Architecture, Territory and City Photography
The general objectives of FACT are twofold. On one hand, to give theoretical and practical knowledge for using critically photography as a research instrument and support for communicating and representing Architecture, city and Territory. On the other hand, to raise the awareness of students for using different qualitative methods to conduct research using visual instruments for inquiring critically those spaces.
Initially students are asked to analyze, question and confront a set of public spaces and architecture, exploring the potential of photography, as well as the accessibility and interactivity on the Internet for communicating different experiences and perceptions of urban space. During the semester the students create a photobook and a visual portfolio in the scopio network platform on the web. This portfolio consists of an interactive visual narrative made up with images and text supporting a set of ideas that posit a position, argument or story about a particular subject or problem of the urban area being studied.
This photobook and viusla portfolio can be used later as the basis for a case study related to research on photography and digital media applied to the reading of public space and architecture, and therefore integrated in the work of the thesis to finalize the second cycle of the course.
Inhabiting the Future - Research Laboratory
To frame and guide an initiation into research practices in Architecture, through a critical, awareness-raising and operative process, in this academic year, particularly focused on the issue of "Inhabit the Future".
History of the City of Oporto
Opção U.Porto (Qualquer Área)
Landscaping
Acquisition of competences in a vast number of
concepts and work fundamentals related to landscapearchitecture design.
Acquisition of literacy in Landscape Architecture
through knowledge of the work of national and
international landscape architects.
Acquisition of literacy on the functions of
ecosystems and green spaces.
Acquisition of skills in fighting climate change,
promoting social cohesion and the well-being of
populations in an urban context.
Oporto. Territory and networks of invisibility.
Object:
Territories and networks of invisibilities, dialectical between the "invisible city" and the "visible city", considering process, project and work in the public space (infrastructure, socialization and urbanization) of the territory of Porto and the "Grande Porto" as a lab to reflect, question and understand the processes of contemporary transformation of urbanity and the "urban being".
Framework/Objectives:
This curricular unit of the Integrated Master's Degree in Architecture of FAUP (MIARQ/FAUP) aims to contribute to deepen a field of theoretical and practical reflection on the relationship, in society in general and in communities in particular, of idea/strategy/process/project/work in the equation of urbanization and urbanity, considering the disciplinary area of Architecture and its transversalities with the social and human sciences and the public politcs in the social, political, economic and cultural fields.
Combining territory and landscape, urbanization, urbanity and rurality, memory and forgetfulness, "human being" and "urban being", it is intended, through a teaching practice based on the emphasis of the learning factor, on the trinomial teaching-learning-research, to approach the urgency of reconsidering strategies for the space of the city, its territory and communities, in a logic of "Service Learning" and "Engage Students", in the context of the 3rd mission of the University.
It underlines the importance of strengthening the presence in teaching-learning, in Architecture, of academic reflection on the equation of networks, territories and communities of invisibility, materials and immaterials, flows and dynamics and variable geometries of mobility of urban and periurban populations to the extent of their potential to create real conditions for a more inclusive, sustained development and planning, of progress, according to the most current trends of feminist urbanism and participatory urbanism. In this sense, it is, from the first contact time, a concern that requires the reinvention of teaching methods/processes in order to capture attention and develop the profile of the student leading to the formulation of critical thinking.
Estat the boundaries/barriers of everyday life, very marked by logics of physical and intellectual "zonation", of borders and rigid territories in its spatiality and social, political and urban conformation, in a tense relationship between access and exclusion, identity and revulsion, belonging and abandonment, we can characterize the pedagogical practice associated with this curricular unit as potentially catalyst and unlocker of the individual and collective construction of critical positioning, in a constant dialectic between teaching and learning, teaching and research and research and society, developing the 3rd mission of the University.
Starting from the specific case of the city of Porto and the territory called "Grande Porto" as an experimental laboratory, this U.C., by the evidence it intends to create, by encouraging students in the continuation of their studies and dynamics of participation in society (the social function of the architect), by the plan of reflecting on their subjects of focus, considers to be able to enrich the field of collective memory (material and immaterial) , both by the information and interpretation of the daily, ethnographic reality, the urban environment and the primary sources of material and immaterial heritage, as well as the research that may result from the curricular component and extracurricular extensions and interactions with other communities in the context of the University and civil society in general.
Anchoring itself in the objective of expanding and disseminating current knowledge and, combining it with the pedagogical and didactic dynamics and practices of a final cycle of an integrated master's degree in the artistic-scientific field, a Community of Pedagogical Innovation - inserted at Pedaghogical Innovation/University of Porto (CIP-UP-PTRI)-, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with FBAUP and FPCEUP was constituted, focusing on sharing practices in the curricular and research spheres, providing, in order to create platforms of intellectual intersection, a set of classes open to the academic community, spaces for sharing and discussion in social networks, collective conversations and tertulias and colloquium spaces. In these moments, which are expected to be very participated, with the presence of students of formal and informal frequency, Portuguese, Erasmus, other academic years, other organic units of the UP and even some who have already completed the master's course and who are in internship or start the frequency of third cycle courses, allow the creation of a pedagogical atmosphere, of an enrichment of the critical mass in the university environment and of affirmation of diversity, inclusion and dissemination as essential values of the classroom space.
Observing the current formative and reflective offer in the context of FAUP and PU, considering as added value the construction of specific knowledge in an interdisciplinary register, transdisciplinaryly enriching the students' curricula, enabling them, by choice, the development of specialized studies in the last two years of MIARQ, showing them possible paths leading to the elaboration of their dissertation processes or final project , with this UC, it is expected to open perspectives in the discipline of Architecture and transversalities with areas that are related to it. In a prospective stimulus to the continuation of studies, and the continuation of research work.
Among the multiple reasons that could motivate us to develop this whole pedagogical process, some are judged as structuring:
-Recovery of the social sense of education in Architecture in order to contribute to the development of society;
-Potentiation of a democratic and participatory concept of active citizenship, fostering consideration in the equation of the urbanity of physical and social networks that characterize the aspect of urbanism that considers actors, people and communities in their equation;
-Underline the urban relations of cohesion and increase of the social capital of neighborhoods and communities, enhancing the complicity of teaching/research processes, learning to work networks, to network and to monitor the progress and results of these same intervention projects in the logics of the aforementioned learning in service;
-Improve the social perception of students and researchers and empowerthem of means, tools and platforms for understanding and dedrawing urban territories, especially the so-called losing territories in which these networks of invisibility are expressed. From the conditions of basic urbanity to the communication and digital information networks.
Finally, it is the objective of this U.C. to help to understand contemporaneity, regarding the study, understanding, problematization and interpretation of ideas, processes, projects and works in the context of public space, from the information and interpretation of these "territories and networks of invisibility", from the great work and research field that is Porto.
Building Rehabilitation
The UC has the following objectives: to make the students aware of the need of preservation and rehabilitation of the built heritage, to alert them for the most current causes of building pathologies associated with incorrect design and construction deficiencies and to provide them with the knowledge that will allow them to recognize the most important building pathologies, determine their possible causes and to define the corresponding rehabilitation solution.
Sistemas Construtivos Tradicionais
The objectives of the curricular unit Traditional Building Systems are:
- To disseminate the richness of our traditional architectural heritage, rural and urban, vernacular and erudite, through the interpretative study of building types and their respective construction systems;
- To sensibilise students to traditional architecture, one of the irreplaceable symbols of our national identity, not only as a heritage legacy that must be preserved, but also as an invaluable resource that must be incorporated into a truly sustainable practice of architecture.
- To understand the values of old buildings, enabling the development of a critical sense that allows students to acquire future skills, within the scope of the disciplinary practice of architecture, aiming at safeguarding and valorising this heritage.
- To contribute to the understanding of old buildings as a significant legacy of teachings to the practice of architecture, as well as an inexhaustible source of inspiration.
Opção U.Porto (Qualquer Área)
Heritage and Landscape. Management, Analysis, Project
-Rasing awareness to the importance of the multidisciplinary character of heritage studies.
-Promoting a cross-cutting approach to the concepts of heritage and landscape in contemporary society.
-Acquiring knowledge about methodologies, theories and practices of intervention in built heritage and landscape;
-Critically analyzing the international charters conventions, the Portuguese legislation and its implementation.
-Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of heritage, considering its historical evolution and contemporary examples.
-Developing competences in the field of architecture and landscape design, involving the relationship between research and its theoretical framework with project conception.
-Acquiring knowledge about the history of landscape design and the management of cultural landscapes.
-Acquiring knowledge about the methodologies and principles of intervention in landscape heritage.
-Defining and interpreting the fundamental concepts of risk analysis and management.
-Developing competences related to the identification of risk areas.
- Organizing risk assessment frameworks applied to case studies
Urbanistics 2
Writing Planetary Architecture. Aga Khan Chair
From its creation in 1977, the Aga Khan Award for Architecture has been celebrating outstanding architecture throughout the world. Beyond the acclaim, the award has been a propeller of debate and steered the systematic collection of a wealth of information documenting building practices. It now holds a public archive of over 200 technical reports, photographs, drawings, and other related materials ranging from the 1980s to the present.
This elective course will draw upon these materials to: 1) identify the major debates taken place over the past 50 years within the disciplinary field; 2) explore a variety of forms to analyse and assess the built environment; 3) train writing skills to complement other architectural critical strategies and tools such as drawing and representation.
Dissertation
Architectural Design 5
The House - laboratory of architectural thought
Urbanisation of Poverty
In this way, the debate on equity is a global issue, from the countries of the North to the countries of the South, and that action in the environment built for more equitable spaces and democratic access to urban resources is, a challenge for architects and urban planners.
Given the most recent and contrasting global dynamics of urbanization and the current professional challenges placed at the international level, this curricular unit intends to create a theoretical and practical field of discussion around the spatialization of poverty and the disparities in this process of urbanization, social concerns in the disciplinary field of architecture and urbanism, as well as the limitations and potentialities of redistributive policies, social interest and fair management of the built environment.
Thus, it is proposed here the study of the disparities in the processes of production and management of the built environment, namely, discussing the visibility and role of population groups with lower economic incomes, both focusing on non-Western contexts (in the experiences of Latin America, Asia and in Africa) and in the critical areas of the Western contexts (in the evolution of social policy and in its current situation).
The aim is to establish a broad understanding of issues related to the urbanization process, not only by discussing extreme conditions of disparities and / or limiting resources, but also by framing multi-stakeholder management mechanisms. In these contexts, the professional practice of the architect / urbanist is rarely placed solely in a client - service provider relationship, but rather the actors involved in the decision - making process, recurrently encompassing entities such as public structures for territorial regulation and social interest ( at the central, municipal and / or local level), external financiers, international agencies, nongovernmental organizations, local associations and / or inhabitants, placing the architect / urbanist in the role of mediator and facilitator.
Thus, it is proposed to build an informed view of paradoxical realities, discussing methodologies and intervention tools, constraints and potentialities, experiences and strategic orientations of work in extended teams.
Architectural Toys - The Playful Construction of Architecture
Architecture, theory and criticism in the Iberian Peninsula 1950-1980
Its first objective is to deepen a critical point of view of contemporary Iberian architecture through a series of debates, not only national, but also international. Its second objective is to explore the relationship between theory, criticism and project, a relationship that the generations born in the 1920s and 1930s cultivated ina particularly committed way. Finally, the course proposes a wider reflection on the way in which certain debates are assimilated in "peripheral" contexts with regard to theoretical production.
Architecture and Cinema
Concepção e Experimentação Estrutural
The course unit aims to bring students closer to three types of structural principles – statics, materials and construction – that were on the conceptual genesis of reference structures of the past.
On statics, the objective is to develop an intuitive and holistic relationship between form and structure using graphical methods and physical models, in which structures are being calculated as they’re being drawn.
The students, in groups of 6 or 7 people, should develop the project for a structure that will be built in February. This structure, with no program or function, should have its genesis on an idea or structural principle, the engineering themes: equilibrium, surfaces, lines.
During this process, the students must question and explore the restrictions they’re being faced – technical and constructive process – and for their project they should produce three types of drawings – conception, execution and construction.
Circular Construction, Conscious Design and Certification
The UC aims to raise students' awareness of the impact of buildings on environmental and social ecosystems, studying and discussing, throughout the sessions, some topics that can inform the construction of an individual position.
Construction of Architecture of Wood
Build in the Built
- Deepening knowledge on methodologies, theories and practices of intervention in the built heritage in a wide sense.
- Exploring methodological instruments and tools to support the characterization, diagnosis and intervention in the built heritage.
- Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of built heritage, considering its historical evolution and contemporary examples.
- Promoting the critical analysis of architectural design (projects and works) in the built heritage.
- Providing advanced training, skills and research methods in the area of architectural design in the built heritage.
- Promoting the multiplication of opportunities in the labour market and foster a closer relationship between the University and national and international agencies whose mission is the management and enhancement of built heritage.
Drawing as a method and instrument of research in Architecture
The course is based on the centrality of Drawing as an 'instrument of thought' and the construction of an 'intelligent memory', which are considered essential for the development and enrichment of an 'intelligent and instinctive intuition' that we consider to be essential to the architectural practice.
Alexandre Alves Costa summed up the above. About the pedagogical practice at Porto School, he states that "drawing has very quickly demonstrated its usefulness in various fields of architecture learning, first of all in the research of its essence, that of the nature of space, through an analytical process of observation of cases, aiming at composition, proportion, scale, volumetry, structure, textural values, relations with context and even some intangible factors such as light or color. "
Architecture, Territory and City Photography
The general objectives of FACT are twofold. On one hand, to give theoretical and practical knowledge for using critically photography as a research instrument and support for communicating and representing Architecture, city and Territory. On the other hand, to raise the awareness of students for using different qualitative methods to conduct research using visual instruments for inquiring critically those spaces.
Initially students are asked to analyze, question and confront a set of public spaces and architecture, exploring the potential of photography, as well as the accessibility and interactivity on the Internet for communicating different experiences and perceptions of urban space. During the semester the students create a photobook and a visual portfolio in the scopio network platform on the web. This portfolio consists of an interactive visual narrative made up with images and text supporting a set of ideas that posit a position, argument or story about a particular subject or problem of the urban area being studied.
This photobook and viusla portfolio can be used later as the basis for a case study related to research on photography and digital media applied to the reading of public space and architecture, and therefore integrated in the work of the thesis to finalize the second cycle of the course.
Inhabiting the Future - Research Laboratory
To frame and guide an initiation into research practices in Architecture, through a critical, awareness-raising and operative process, in this academic year, particularly focused on the issue of "Inhabit the Future".
History of the City of Oporto
Opção U.Porto (Qualquer Área)
Landscaping
Acquisition of competences in a vast number of
concepts and work fundamentals related to landscapearchitecture design.
Acquisition of literacy in Landscape Architecture
through knowledge of the work of national and
international landscape architects.
Acquisition of literacy on the functions of
ecosystems and green spaces.
Acquisition of skills in fighting climate change,
promoting social cohesion and the well-being of
populations in an urban context.
Oporto. Territory and networks of invisibility.
Object:
Territories and networks of invisibilities, dialectical between the "invisible city" and the "visible city", considering process, project and work in the public space (infrastructure, socialization and urbanization) of the territory of Porto and the "Grande Porto" as a lab to reflect, question and understand the processes of contemporary transformation of urbanity and the "urban being".
Framework/Objectives:
This curricular unit of the Integrated Master's Degree in Architecture of FAUP (MIARQ/FAUP) aims to contribute to deepen a field of theoretical and practical reflection on the relationship, in society in general and in communities in particular, of idea/strategy/process/project/work in the equation of urbanization and urbanity, considering the disciplinary area of Architecture and its transversalities with the social and human sciences and the public politcs in the social, political, economic and cultural fields.
Combining territory and landscape, urbanization, urbanity and rurality, memory and forgetfulness, "human being" and "urban being", it is intended, through a teaching practice based on the emphasis of the learning factor, on the trinomial teaching-learning-research, to approach the urgency of reconsidering strategies for the space of the city, its territory and communities, in a logic of "Service Learning" and "Engage Students", in the context of the 3rd mission of the University.
It underlines the importance of strengthening the presence in teaching-learning, in Architecture, of academic reflection on the equation of networks, territories and communities of invisibility, materials and immaterials, flows and dynamics and variable geometries of mobility of urban and periurban populations to the extent of their potential to create real conditions for a more inclusive, sustained development and planning, of progress, according to the most current trends of feminist urbanism and participatory urbanism. In this sense, it is, from the first contact time, a concern that requires the reinvention of teaching methods/processes in order to capture attention and develop the profile of the student leading to the formulation of critical thinking.
Estat the boundaries/barriers of everyday life, very marked by logics of physical and intellectual "zonation", of borders and rigid territories in its spatiality and social, political and urban conformation, in a tense relationship between access and exclusion, identity and revulsion, belonging and abandonment, we can characterize the pedagogical practice associated with this curricular unit as potentially catalyst and unlocker of the individual and collective construction of critical positioning, in a constant dialectic between teaching and learning, teaching and research and research and society, developing the 3rd mission of the University.
Starting from the specific case of the city of Porto and the territory called "Grande Porto" as an experimental laboratory, this U.C., by the evidence it intends to create, by encouraging students in the continuation of their studies and dynamics of participation in society (the social function of the architect), by the plan of reflecting on their subjects of focus, considers to be able to enrich the field of collective memory (material and immaterial) , both by the information and interpretation of the daily, ethnographic reality, the urban environment and the primary sources of material and immaterial heritage, as well as the research that may result from the curricular component and extracurricular extensions and interactions with other communities in the context of the University and civil society in general.
Anchoring itself in the objective of expanding and disseminating current knowledge and, combining it with the pedagogical and didactic dynamics and practices of a final cycle of an integrated master's degree in the artistic-scientific field, a Community of Pedagogical Innovation - inserted at Pedaghogical Innovation/University of Porto (CIP-UP-PTRI)-, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with FBAUP and FPCEUP was constituted, focusing on sharing practices in the curricular and research spheres, providing, in order to create platforms of intellectual intersection, a set of classes open to the academic community, spaces for sharing and discussion in social networks, collective conversations and tertulias and colloquium spaces. In these moments, which are expected to be very participated, with the presence of students of formal and informal frequency, Portuguese, Erasmus, other academic years, other organic units of the UP and even some who have already completed the master's course and who are in internship or start the frequency of third cycle courses, allow the creation of a pedagogical atmosphere, of an enrichment of the critical mass in the university environment and of affirmation of diversity, inclusion and dissemination as essential values of the classroom space.
Observing the current formative and reflective offer in the context of FAUP and PU, considering as added value the construction of specific knowledge in an interdisciplinary register, transdisciplinaryly enriching the students' curricula, enabling them, by choice, the development of specialized studies in the last two years of MIARQ, showing them possible paths leading to the elaboration of their dissertation processes or final project , with this UC, it is expected to open perspectives in the discipline of Architecture and transversalities with areas that are related to it. In a prospective stimulus to the continuation of studies, and the continuation of research work.
Among the multiple reasons that could motivate us to develop this whole pedagogical process, some are judged as structuring:
-Recovery of the social sense of education in Architecture in order to contribute to the development of society;
-Potentiation of a democratic and participatory concept of active citizenship, fostering consideration in the equation of the urbanity of physical and social networks that characterize the aspect of urbanism that considers actors, people and communities in their equation;
-Underline the urban relations of cohesion and increase of the social capital of neighborhoods and communities, enhancing the complicity of teaching/research processes, learning to work networks, to network and to monitor the progress and results of these same intervention projects in the logics of the aforementioned learning in service;
-Improve the social perception of students and researchers and empowerthem of means, tools and platforms for understanding and dedrawing urban territories, especially the so-called losing territories in which these networks of invisibility are expressed. From the conditions of basic urbanity to the communication and digital information networks.
Finally, it is the objective of this U.C. to help to understand contemporaneity, regarding the study, understanding, problematization and interpretation of ideas, processes, projects and works in the context of public space, from the information and interpretation of these "territories and networks of invisibility", from the great work and research field that is Porto.
Building Rehabilitation
The UC has the following objectives: to make the students aware of the need of preservation and rehabilitation of the built heritage, to alert them for the most current causes of building pathologies associated with incorrect design and construction deficiencies and to provide them with the knowledge that will allow them to recognize the most important building pathologies, determine their possible causes and to define the corresponding rehabilitation solution.
Sistemas Construtivos Tradicionais
The objectives of the curricular unit Traditional Building Systems are:
- To disseminate the richness of our traditional architectural heritage, rural and urban, vernacular and erudite, through the interpretative study of building types and their respective construction systems;
- To sensibilise students to traditional architecture, one of the irreplaceable symbols of our national identity, not only as a heritage legacy that must be preserved, but also as an invaluable resource that must be incorporated into a truly sustainable practice of architecture.
- To understand the values of old buildings, enabling the development of a critical sense that allows students to acquire future skills, within the scope of the disciplinary practice of architecture, aiming at safeguarding and valorising this heritage.
- To contribute to the understanding of old buildings as a significant legacy of teachings to the practice of architecture, as well as an inexhaustible source of inspiration.
Architectural Theory 4
- To identify dominant patterns of urbanization, advancing with explanatory hypotheses of the processes that gave rise to them;
- To identify drivers of change and structuring actors considered for the understanding of the processes of urbanization and to design intervention strategies and urban design/planning.
Opção U.Porto (Qualquer Área)
Heritage and Landscape. Management, Analysis, Project
-Rasing awareness to the importance of the multidisciplinary character of heritage studies.
-Promoting a cross-cutting approach to the concepts of heritage and landscape in contemporary society.
-Acquiring knowledge about methodologies, theories and practices of intervention in built heritage and landscape;
-Critically analyzing the international charters conventions, the Portuguese legislation and its implementation.
-Deepening knowledge on management, rehabilitation, conservation, restoration and maintenance of heritage, considering its historical evolution and contemporary examples.
-Developing competences in the field of architecture and landscape design, involving the relationship between research and its theoretical framework with project conception.
-Acquiring knowledge about the history of landscape design and the management of cultural landscapes.
-Acquiring knowledge about the methodologies and principles of intervention in landscape heritage.
-Defining and interpreting the fundamental concepts of risk analysis and management.
-Developing competences related to the identification of risk areas.
- Organizing risk assessment frameworks applied to case studies
Writing Planetary Architecture. Aga Khan Chair
From its creation in 1977, the Aga Khan Award for Architecture has been celebrating outstanding architecture throughout the world. Beyond the acclaim, the award has been a propeller of debate and steered the systematic collection of a wealth of information documenting building practices. It now holds a public archive of over 200 technical reports, photographs, drawings, and other related materials ranging from the 1980s to the present.
This elective course will draw upon these materials to: 1) identify the major debates taken place over the past 50 years within the disciplinary field; 2) explore a variety of forms to analyse and assess the built environment; 3) train writing skills to complement other architectural critical strategies and tools such as drawing and representation.
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