Arquitectura, circunstância e manifesto. Projecto, investigação, intervenção

Code:

50132C5

Acronym:

50132C5

Keywords
Classification	Keyword
CNAEF	Architecture and Urbanism

Instance: 2017/2018 - 1S

Active?	Yes
Responsible unit:	Arquitectura (A)
Course/CS Responsible:	Integrated Master Degree in Architecture

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MIARQ	15	MIARQ	4	-	3	-	81
			5

Teaching language

Portuguese

Objectives

“Que diferença entre um pilar de pedra de um dólmen e uma coluna de cimento armado. Enquanto naquele tudo é natureza, neste tudo é homem. Enquanto naquele a interferência do homem como ser pensante (e não propriamente como ser dotado de força motriz) é nula, esta é o resultado de um estudo e de um cálculo que representa um apogeu na história do homem.” [What a difference between a stone pillar of a dolmen and a column of concrete. While in that one all is nature, in this one all is man. While in that one the interference of man as a thinking being (and not exactly as being equipped with driven force) is null, this one is the result of a study and of a calculation that represents an apogee in the history of man.] (Fernando Távora)

 A project-of-architecture becomes lightning of the adventurous coherence that characterizes the practice of architecture: projecting, research and writing – word and design, experience and game.

In such a perspective, the aim is to study and participate in the evolution of architecture as controversial meeting between disciplinary practice and artistic experience – creation, thought, knowledge.

Learning outcomes and competences

The curricular unit will aim learning results from:
  i) Thematic scope of the research área “Arquitetura – nome, vocação, linguagem” [Architecture – name, vocation, language], which aims the study on the making (of) architecture, the spatiality of the foundation in the artistic practice of design and the spatiality of the design in the disciplinary practice of architecture.
  ii) The experience of studying and learning design, the result of a four-year training as distance project.
  iii) “a school of Porto to know”: project, research, intervention: circumstance and manifest.

Working method

Presencial

Program

_“Antes de mais quero dizer que a arquitetura não existe. Existe uma obra de arquitetura. E uma obra de arquitetura é uma oferta à arquitetura na esperança que esta obra possa tornar-se parte do tesouro da arquitetura.” [Before anything else, I would like to say that architecture doesn’t exist. It exists a work of architecture. And a work of architecture is an offer to architecture in the hope that this offer may become part of the treasure of architecture.] (Louis Kahn)

_“Space is the apreciation of it.” (Aldo van Eyck)

_“Um arquitecto foi chamado a participar da resolução de um problema e fê-lo como julga que se resolvem os problemas, sobretudo os que se referem à elaboração de um projecto: apoiando e promovendo o aumento do número de pessoas a pensá-los responsavelmente, sem diluir a própria responsabilidade. Partiu de ideia apontada na primeira visita, porque considera que não se projecta somando bocados de informação, e que esta serve, se aplicada a uma ideia, para a corrigir e a definir. E que a ideia está no ‘sítio’, mais do que na cabeça de cada um, para quem souber ver, e por isso pode e deve surgir ao primeiro olhar; outros olhares dele e de outros se irão sobrepondo, e que nasce simples e linear se vai tornando complexo e próximo do real – verdadeiramente simples. E julga ainda que quase tudo ficará naquela enorme gaveta que poderia contar, tanto ou mais do que o pode o espaço português, a história da arquitectura dos arquitectos e da destruição da outra. / Gaveta cujo conteúdo seria útil estudar, com o rigor e a objectividade de quem tenha mais desejo de o conhecer do que de o aumentar.” [An architect was called to participate in the resolution of a problem and he did it as he thinks that problems are solved, mainly those related to the building up of a project: supporting and promoting the increasing number of people who think about them responsively, without diluting responsibility itself. He started up from the idea on the first visit, because he considers that one does not design summing up bits of information, and that this one serves – if applied to an idea – to correct and define it. And that the idea is on the ‘place’ more than in the head of each one, for those who are able to see; and therefore it can and should occur at first glance; other looks of his and of others will overlap, and that it is born simple and linear becoming complex and close to the real – truly simple. And he also thinks that almost everything will remain in that huge drawer, which could tell – as much or even more than can the Portuguese space – the story of the architecture of architects and of the other’s destruction. / Drawer whose contents would be useful to study, with the rigor and objectivity of those who wish more to know it rather than increase it.] (Álvaro Siza, 1979)

Given these epigraphs, the program of the curricular unit will be argued from the study and the interpellation of the works and texts:

01. École d'architecture de Nantes, Lacaton&Vassal, 2009
      "…a experiência é uma invenção…", Manuel Mendes

02. Markuskyrkan, Sigurd Lewerentz, 1956-
      "Práticas teóricas, práticas históricas, práticas  
      arquitectónicas", I. Solà-Morales

03. La Mémé, Lucien Kroll, 1970-72
      "It's Time to Reinvent Reality and Reconstruct
      Architecture", Malcolm Quantrill

04. Bruder Klaus Field Chapel, Peter Zumthor, 2007
      "La confianza en la matéria", Luis Mansilla
      "The Trout and the mountain stream", Aalvar Aalto

05. Upper Lawn, 1959-82, A.&P. Smithson; S. Bates, 2002
      "El Professor y el Alumno", Luis Santa-Maria

06. Teatrino Scientifico, Aldo Rossi, 1978
      "Recherche: trois apologues", André Corboz
      "El processo de conocimiento: comparación, descripción,  
      metáfora", J. Trillo Leyva

07. Dominican Motherhouse, Louis Kahn, 1965-69
      "Sobre el concepto de arbitrariedad", Rafael Moneo

08. Casa da Música, Rem Koolhaas, 2001-05
      "O que é a Louise Bourgeois sabe, que eu não sei?",
      Maria Filomena Molder

09. Pablo Picasso, Museo del Parque del Oeste, A. Siza, 1992
      "Hypothèse pour une spatialité texturé", Jacques Lucan

10. Meeting Point, Smiljan Radic, 2009
      "Defesa do Atrito", Silvina Rodrigues Lopes
      "Mundo à parte, Mundo-parte", Álvaro Siza

Mandatory literature

BENJAMIN, Walter; Imagens de Pensamento (trad.: J. Barrento) , Lisboa: Assírio & Alvim, 2004
CORBOZ, André; Le Territoire comme Palimpseste et Autres Essais, Paris: Éditions de l’Imprimeur, 2001
LOPES, Silvina Rodrigues; Literatura, Defesa do Atrito, Lisboa: Edições Vendaval, 2003
SANTA-MARIA, Luís Martinez; Intersecciones, Madrid: Editorial Rueda, 2004
SIZA, Álvaro, (ed.: Carlos Morais); Álvaro Siza, 01 textos , Porto: Civilização editora, 2009
TRILLO de LEYVA, Juan Luís; Argumentos sobre la Contiguidade en la Arquitectura, Sevilla: Universidad de Sevilla/Secretariado de Publicaciones, 2001
van EYCK, Aldo; Collected Articles and other Writings 1947-1998 (ed.: V. Ligtelijn, F. Strauven), Amsterdam: Sun Publishers, 2008

Teaching methods and learning activities

A weekly session of three hours understood as seminar space: development of the programmatic topics; time for exposure, criticism, consultation and development of the laboratorial work, work orientation, evaluation.

For a process of knowledge built with experience, we resort to two separate yet interacted actions:
  i) “Notebook”. Practicable from the individual apprenticeship, plan and detail (continuous, persistent and regular construction; the rigorous, organized and e detailed communication) of the evolution of the program-process of study thought-outlined-experimented by each student in the programmatic-thematic framing open and started in the theoretical sessions. Participated/informed exposure/arrangement by the continuous accompanying.
  ii) “Project”. Thesis project, name, field, terms, structure, resources.

Along the semester, “notebook” and “project” open to architecture a space of education-investigation (and) hypotheses for work / for study / for problem.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	25,00
Trabalho de campo	20,00
Trabalho escrito	35,00
Trabalho laboratorial	20,00
Total:	100,00

Eligibility for exams

It is a prerequisite for obtaining frequency of the curricular unit the presence in at least 75% of the classes actually given, informed through the regular attendance in the theoretical classes.

The evaluation inferior to 9.5 points in B and C means failure without recourse. The positive evaluation in A and B, but negative (yet superior to 8 points) in C allows recourse prove, at the end of the semester: oral prove on the summarized program; presentation and discussion of the reformulated “project”.

Calculation formula of final grade

The evaluation of the instructed | argued learning in the curricular unit associates three components: component A, involvement in the time of (one) class, of (individual) evaluation of knowledge, aiming to verify the rigor/support of the individual experience of study on summarized subjects; components B (“notebook”) and C (“project”).

 The final classification is calculated by the sum of the partials obtained by the application of the ponderation factors given to the final classification in each one of the evaluation components: component A 35%, component B 45%, component C 20%.

Special assessment (TE, DA, ...)

According to applicable legislation in force.

The students who are by law exempted of their attendance in classes must be present in five sessions for: i) checking, accompanying and orientation of his/her work; ii) presentation and questioning of this one in the collective of work; iii) presentation and individual defense of his/her “notebook” and “project” at the end of the semester.

Classification improvement

The classification of the evaluation component “project” may be improved by means of: i)  written exercise on the summarized program; iii) presentation and discussion of the reformulated “project”.

Observations

In Sigarra, in the contents of this UC, additional documents to this sheet regarding the program, bibliography, development of both study and learning components will be attached.