Kunstakademiets Arkitektskoles Undervisningsplan engelsk

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description

Syllabus 2009-20 Royal Danish Academy of Fine Arts School of Architecture

Transcript of Kunstakademiets Arkitektskoles Undervisningsplan engelsk

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welcome to the academic year

2009-10

The syllabus serves as your daily road map and a summary of the broad variety of educational activities offered by the school. Use it as a reference book and as a quick source of information that may be followed up by a closer look at the school’s website and KA-net.

I am proud that we are able to offer such a diverse selection of activities that together provide the educational ground-work for a multi-faceted school with great artistic potential. It is your task to find your niche and develop your individual set of qualifications. I hope that this syllabus will help guide you along the journey ahead.

Sven FeldingRector

Rector Sven Felding

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Together with the syllabuses for the Bachelor and Master’s programmes, in-cluding the qualification key description for the Royal Danish Academy of Fine Arts School of Architecture, the syllabus for the 2009-10 academic year provides the new framework for the structure and content of the architecture programme.

The syllabus constitutes a provisio-nal culmination of the reform process of European educational programmes, which was initiated by the Bologna Decla-ration in 1999 and fulfills the recommen-dations, which subsequently were drawn up in the international ‘benchmarking’, Transforming Tradition, in the Ministry of Science’s New Danish Qualification Framework and in the EU’s Directive on the Recognition of Professional Qualifi-cation.

Recommendations such as for Trans-forming Tradition pertained to the defi-nition of educational goals for graduate students’ professional and academic core competences, agreement between profes-sional and academic core competences, criteria for assessments and examina-tions, as well as the change in distribu-tion of ECTS between project work and

introduction

foundational disciplines to 30/30. For the New Danish Qualification

Framework, recommendations pertained to a clarification of the goals of the educational programme, including the expected learning benefits. In addition, it included a description of the levels and degrees, the correlation between graduate students’ competences and the needs of the labour market, as well as international comparability in order to promote mobility and mutual recogni-tion of qualifications.

For the EU’s Directive on the Re-cognition of Professional Qualification, recommendations pertained to more concrete professional requirements; knowledge of urban planning, planning and technique aspects of the planning process, understanding the procedure in connection with pre-studies and prepara-tion of projection assignments, as well as knowledge of industries, organisations, regulations and procedures associated with the realisation of projects and adap-tation to overall planning.

Recommendations and requirements have been summed up in the Qualifi-caiton Key Description for the Royal

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Danish Academy of Fine Arts School of Architecture, which outlines students’ qualifications within the fields of know-ledge, skills and competences, graduated between Bachelor and Master’s levels.

Knowledge is described as graduated between knowledge of, knowledge on and insight into theories, methods and practice forms as instructed by leading research.

Skills are described as graduated between inclusion and application of methods, tools and representation forms, as well as mastery of general skills.

Finally, competences are described as the core competence of designing and spatially organising the architectural assignment at hand, graduated between a limited programme, a complex pro-gramme and an individually formulated programme.

The qualification key’s description of learning objectives and learning benefit forms an outline of the subject didactic totality, which has been concretised in its full scope for the first time in this year’s syllabus.

The syllabus elaborates on the themes for project work that were introduced in the syllabuses that follow the qualifica-tion key’s graduation of levels between Bachelor and Master’s programmes.

Thus, in combination with the division of foundational disciplines into joint, spe-cial and project related disciplines, the themes for project work form a cohesive and integrated course of study from Bachelor to Master’s levels.

The joint foundational disciplines represent a general, architecture-specific common basis, which spans across the three main areas of the programme: planning, architecture and design. The special and project related foundational disciplines represent architecture-spe-cific areas of specialty and department profiles. From Bachelor to Master’s programmes, the weight is gradually mo-ved towards special and project related foundational disciplines, in order to keep students’ selection of main areas and specialties open and flexible between the Bachelor and Master’s programmes.

Together with the joint, special and project related foundational disciplines, project work forms a subject didactic totality, which uses as its point of depar-ture the architectural object in theme 1: space, shape and scale, and ends up in the main areas’ and specialty’s complex understanding of architectural practice in theme 5: concept, programme and project.

In the development of students’

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overall architecture-specific skills and general appreciation of architecture, project work at the drawing table or in the model workshop constitutes a competence-developing form of study whereas foundational disciplines form a wide range of other instructional forms: skill exercises, study groups, seminars, courses and lectures.

Architecture is both an artistic state-ment, a work of art with a utilitarian pur-pose, a plan, a building or an object. The execution of the architectural profession requires both mastery of the artistic expression’s material, space, shape, composition and scale, as well as insight into the function, construction, material, natural as well as social conditions of the utilitarian purpose.

The characteristics of the architecture programme are, on the one hand, this combination of an artistic approach to a given project, and on the other hand, a scientific overview of the basis and condi-tions of the project.

The subject didactic point of view is that a certain amount of knowledge of the architectural object, its entity and diversity is the best starting point when instilling in students the profession’s competences. A certain objective of understanding of a given architecture-

specific object, in a tangible as well as conceptual sense, and a certain profes-sion specific language serves as a basis for students’ acquisition of areas of knowledge, and different types of skills and competences, which should reflect what trained architects are able to do by knowing what they have learned.

The Study Board

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the Architecture ProgrAmme

the syllabus

The syllabus is a concrete plan that ser-ves to implement the curriculum in the coming year. The curriculum is based on the Ministerial Order on University Edu-cation and the qualification framework of the study programme. The curriculum – just like the qualification framework – places emphasis on learning objectives and students’ learning benefits.

study ProGramme structure

The architecture programme is a five-ye-ar programme consisting of a three-year Bachelor programme as an independent, complete course of study that provides students with basic skills and knowledge in the field of architecture. The two-year Master’s programme gives students’ the tools to achieve academic independence, an opportunity to immerse themselves in the field of architecture and provides them with a methodological routine, i.e. professional and academic competence as an architect.

< Subdivision Constitutional

workshop

department 7

institute 4

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ProJect studies, ProJect assiGN-

meNts aNd ProJect worK

The Architecture Programme is charac-terised by project work, which is con-centrated around each student’s work station, at the drawing table or in the model workshop. The learning objective of the project studies is to develop the students’ professional competences by means of project work – preparation of project assignments and proposals for architectural projects – under teacher supervision. This constitutes the architec-ture programme’s central, competence-developing study form.

FouNdatioNal disciPliNes – JoiNt,

sPeciFic aNd ProJect-related

Foundational disciplines are defined as educational elements whose lear-ning goal – regardless of instruction form – is acquisition of knowledge and skills. Together, foundational disciplines constitute a wide range of instructional forms: exercises, study groups, seminars, courses and lectures, centered around project work or as independent, instruc-tional activities that serve to develop in students general, architecture-specific skills and a general appreciation of the field of architecture.

The overriding objective is that students’ primary learning benefit is acquisition of knowledge and skills.

Joint foundational disciplines – FGD

All students at all departments share the same foundational disciplines. Students are to acquire and be tested in the con-tent of the joint foundational disciplines. Please see the syllabus and programme for each activity for more information on the assessment process and the require-ments for the assessment results.

Project-related foundational disciplines

– PGD

Project related foundational disciplines apply to a specific assignment, a series of assignments or a theme-based semester. They may be based on the subject in question and on the concrete content and objective of each project assign-ment. Students who participate in such activities are required to acquire the intended learning benefits. The project related foundational disciplines will be subject to a teacher review. Please see the curriculum and the programme for the specific activity for information on the evaluation form and requirements for the assessment result.

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Special foundational disciplines – SGD

The special foundational disciplines aim towards the acquisition of knowledge, skills and competences within the study programme’s architectural specialties. Students studying architectural special-ties will acquire the skills and knowledge, which fall within the specialty’s founda-tional disciplines in accordance with the curriculum.

Please refer to the department’s site on KA-net for a description of exercises related to project work themes as well as project related foundational disciplines.

Descriptions of the content, placement and duration of the foundational disci-plines can be found in summarised form in the syllabus and in greater detail in the relevant project and course space on KA-net.

learNiNG obJectiVe

A description of the learning objective of the study programme’s learning objective within the following three main categories can be found in the qualifica-tion framework: Knowledge, skills and competences.

Knowledge

The architecture programme encompas-ses a wide spectrum of knowledge and skills, spanning from knowledge of theories and concepts, to an ongoing discourse on the correlation between and scope of technical, social and humanistic fields of knowledge on the one hand, to concrete knowledge of architects, their works and interpretation of said ar-chitects’ architectural statements, as the most concrete factor on the other hand.

Skills

Numerous skills are mandatory and rele-vant to the architecture programme. Stu-dents are required to master these skills to a smaller or larger extent, and these should be an integral part of the architec-tural profession. The skills of an architect typically include simple techniques and tools that must be mastered, howe-ver, usually in a way that links logical, conceptual or artistic examination and clarification to the execution of architec-tural skills. The duality links the learning of skills to the acquisition of knowledge and development of competences.

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Competences

Artistic creation uses as its point of de-parture a personal approach based on a chosen field of knowledge and acquired skills. Special focus is placed on which knowledge/understanding, which skills and which competences that enable and nurture the result one is looking to achieve.

Competences are developed over the course of the architect programme by means of exercises. Students will un-dertake exercises in a goal-oriented and didactical fashion, allowing knowledge, skills and competence to evolve interac-tively, on an increasingly more qualified and professional level.

assessmeNt criteria

The Ministerial Order on the Grading Scale and University Education outlines a framework for assessment: Assessment forms and assessment criteria. The framework uses as its point of departure the notion that the study programme’s learning objective as well as each educa-tional element serve as the basis for both instructional planning, assessment and assessment criteria.

Each student’s performance is asses-sed in relation to the expected learning objective, and any inadequacies in rela-tion to the expected learning objective will lower the final grade.

In terms of assessment of acquisition of knowledge, skills and the desired competences, both the academic content as well as the level of the course of study serves as a basis for the assessment criteria.

The criteria for each assessment consti-tute a hierarchy of criteria, which are described in:

1. For project assignments

a. The curriculum

b. The syllabus for the year

c. The department’s profile

d. The assignment programme

2. For foundational disciplines

a. The curriculum

b. The syllabus for the year

c. The programme for the foundational

discipline

Knowledge acquisition

The criterion for knowledge acquisition assessment serves to assess whether the desired knowledge has been obtained, and whether the student is able to apply

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his skills in a professionally relevant manner.

Skills

The criterion for skill assessment both serves to assess whether the desired skills have been obtained, and whether the student is able to apply his skills in a professionally relevant manner.

Competences

The criterion for competence assess-ments serves to assess whether the stu-dent has acquired the desired ability to prepare proposals for design and spatial organisation in relation to a programme, on a specified level, and whether the student applies appropriate work metho-dology, is able to communicate his ideas and response to the programme, and is able to apply his knowledge and skills in a manner that will develop his professio-nal skills.

assessmeNt Forms

Students must be graded on at least 2/3 of every part of the study programme. Within this framework, the following as-sessment forms may be applied:

Grading during examination

– Individually / in groups

This assessment form may be applied for the purpose of grading students’ work, and in cases where tasks related to a spe-cific instructional activity have not been assigned. Assessment of Bachelor and final projects are individual – regardless of whether several students have worked jointly on the same assignment.

Grading of individual assignments /

group assignments

This assessment form may be applied in cases where individual assignments are undertaken in relation to a specific instructional activity.

Passed/not passed of individual assign-

ments / group assignments

This assessment form may be applied in cases where normal grading is not appro-priate, and where individual assignments or group assignments are undertaken in relation to a specific instructional activity.

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Passed/not passed in case of class par-

ticipation

This assessment form may be applied in cases where normal grading/examina-tion is not appropriate, and where assign-ments are not undertaken in relation to a specific instructional activity.

ects PoiNts

ECTS is an abbreviation for European Credit Transfer System, and serves as a common measuring unit for the assess-ment of students’ workload when com-pleting educational elements. Assessment is undertaken in advance by the teacher.

An full academic year is defined as 60 ECTS points. With two semesters a year, this corresponds to 30 ECTS points per semester. At KA, each semester is made up of approximately 20 week. Thus 1.5 ECTS points are grated per full work week (normal work hours).

ECTS is a planning and information system – a tool for dimensioning of the study programme, and serves as an international standard on educational programmes and educational elements. It is not intended to be a tool to manage student behaviour although it may be used for that purpose. In order to become ECTS certified, each educatio-nal element must total at least 5 ECTS

points. Students at KA do not collect ECTS

points. Students participate in studies that are scheduled across units and respect regular work hours, so that it is clear how much time each student spends on each educational activity. If a semester is approved in accordance with the curriculum, the student will be awar-ded 30 ECTS points – regardless of the sum of ECTS points that are awarded for the activities that the student has partici-pated in and has received approval for.

additioNal iNFormatioN

The syllabus is available on the school website at www.karch.dk and on the school’s intranet, KA-net. For further information on each of the educatio-nal offerings at each department and institute, please see the relevant pages on KA-net and the respective project and course spaces. On KA-net you will also find an updated course list, and you may also sign up for courses.

You are also welcome to contact the Study Office of the specific department/institute directly for further information.

The Ministerial Order on the Ar-chitecture Programme at the Royal Danish Academy of Fine Arts School of Architecture and the School of Architec-

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ture in Aarhus describes in detail the general guidelines for the programme: its objective, content, assessments etc. The syllabus for the academic year 2009-10 for Master’s programme at the Royal Academy of Fine Arts School of Architec-ture contains the school’s own clarifica-tion of the programmes.

The publications are – just as the syl-labus and ongoing updated information on the programme – available on the school’s website at www.karch.dk and on the school’s intranet, KA-net.

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maSter DeGreeJoint foundational disciplines 1

department 2 / architecture - town and building 5

department 11 / architecture - design and industrial form 9

department 1 / architecture - city and landscape 16

department 3 / architecture - process and methology 16

department 5 / architecture- space and habitation 17

department 6 / architecture - space and form 17

department 7 / architecture - building, and realisation 18

department 8 / architecture - experiment and technology 18

department 10 / architecture - conditions and vision 19

institute 1 / building culture 20

institute 2 / technology 20

institute 3 / Planning 21

institute 4 / design & communications 21

aPPenDIxmap over campus

contact information

content

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The Master’s programme in architecture is a research-based programme, which aims to educate graduate students who as architects will master both scientific analysis and scientific experimentation, and are able to translate the complex, programmatic requirements of architec-tural assignments into architectural statements that relate to historical as well as contemporary conditions in a mea-ningful manner.

ProGramme obJectiVe

The objective of the programme is to educate graduate students who:

• have the knowledge, skills and compe-

tences that qualify them to undertake

independent, professional execution of

the architectural profession,

• meet the architectural profession’s need

for graduates that are specialised in the

main areas of architecture and areas

of professional specialization, and are

qualified to undertake PhD studies in

architecture,

• meet the EU’s standard for architectural

qualifications (appendix 1) and have the

ability to work internationally.

mAsters degree

< Shelter

workshop

department 2

institute 4

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the ProGramme’s learNiNG obJec-

tiVe

The programme’s learning objective is for students’, at the end of the program-me, to have acquired knowledge, skills and competences in architecture as a practice and subject area. Cf. the Quali-fication Framework for the Architecture Programme, which focuses on develo-ping in students the ability to think critically and develop both questions and solutions with relevance to the profession of architecture, as well as the ability to in-dependently develop their own learning and specialisation.

maiN areas aNd sPecialties

The programme’s main areas are Plan-ning, Architecture and Design, including related areas of specialization, such as urban planning and landscape, building culture and restoration, as well as furni-ture, graphic and industrial design.

The Master’s programme provides the framework for immersion into an area of specialty.

themes aNd JoiNt FouNdatioNal

disciPliNes

The overriding, joint guidelines for the Master’s programme map out the fol-lowing themes and joint foundational disciplines.

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KaNdidatuddaNelseN 3

FIrSt year theme: ConCePt, ProGramme anD ProJeCt

Joint foundational disciplines

947 theory and history 5: Philosophy, theory of science and knowledge 5,1 ects

942 technology 5: Building, production and logistics 1 5,1 ects

SeConD yeartheme: maIn area anD SPeCIalty

Joint foundational disciplines

Introduction 4: Profession and society 1,5 ects

948 theory and method 2: Science of art and architecture 4,5 ects

Practical traiNiNG, eXchaNGe aNd

QualiFicatioN studies

The Master’s programme allows students to engage in practical training, enroll in exchange programmes abroad and com-plete studies, which provide qualification at other educational institutions. Studies outside of KA may only total a maximum of two semesters (60 ECTS).

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DePartment 2 / arChIteCture - town anD BuIlDInG

head marianne ingvartsen

Secretary Janne Jørgensen

telephone 3268 6319

e-mail [email protected]

address entrance y

/02

< measuring with light

year candidate

name mia scheel Kristensen

teacher Niels Grønbæk

camilla hedegaard møller

christian brøgger

rebecca arthy

ProFile

Department 2’s primary field of interest is the correlation between cities, con-struction, and building. Project work is focused on spatial intervals across several scales. The correlation between structure and element, and program and process is explored. Planning parameters, architec-tonic strategies, and spatial statements, which all meet the demands that life at home, at work and leisurely activities make on integrated elements in complex urban structures.

The Department focuses on special competencies within the following fields of interest: Urban construction, habita-tion, urban transformation, composite sites, and structures.

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First year’s syllabus is focused on ex-perimentation where making is essential. Experiments can involve designs which are evolved from individual thematic or programmatic interests.

In the second year thinking and re-flection has a higher priority as research oriented knowledge will lay the founda-tion of the students diploma programmes and projects.

A central concept in the department’s work is ‘scale sliding’, according to which architectural conditions and proposals are studied by developing he projects on various scales in simultane¬ous work courses. Working between scales related to the body and scales related to the city is fundamental in the department’s aim to create architecture in an urban context.

Every year the department chooses to visit a considerately chosen city abroad. The participation in this fieldwork is obligatory as it is an essential element of the master’s programme. The fieldwork provides basic site specific informations forming a point of departure of the individual programming. In 2009-10 the fieldwork takes place in Sarajevo.

master’s ProGramme

In the master’s programme the overri-ding study-methodological framework is closely tied to three concepts: Individual planning, programming, scale sliding and fieldwork. The progression from first till second / final year happens through practise. The syllabus determines for each year courses, workshops, seminars and project work. The aim is to pro-gramme, think and design based on an independent responsible consideration expressed in programme, process and choice of media.

It is an aim for the department that thinking and making is simultaneous. In this way the programs, analytical proposals and designs are created in a conversation between production and reflection. The study might focus on the invention of suitable drawing media that allows for the idea to come into physical form. Development of projects happens to a considerable extent in the school workshop.

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KaNdidatuddaNNelseN / aFdeliNG 2 7

/02FIrSt yearProJeCtaSSIGnmentS

1580 Building a conception of the citymarianne ingvartsen1,8 ects

1583 experimentation and making-marianne ingvartsen13,2 ects

1586 Individual semester programme marianne ingvartsen15 ects

CourSeS

1239 Building analysis marianne ingvartsen 4,5 ects

1242 Communication and media marianne ingvartsen 2,1 ects

1246 Fieldworkmarianne ingvartsen4,5 ects

1249 habitationmarianne ingvartsen 2,1 ects

1270 Programme as methodmarianne ingvartsen2,1 ects

1292 theory and makingmarianne ingvartsen2,1 ects

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head Karina mose

Secretary chanette markussen

telephone 3268 6351

e-mail [email protected]

address entrance d

DePartment 11 / arChIteCture - DeSIGn anD InDuStrIal Form

/11

< Industrial furniture

year candidate

name Janus bøgevig

teacher Nicolai de Gier

ProFile

Department 11’s primary field of interest is objects that define, furnish, and com-plement the architectonic space. The architectural scale range is developed based on a special ability to work innova-tively, on a grand scale, by the standards of technological and perceptory parame-ters.

The Department’s shared frame of re-ference is an overriding, structural, visual angle, which ties the area together, across the boundaries of traditional fields of interest. This optical approach serves as a means to focus on the system, context, and entity in stead of solely singling out each individual object.

The Department focuses on special competencies within the following fields of interest: Industrial production, indu-strial graphics, cross-disciplinary collabo-ration, design theory and the tectonics of the system.

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architectural form and materiality, and thus constitute an area of focus.

The Master’s programme in furniture design sums up specific furniture com-petences, applying a general architec-tural approach. Furniture is seen as a spatial element that is placed between the human body and the architectural space. Work is carried out on furni-ture as a work of art, both as a solitary and compositional element. The study programme includes work- and shape analysis, tectonics, knowledge of material and production, in relation to historical, manual production as well as industrial processes.

The Master’s programme in industrial design is perceived as the angle from which one works on the programme, idea, materials and life cycle. Industrial design encompasses a study of material technology, tectonics, construction and production in design of objects that complete the architectural space in a landscape, city or building.

the master’s ProGramme (danish)

Graduate students in the Master’s pro-gramme study an architecture-specific specialty within the context of the de-partment’s specific areas of competence. The areas of competence are divided into three tracks, namely a graphic track, a furniture track and an industrial design track. The general design related com-petences include design theory, design history and architecture-specific design methods and specific tool-based discipli-nes tying together the three tracks.

The Master’s programme in graphic design sums up specific graphic compe-tence, applying a general architectural approach. Graphic core area: design of alphabets, pictograms, symbols and lo-gos/monograms is one of the focal areas in the graphic Master’s programme. In addition, studies of classical artifacts, such as coins, inscriptions, security graphics etc. all constitute fields of work that require “customised”, original font design.

The font is often included in a sym-biosis of visual art or sculptural art. Stu-dies of graphics within a spatial context, i.e. way-finding and signage on building facades, monumental inscription etc. bring graphics closer to the spatial,

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KaNdidatuddaNNelseN / aFdeliNG 11 11

/11Project work may include study and

development of light fittings, building elements, mega design (bridges, masts etc.) and micro architecture (mobile homes, tents, pavilions etc.). The pro-gramme is self-programmed and requires that students define a clear set of goals and an action plan, in close dialogue with the department, for the four consecutive semesters.

In addition, the department offers an English Master’s programme, ’Design in Architectural Contexts’, which is more densely structured and includes assign-ments in furniture design and industrial design.

the master’s ProGramme (english)

We see architecture as the art of giving shape to our physical environment with a sense of social and global responsibility. This includes the design of the overall landscape, urban planning and building design, ranging from the macro level of how a building integrates with its sur-rounding landscape, to a micro level of architecture, small constructions, furni-ture, graphics, lighting etc.

With respect to design, focus is directed onto the potential tension field between the design-related object and the architectural whole, and between design processes and the work.

During the 2-year Master’s program-me, the student will train to become an architect within the specialty field of Design in Architectural Contexts. This Master’s programme is offered by depart-ment 11 (1:1), the design programme at the Royal Danish Academy of Fine Arts School of Architecture.

The programme is laid out as three man-datory semesters, encompassing course and project phases, as well as an indepen-dent final examination project of a total of 120 ects points:

We see architecture as the art of giving shape to our physical environment with a sense of social and global respon-sibility. This includes the design of the overall landscape, urban planning and building design, ranging from the macro level of how a building integrates with its surrounding landscape, to a micro level of architecture, small constructions, furniture, graphics, lighting etc. With respect to design, focus is directed onto the potential tension field between the design-related object and the architectu-ral whole, and between design processes and the work.

During the 2-year Master’s programme, the student will train to become an

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architect within the specialty field of Design in Architectural Contexts. This Master’s programme is offered by depart-ment 11 (1:1), the design programme at the Royal Danish Academy of Fine Arts School of Architecture. The programme is laid out as three mandatory semesters, encompassing course and project phases, as well as an independent final examina-tion project of a total of 120 ects points:

1. Design in XL - the bridge as a

design element

2. Furniture Design

3. Furniture of the City

4. Final project

The project work serves to introduce and instill in the student the competences required of an architect graduate. Project work is the principal component of the in-class instruction, and it is within this specific framework, that the student will translate his/her knowledge and skills, acquired through the courses of

the Master’s programme, into con-crete project proposals.

The project work phase puts equal focus on process and proposal-making. Thus, the department offers courses in programme-writing, academic and architectural, hands-on methods and analysis tools, project development and communication in conjunction with project counseling at the drawing tables. In order to ensure the anchoring of the design component, the Master’s pro-gramme also includes courses in design theory and design history, among others, as well as other design specific, tool-based disciplines.

During the first three semesters, students will be led through the main spaces of architecture: Landscape, city and dwelling.

First semester: Design in xl – the bridge

as a design element

By virtue of its function, the bridge has always been and remains an element con-necting two points, thereby facilitating a smooth and unobstructed transition across a hurdle. This hurdle may be a river, road, cleft, a section of a train line, or merely a leveling of the terrain. The Romans used bridges to transport water to their cities, and thus made the bridge both an urban and landscape architectural element.

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KaNdidatuddaNNelseN / aFdeliNG 11 13

Bridges of our time most often appear as an application to a wider transportation network. New traversing needs arise, typi-cally in connection with an expansion of existing cities or infrastructures. In addi-tion, replacement of existing bridges may take place due to new traffic patterns or needs. Whether or not a bridge serves to connect new roads or address transporta-tion related issues, the essential question, as it relates to the profession of design, lies within the programme.

The specific aspect of bridges within an urban environment is that they often appear in conjunction with other distinc-tive elements as opposed to bridges in a landscape that typically appear as solitary units. The art lies in finding a balance between the soul of the bridge and the soul that the city or the landscape posses-ses or will possess, while integrating the new family member, which in this case is the new bridge.

The bridge may adjust to the existing space, and/or it may challenge or play with the constructive laws, and create a new space within the space in which it is situated, in a manner similar to how for instance furniture blends in with the space surrounding it. At the same time, bridges are often experienced through body movements while they relate to the

immobility of their specific location – contrary to the mobility of furniture.

Prior to actual project work, this semester will begin by introducing a series of brief exercises covering topics such as minimal constructions, materials optimisation, optical stress distribu-tion and scale-optimisation. Moreover, the semester will be supplemented by lectures, excursions and classes that will offer students knowledge and insight into theories on design within a landscape/urban context, design in XL scale etc.

Second semester: Furniture design

The programme of the second semester focuses on furniture design, and offers the student a thorough introduction into furniture design as a design discipline based on the Danish tradition of furni-ture making.

Furniture epitomises the shaping challenge of designers. The shape of furniture relates directly to the body, and the quality of this shape is imme-diately assessed by the body, all details being seen and felt. As a design object, furniture is mobile per definition, but the space it creates alone or in unison with other pieces of furniture engages in a continuous dialogue with the architec-tural context, thus furniture can not be

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14

evaluated as isolated pieces. The theore-tical design discussion will unfold in the field between detail and space. During the project work phase, shape, tectonics, construction and choice of material will be subject to comparison between pro-gramme and concept.

The programme will be developed in cooperation with external partners from the industry and research centres at KA, including DCDR (Danish Center or Design Research) and CITA ( Center for IT and Architecture).

The project work phase encompasses an extensive project assignment supple-mented by brief exercises, workshops, theoretical exercises, workshop-based work, courses, excursions and lectures. The programme will provide the student with knowledge on industrial creation processes, new materials, tectonic condi-tions of furniture, ergonomics etc. , and will also serve to develop the student’s’ ability to programme, apply user-oriented methods, design analysis and model work. Work on an actual prototype will be carried out in the workshop in 1:1.

third semester: Furniture of the City

Within the framework of the city’s spaces, intimate spaces blend with public ones, and the rhythm of the day and year is imperative to life in these spaces and the experience of which. Design complemen-ting the city’s spaces, furniture, signage and lighting is of great importance to how one perceives the spaces, and not least our movements and activities in these spaces.

The function of furniture takes on a different character, and ergonomics, for instance, is assessed in relation to shelter and games, and thus analyses of the city’s spaces and the application hereof play an important role in the programming of the study. Also, choice of material is assessed in relation to maintenance, vandalism and cleaning, rather than comfort. Based on registrations in the city, students will engage in group work with a view to outline a programme for the accommodation of a square in Co-penhagen. The programme must include both lighting and furnishing, resulting in an overall design manual, which will serve as the basis for the development of one single sub-element.

This phase consists of an extensive project assignment supplemented by workshops, courses, excursions, work-shop-based work and lectures.

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KaNdidatuddaNNelseN / aFdeliNG 11 15

FIrSt year Introduction

Dublin

Design elements and landscape 1,5 ects

morphology –pattern – structure - workshop 1,5 ects

rhino and the digital workshop 1,5 ects

urban lighting 10,5 ects

teK 5

Project introduction

Dtu coop

ProJeCtaSSIGnmentS

1582 Design in xl – the bridge as a design elementPeter leuchsenring15 ects

SeConD yearProJeCtaSSIGnmentS

1614 Design in context of urban spacePeter leuchsenring15 ects

The programme will provide the student with knowledge on lighting, lighting strategies and furnishing of urban spaces, and will also serve to develop the student’s ability to engage in teamwork, apply registration and analysis methods, design strategy/service design and con-cept development. This phase concludes with the development of an actual design object, furniture or lighting fixture proto-type in the workshop in 1:1.

Fourth semester: Final project

The fourth and last semester will be dedi-cated to the final project that will be laid out in cooperation with the department within this field, Design in Architectural Context. The student will draw up a pro-gramme for the semester independently, and this process will be conducted in compliance with the school’s rules for final examination evaluations.

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16

DePartment 1 / arChIteCture - CIty anD lanDSCaPe

DePartment 3 / arChIteCture - ProCeSS anD metholoGy

head Jens Kvorning

Secretary ursula andersen

telephone 3268 6630

e-mail [email protected]

address entrance y

head Finn selmer

Secretary ulla agger

telephone 3268 6165

e-mail [email protected]

address entrance X

/01

ProFile

The department’s field of interest is the contemporary landscape, its buildings and architecture. Cities and landscapes undergo constant change, as a materia-lised reflection of the global change that is unfolding. Assignments seek to provide the architectural response to the role, which the building, city and open spaces play in this dynamic context.

The department offers special com-petences in urban architecture, building planning, urban planning, urban space, landscape planning and garden design, including urban theory and urban trans-formation.

ProFile

Architecture stands for the professio-nal skills that are necessary to produce work of architectural quality. This allows students to develop a basic ability to ask questions – and to formulate architectu-ral responses.

In addition to architecture, the process entails the ways in which an architect may oversee different proces-ses and take advantage of a wealth of methods and tools that serve to ensure progress. It is a requirement that stu-dents expand their fields of knowledge and thus their opportunity to act and vary accordingly.

In addition to architecture and process, project development aims to include and handle circumstances that exceed and determine a specific architec-tural approach. This is where students’ will introduce their projects to the world – and thus get a chance to improve it!

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DePartment 5 / arChIteCture - SPaCe anD haBItatIon

DePartment 6 /arChIteCture- SPaCe anD Form

head tage lyneborg

Secretary Karin Johansen

telephone 3268 6600

e-mail [email protected]

address entrance e

head cort ross dinesen

Secretary dorthe Falkesen

telephone 3268 6604

e-mail [email protected]

address entrance y

ProFile

The department’s central field of inte-rest is habitation, building and space. Habitation is viewed as the spatial basic condition for human existence.

Essential parametres include the con-text, values and potentials of tradition, deliberate use of resources, flexibility in relation to dynamics, mobility and new technology. This implies that the poten-tial of a future, architectural perspective, that preserves and renews the building culture, is interpreted applying one single concept.

Future flexibility requirements in relation to dynamics, mobility, new technology and conscious use of resour-ces are interpreted based on an overall, artistic evaluation that serves as the basis for proposals and visions.

The department offers special com-petences in habitation, architecture and Nordic building tradition.

ProFile

The department works on the basis of studies of the artistic aspects of architec-ture with the type of ideal and exemplary proposals, which suggest new strategies for the future practice of the architectu-ral profession. The department’s acade-mic foundation is based on a network, which spans across other art forms and knowledge centres.

The department offers special compe-tences in: architectural theory, philoso-phy and artistic development work.

/05 /06

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18

DePartment 7 / arChIteCture - BuIlDInG, anD realISatIon

DePartment 8 / arChIteCture - exPerIment anD teChnoloGy

head Jan søndergaard

Secretary birgitte weien

telephone 3268 6312

e-mail [email protected]

address entrance a

head Frank bundgaard

Secretary elisabet ewald

telephone 3268 6344

e-mail [email protected]

address entrance c

/07 /08

ProFile

Department 7 uses as its ideal point of departure the architectural totality and the location’s potential as clear prerequi-sites for architectural design.

Based on academic tradition, the department seeks to develop architecture through the architectural space in all its tectonic juxtapositions.

ProFile

Department 8’s academic foundation is general architecture, and it represents specific competences in technology related, experimental instruction, with a focus on the inclusion of media and information technology in architectural work processes.

The department is part of a profes-sional network that consists of related artistic and scientific educational pro-grammes.

Page 36: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

DePartment 10 / arChIteCture - ConDItIonS anD vISIon

head Peter henning Jørgensen

Secretary mai-britt Kristensen

telephone 3268 6340

e-mail [email protected]

address entrance c

/10

ProFile

The central pivotal point of department 10 is architecture with its anchoring in contemporary structures. Work is carried out on all scale levels and by means of artistic expressions that result from the students’ understanding of the individual assignment. Special emphasis is placed on building an understanding of the conditions of the individual assignment. The department believes that it is in the summary of the conditions that the architectural proposal unfolds and stands the test of time.

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20

InStItute 1 / BuIlDInG Culture

head carsten Juel-christiansen

Secretary marianne schou

telephone 3268 6302

e-mail [email protected]

address sdr. Kontorbygning st. tv.

architectural theory aNd history

General academic competences Theory and historyCenter for Nordisk Arkitektur

theory aNd desiGN

traNsFormatioN aNd restoratioN

The architectural transformation of buil-ding cultureBuilding culture’s putting into perspec-tive the history of ideas in the context of restoration Building-archeological documentation of building cultureMateriality, construction and restoration of building culture

courses oFFered by iNstitutes

The Institute offers – based on their specific subject area – a series of courses requested by the individual departments.

institutes

InStItute 2 / teChnoloGy

head torben dahl

Secretary birthe Færch

telephone 3268 6220

e-mail [email protected]

address sdr. Kontorbygning 1. tv.

climate aNd comFort

Acoustics Lighting Climatic technique

tectoNics aNd coNstructioN

Applied building techniqueBearing constructionsMaterials

ProductioN aNd Process

Center for Industriel ArkitekturArchitectural production processesDigital models

courses oFFered by iNstitutes

The Institute offers – based on their specific subject area – a series of courses requested by the individual departments

Page 38: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

institutes

InStItute 3 / PlannInG

head Peder duelund mortensen

Secretary charlotte mathiassen

telephone 3268 6635

e-mail [email protected]

address sdr. Kontorbygning 1. th

laNdscaPe PlaNNiNG

Landscape and developmentPlan and environmentSpatial and garden artCenter for Byrumsforskning

urbaN PlaNNiNG

Urban planning and developmentPlanning in developing nationsUrban architectureCenter for Byplanlægning

buildiNG PlaNNiNG

Residential building constructionInstitutional constructionResidential architecture Center for Idræt og Arkitektur

courses oFFered by iNstitutes

The Institute offers – based on their specific subject area – a series of courses requested by the individual departments.

InStItute 4 / DeSIGn & CommunICatIonS

head Jørgen hauberg

Secretary Vibber hermansen

telephone 3268 6653

e-mail [email protected]

address sdr. Kontorbygning st. th.

desiGN

Material, process and formSpace, furniture and objectTheory and history of the design professionLettering, identity and way-findingDialogue based design and innovationCenter for Designforskning, CDF

iNFormatioN aNd commuNicatioN

techNoloGy

CAD/CAMDigital visualisationUrban architectureCenter for IT og Arkitektur, CITA

Visual commuNicatioN, architectural

VisualisatioN

Descriptive geometry and morphologyColour PhotographyModel construction

courses oFFered by iNstitutes

The Institute offers – based on their specific subject area – a series of courses requested by the individual departments.

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22

oPtionAl courses

InStItute 1

FIrSt year1044 20th Century Scandinavian

architecturePeter thule Kristensen1,2 ects

1017 Syntax of FormKen rivad1 ects

1018 the 20th Century Danish and International DesignersKen rivad1,5 ects

InStItute 2

FIrSt year970 advanced Structure in ar-

chitecture / Bridgesolga Popovic larsen1,5 ects

1020 urban lighting 1Katja bulow1,5 ects

InStItute 3

FIrSt year1048 Body Culture in urban Space

rene Kural0,8 ects

1050 Copenhagen 1 - Intro for exchange Studentsbo Grønlund0,6 ects

1051 Copenhagen 2 - Intro for exchange Studentsbo Grønlund0,6 ects

1076 urbanity and new urban Districtsbo Grønlund0,6 ects

1077 urbanity and urban theorybo Grønlund0,6 ects

SeConD year1031 Design in Context of

urban SpaceJonna majgaard Krarup2 ects

Page 40: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

oPtionAl courses

InStItute 4

FIrSt year971 architects in Design

Karina mose0,5 ects

1047 Basic course in photography Jens Frederiksen1 ects

981 Collaborative Designworkmerete ahnfeldt-mollerup1,5 ects

983 Design methodology 1merete ahnfeldt-mollerup3 ects

985 Form og perceptionsteen ejlers1,5 ects

1252 Intense networksmartin tamke3 ects

1268 new origamimartin tamke2,4 ects

1016 Strategic Design and Concept Designmerete ahnfeldt-mollerup1,5 ects

1025 user-driven innovation 1merete ahnfeldt-mollerup1,5 ects

1026 user-driven innovation 2merete ahnfeldt-mollerup1,5 ects

1299 woven woodmette ramsgard thomsen2,4 ects

SeConD year1304 Big Structure

martin tamke4,5 ects

1030 Design essaysKen rivad3 ects

1034 MetaReflection&Design Poeticsanders brix1 ects

Page 41: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

mAP over cAmPus

BilAg

Page 42: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

contAct informAtion

school oF architecture

telephone 3268 6000

web www.karch.dk

e-mail [email protected]

address Philip de langes allé 10

1435 København K

Kasb – library

telephone 3268 6800

web www.kasb.dk

e-mail [email protected]

address entrance Z

mon–thu 09.30–20.00

Friday 09.30–16.00

it diVisioN

hotline 3268 6112

e-mail [email protected]

address entrance r

hotline opening hours

mon–wed 09.00–16.00

thursday 10.00–16.00

Friday 10.00–15.30

Closed 12.00–13.00

day liGht laboratory

telephone 3268 6230

address entrance F

architectural model worKshoP

telephone 3268 6288 metal

3268 6294 wood

address entrance G and h

mon–Fri 09.00– 16.00

caNteeN

adresse entrance m

elF – studeNt couNcil

telephone 3268 6680

web www.elevforsamlingen.dk

e-mail [email protected]

address entrance l

mon–Fri 12.00–13.00

Vester KoPi – PriNt shoP

telephone 3296 5833

web www.vesterkopi.dk

e-mail [email protected]

address entrance e

mon–Fri 09.00–17.00

tuteiN & Koch – PaPer & drawiNG shoP

telephone 3268 6240

e-mail [email protected]

web www.tuteinogkoch.dk

address entrance e

mon–Fri 09.00–17.00

Page 43: Kunstakademiets Arkitektskoles Undervisningsplan engelsk

editors

Peter arne sørensen

layout

Naja Jin dahl Knudsen

anita dalgaard

rasmus danielsen

Front illustration

andreas trier mørch

Press

centertryk a/s

this publication has been set with arch

isbN: 978-87-7830-219-9

the royal danish academy of Fine arts,

school of architecture

Philip de langes allé 10

1435 København K

www.karch.dk