Courses
Integrated Master Degree in Architecture
General information
| Official Code: | 9257 |
| Acronym: | MIARQ |
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
To understand the conceptual and technical magnitude of ancient and medieval architectonic expressions in their specific territorial and urban, formal and constructive dimensions.
To contribute to the development of an inquisitive introductory methodology to the study of the History of Architecture which may become a matrix to address the historic context of architectonic units, regardless of the time and space to which they belong, in terms of location, function, form, technique, image, symbol and meaning.
Architectural Design 1
The present Curricular Unit, inserted in the propaedeutic year of studies, aims to:
- approach the generic problematics of Architecture;
- manage the basic tools for design;
- introduce students to spatial composition methodology
General Theory of Spatial Organization
The main goals of this discipline (TGOE - TEORIA GERAL DA ORGANIZAÇÃO DO ESPAÇO/ GENERAL THEORY OF THE ORGANIZATION OF THE SPACE) is to get the students familiar with the greatest number of specific kind of spaces, as well as with the various concepts competing for its characterization: from "natural landscapes" to "humanized space", from medieval city space to contemporary one, from urban space to architectural space, from the public to the domestic ambiences.
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 seeks to guide students 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 the 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
When social dynamics change, so does the mode of appropriation and transformation of the territory. This issue requires not only the constantly review of the conceptual and theoretical geography tools, but also to update the knowledge of empirical reality, in the case of Portugal.
In general, students of architecture have a very poor training in Geography, a situation that becomes complicated when this gap is filled with inaccurate information too superficial and "common sense". In addition, the disciplinary body of Geography (Physical and Human) is extremely broad and includes other specializations and areas of interest shared by other knowledge fields. Geography by itself doesn’t fill this gap, nevertheless is possible to focus the objectives in some fields of interest that Geography, Architecture and Urbanism share, developing the theoretical discussion of common concepts and theories (urban, rural, city and country, urbanization, etc.)
Introduction to Landscape
Clarification of the current vocabulary areas of this discipline as well as the guiding principles of interventions.
Understanding of basic methodologies and the various stages and components of a landscape architecture design project.
Knowledge of the various work scales - from landscape development to small garden projects.
Recognition of some of the major national and international works and projects.
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
When social dynamics change, so does the mode of appropriation and transformation of the territory. This issue requires not only the constantly review of the conceptual and theoretical geography tools, but also to update the knowledge of empirical reality, in the case of Portugal.
In general, students of architecture have a very poor training in Geography, a situation that becomes complicated when this gap is filled with inaccurate information too superficial and "common sense". In addition, the disciplinary body of Geography (Physical and Human) is extremely broad and includes other specializations and areas of interest shared by other knowledge fields. Geography by itself doesn’t fill this gap, nevertheless is possible to focus the objectives in some fields of interest that Geography, Architecture and Urbanism share, developing the theoretical discussion of common concepts and theories (urban, rural, city and country, urbanization, etc.)
Opção U.Porto (Urbanistica)
Building Construction 2
The goal of this discipline is to introduce the theme of building construction, especially the understanding of the physics of buildings, which is the basis for the exercise of the project in its transition from project to construction.
It is intended that students learn about the following topics: Project and innovation; systems and construction elements; building functions and requirements; types of materials, their application and behavior; the stakeholders in the construction, function and responsibility; the concepts of building construction, phasing and management; the legal framework concerning the construction of buildings.
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
Objectives
Project 3 takes for granted the methodological skills and design handling necessarily acquired in previous years, having to test and develop them in order to increase the knowledge and experience of students to a superior level of capabilities and requirements.
Under the general theme of multifamily housing and the city as a framework, are carried out a series of exercises that enhance experimentation, reflection and the ability of materializing extensive projectual knowledge about Architectural Design and Architecture.
First of all, to make the general approach of the issues and problems of multifamily housing, defined as reflection on modes of living, as a test of the definition of programs and development of cell-spaces that reflect, as well as the study the association of these cells by systems and rules that constitute an effective link and empowering capable of contributing clear gains for the individual residence. It also intends, through the study of fires, distribution systems, the associations into modules and the conformation of the building, make informed and consistent choices typological possible. It is also to do so in an urban setting, forcing to study and understand the procedures and training elements of the urban fabric and the identification of their morphology, studying how to carry out a housing program defines substantial, is, alter or rebuild new urban fabric. Thus, the integration of the two components to reflect and understand the interdependence, the dialectical relationship between urban insertion, the urban morphology and architectural housing typology.
The exercises provided are also intended to advance the experience and skills of design students in three key areas: first in the vastness and complexity of the problems with the gradual introduction of programmatic constraints, urban and legal issues that interfere with the process simpler definition of the form exercised in previous years. Second, the particular difficulties and the potential that the joint work at the same time scales from 1 / 1000 to 1 / 2 provides, that is, checking interdependencies and mutual stimulation between the urban and the general design or detail of the buildings . Third, not least, to treat intensively the constructive aspects, both in its general logic or wisdom in detail, students have the opportunity to realize that they must materialize in a rigorous way, the desired construction, constituting more than one mere addition of information, an essential part of the work of shaping the expression of architecture and provide an opportunity for synthesis of language and construction, with implications and effect on larger scales and throughout the final result.
The general framework of these exercises is, deliberatly, quite conservative. It is understood that the approach to the subject of housing and multifamily dwelling goes better with the qualifying of the banal, than the playing with the exceptionality of the speculation, be it programmatic, functional or formal - although not neglecting it. With the awareness that, in it, students can, without limiting the degree of quality or depth, gain strength for other demands.
In the sequence of what has been done in previous years, a Laboratory component will be experienced, simultaneously and in parallel with the program, electing, annually, a particular sub-theme of the universe of multi-family housing. For the year 2020-21 it will be the one of "flexibility of uses", exploring its potentialities and limitations.
Architectural Theory 2
The teaching of the Curricular Unit (CU) Theory 2 (T2) takes place in an intermediate condition of the students' education in Architecture, a school year in which the (nuclear) Project 3 (P3) is exercised the urban and architectural intervention through the multifamily housing program.
Taking into account what has been acquired in terms of the History of Theory, and in the awareness that it is a panorama that should be constantly revisited, because it is about information and knowledge, through theory (History+theories+Criticism), the students experience critical reflection, the exercise of dialogue and contradiction, as well as communicative action (through the text-image relationship), favouring the processes of (re)knowledge and awareness about recognisable themes in the "dialogues between Architecture and the City".
These processes of (re)knowledge and awareness, enhanced by the guidance in practical classes and by the realization of practical exercises, guided by the didactic balance of the theoretical classes, between the "source of information" and the "space for training" (proper of the "network society" in the "information age"), thus, they envisage the sophistication of the proper, theoretical and disciplinary knowledge of Architecture, helping the student in the organization of contents and methods, particularly with regard to the implications on the observation, selection, collection, categorization and manipulation of matters and materials in question.
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
We witness nowadays an overt difficulty 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 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. Therefore, 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 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.
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.
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
We witness nowadays an overt difficulty 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 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. Therefore, 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 2
The aim of CAAD II is to keep developing theoretical and practical bases related to the universe of communication strategies for architectural design in an early stage of development (territory analysis, communication, concepts, schemes, site plans and volumes).
Photography and photomontage are used and the study, conception and production of a photobook is pursued.
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.
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
a) Promote the understanding of the object as a built physical body in the perspective of transforming the discourse on the materials and construction systems into a key component of the project process.
b) Develop the ability to understand the closeness between the ideas of Architecture and Construction.
c) To deepen the knowledge acquired in previous years regarding materials and construction systems, developing the technical skills of design as an essential component of the project process.
d) Enhance means of communication with the Work, in view of the operational integration of the acquired knowledge in Project practice.
e) Identify the discipline with the practice of the Integrated Project, crossing the information of the projects of complementary specialties, in the optics of interdisciplinarity that informs the creative act as synthesis process.History of Portuguese Architecture
The course aims at the acquisition of knowledge of Portuguese architecture, including with reference to architectures from other Iberian, European and Mediterranean spaces (and other parts of the world), so as to understand the encounter of cultures and interpret signs of specificity and identity of Portuguese architecture.
Architectural Design 4
The aim of this Subject is the consolidation of the methods of project processes. It is considered that this consolidation should be done and confirmed through exercises with varying degrees of complexity, with special attention to the treatment and development of a solution for a Subject. This requires a work of architectural synthesis in its different program, contextual, functional, constructive and formal components that allows the student to enhance the knowledge indispensable to submit a projectual answer.
Structural Systems
Starting from a deeper understanding of the mechanical behavior of the main structural elements types, it is expected that the student acquires a set of structural design guiding principles, coupled with simplified methods of structural analysis, adequate to promote a rapid and reliable verification of the solution.
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.
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 and Cinema
It will address how the moving images have the capacity to create a 'sense of place', a phenomenon related not only to the physical reality of the filmed spaces but also to the experiential connection that the viewer establishes with light, sound, the mise-en-scène or the narrative structure. Cinema represents architectural spaces as 'inhabited' places, stimulating, thus, an intense debate around architecture and urban life.
Architecture, Energy and Climate. Basics for the design of the Well-Tempered House
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 5 or 6 people, should develop the project for a structure that will be built in January. 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. "
Urban Economy
This course seeks to guide students 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 the 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.
Architecture, City and Territory 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.
History of the City of Oporto
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
Urban Infrastructures
Acquire a set of basic technical knowledge related to urban infrastructure necessary for the realization of an urban intervention. Perception of urban infrastructure systems, including storm drainage, water supply, collection and treatment of sewage (operating and design principles).
Identify, assess and characterize the technical aspects that influence the layout and implementation of urban infrastructure (without reaching the detail of the project execution).
Research Laboratory. Dialogues between Practice and Didactics in Architecture
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.
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
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 work field 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 political sciences, 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, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with CITCEM (in the form of a community of investigation of the territory and communities) 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 laboratory that is Porto.
BIM Project
1. Promote, experiment and develop theoretical and practical knowledge of BIM (building information modeling) methodology comprising the basic concepts during Architectural Project development as a process for innovation, research, management and architecture construction.
2. Promoting research on Architecture through project development simulating a real context of multidisciplinary and collaborative practice.
3. Collecting knowledge about BIM methodology application in international context in the vast AEC fields (architecture, engineering and construction) analyzing business context experiences and case studies and assessing advantages and disadvantages of applying the methodology in the production of an architectural idea.
4. In this course, the student should be able to use the available tools (individual selection of software and research methods) in order to apply BIM methodology in the development of a practical project developed by the student and an existing building case study.
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.
History of the City of Oporto
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
Urbanistics 2
Dissertation
Pursuant to the General Regulation of the University of Porto Integrated Master Study Cycles ( Regulamento Geral dos Ciclos de Estudos Integrados de Mestrado da Universidade do Porto (GR.04/10/2018) article 7th, “1 ) – The Integrated Master Cycle of studies includes: a) One curricular component, constituted by un organized set of curricular units; b) One dissertation of scientific nature or a project work, original and specially produced for this purpose, or an internship of a professional nature subject to a final report, depending on the specific objectives pursued (…); article 9.th, 1 - The elaboration of the dissertation, project work or a the internship must be must be supervised by a U.Porto professor or researcher with a PhD in the scientific area of the dissertation, project or internship, or by a holder of the title of specialist with experience and recognized professional merit in the domain of the dissertation, project or internship by the by the competent body of the faculty, after hearing the scientific committee of the study cycle.”
Pursuant to the Plan of Studies and Regulation of the MIARQ to data, it has been a regular practise in FAUP the option for either modes of dissertation adressed to a speciality cientific theme-problem, or the development of a project work, or the critical reflection of an intership and other experiences of a professional nature.
The Curricular Unit of Dissertation aims to:
1) Promote scientific curiosity, knowledge integration, critical reflection on problems identified in academic, professional and multidisciplinary training contexts, related to the area of Architecture and Urbanism with the ethical and social implications and responsibilities of a master architect.
2) Meet the growing demand for this course of MIArq by former students and graduates, national and international whose personal trajectories motivated research interests and renewed academic qualification in this Organic Unit of the U.Porto.
3) Promote student autonomy towards the definition of personal research interests and focus on the theme, problem, nature and scope adjusted to the time and material resources for its implementation.
4) Ensure a proper teaching space and time favourable to the framing and continuation of individual work in the context of a broad and critical research group, from the phases of defining the problem and its exploration, to the discipline of data collection, organization and referencing, and also stimulus for communication of provisional results and communication strategies.
5) Support the student's initiatives towards choosing an internal or external supervisor of FAUP, with an academic and scientific profile adjusted to the scientific, technical or artistic area(s), the theme and the research methods it proposes to develop and promote the timely preparation of the dissertation plan to be submitted for approval by the scientific committee of the course.
Architectural Design 5
Continuing the program, contents and teaching methodology underlying the course developed by Professor Manuel Fernandes de Sá, the aim is to promote a pedagogical process that enables a deep reflection on the territory, the city, the object or the architectural ensemble and considers their interactions, in order to provide the future architect with the ability to intervene in a changing environment, full of differences and uncertainties.
The course Projecto 5 tries to “provide the conditions that allow the development of a thorough reflection on the issues of the city and the territory, discussing methods of approach and planning instruments; disclosing strategic thinking for intervention; proposing ways of managing the uncertainty that underlies the intervention in the city, introducing the issue of multidisciplinary approach and practising the design of the city and the control of urban scale” (Manuel Fernandes de Sá, 2003).
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 and Cinema
It will address how the moving images have the capacity to create a 'sense of place', a phenomenon related not only to the physical reality of the filmed spaces but also to the experiential connection that the viewer establishes with light, sound, the mise-en-scène or the narrative structure. Cinema represents architectural spaces as 'inhabited' places, stimulating, thus, an intense debate around architecture and urban life.
Architecture, Energy and Climate. Basics for the design of the Well-Tempered House
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 5 or 6 people, should develop the project for a structure that will be built in January. 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. "
Urban Economy
This course seeks to guide students 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 the 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.
Architecture, City and Territory 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.
History of the City of Oporto
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
Urban Infrastructures
Acquire a set of basic technical knowledge related to urban infrastructure necessary for the realization of an urban intervention. Perception of urban infrastructure systems, including storm drainage, water supply, collection and treatment of sewage (operating and design principles).
Identify, assess and characterize the technical aspects that influence the layout and implementation of urban infrastructure (without reaching the detail of the project execution).
Research Laboratory. Dialogues between Practice and Didactics in Architecture
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.
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
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 work field 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 political sciences, 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, an integrated line of trans and interdisciplinary studies and a grant of research projects, convening FAUP and consolidating collaborative practices with CITCEM (in the form of a community of investigation of the territory and communities) 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 laboratory that is Porto.
BIM Project
1. Promote, experiment and develop theoretical and practical knowledge of BIM (building information modeling) methodology comprising the basic concepts during Architectural Project development as a process for innovation, research, management and architecture construction.
2. Promoting research on Architecture through project development simulating a real context of multidisciplinary and collaborative practice.
3. Collecting knowledge about BIM methodology application in international context in the vast AEC fields (architecture, engineering and construction) analyzing business context experiences and case studies and assessing advantages and disadvantages of applying the methodology in the production of an architectural idea.
4. In this course, the student should be able to use the available tools (individual selection of software and research methods) in order to apply BIM methodology in the development of a practical project developed by the student and an existing building case study.
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.
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.
History of the City of Oporto
Identify and understand the historical process of formation and consolidation of physical Porto, between times of founding and refounding urban, integrated into the national and international context.
Develop a methodology for explaining historical confronting the different urban units within the city, between the "learn to see" and "know understanding", which constitute as historical and architectural narrative confrontation in the city of Porto and other European cities (exploiting origins of Erasmus students).
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