Syllabus RASA 2010/2011

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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 varie-ty 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

Together with the syllabuses for the Bache-lor and Master’s programmes, including 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 con-tent of the architecture programme.

The syllabus constitutes a pro visional culmination of the reform process of Euro-pean educational programmes, which was initiated by the Bologna Declarati-on in 1999 and fulfills the recommen-dations, which subsequently were drawn up in the international ‘benchmarking’, Transforming Tradition, in the Mini-stry of Science’s New Danish Qualifica-tion Frame work and in the EU’s Direc-tive on the Recognition of Professional Qualification.

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 distribution of ECTS between project work and foun-dational disciplines to 30/30.

introduction

For the New Danish Qualification Framework, recommendations pertained to a clarification of the goals of the educatio-nal 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 compara-bility in order to promote mobility and mutual recognition of qualifications.

For the EU’s Directive on the Recog-nition of Professional Qualification, re commen da tions pertained to more con crete profes sional requirements; knowledge of urban planning, planning and technique aspects of the planning process, under-standing the procedure in connection with pre-studies and preparation of pro-jection assignments, as well as knowledge of industries, organisations, regulations and procedures associated with the reali-sation of projects and adaptation to over-all planning.

Recommendations and requirements have been summed up in the Qualificaiton Key Description for the Royal Danish Aca-demy of Fine Arts School of Architectu-re, which outlines students’ qualifications within the fields of knowledge, skills and

competences, graduated between Bache-lor 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 bet-ween inclusion and application of met-hods, 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 as-signment 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 bene-fit forms an outline of the subject didac-tic 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 qualification key’s graduation of levels between Bache-lor and Master’s programmes. Thus, in combination with the division of founda-tional disciplines into joint, special and project related disciplines, the themes

for project work form a cohesive and in-tegrated course of study from Bachelor to Master’s levels.

The joint foundational disciplines re-present a general, architecturespecific com mon basis, which spans across the three main areas of the programme: plan-ning, architecture and design. The spe-cial and project related foundational dis-ci plines represent architecturespecific areas of specialty and department pro-files. From Bachelor to Master’s pro-grammes, the weight is gradually moved towards special and project related foun-da tio nal disciplines, in order to keep stu-dents’ selection of main areas and spe-cialties 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 to-tality, which uses as its point of departure the architectural object in theme 1: space, shape and scale, and ends up in the main areas’ and specialty’s complex understan-ding of architectural practice in theme 5: concept, programme and project.

In the development of students’ over-all architecturespecific skills and gene-ral appreciation of architecture, project work at the drawing table or in the mo-del workshop constitutes a competence-

developing form of study whereas foun-dational disciplines form a wide range of other instructional forms: skill exer-cises, 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 ex-pression’s material, space, shape, com po-si tion and scale, as well as insight into the function, construction, material, natural as well as social conditions of the utilita-rian purpose.

The characteristics of the architec ture 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 diver sity is the best starting point when instilling in students the profession’s competences. A certain objective of understanding of a given architecturespecific object, in a tangible as well as conceptual sense, and a certain profession specific language ser-ves as a basis for students’ acquisition of areas of knowledge, and different types of

skills and competences, which should re-flect what trained architects are able to do by knowing what they have learned.

The Study Board

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 year programme consisting of a three-year Ba-chelor programme as an independent, complete course of study that provides students with basic skills and knowledge in the field of architecture. The twoyear Master’s programme gives students’ the tools to achieve academic independen-ce, 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.

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ProJect studies, ProJect assiGN-

meNts aNd ProJect worK

The Architecture Programme is charac-terised by project work, which is concen-trated around each student’s work station, at the drawing table or in the model work-shop. The learning objective of the project studies is to develop the students’ profes-sional competences by means of project work – preparation of project assignments and proposals for architectural projects – under teacher supervision. This consti-tutes the architecture programme’s cen-tral, competence-developing study form.

FouNdatioNal disciPliNes – JoiNt,

sPeciFic aNd ProJect-related

Foundational disciplines are defined as educational elements whose learning goal – regardless of instruction form – is acqui-sition of knowledge and skills. Together, foundational disciplines constitute a wide range of instructional forms: exercises, study groups, seminars, courses and lec-tures, centered around project work or as independent, instructional activities that serve to develop in students general, archi tecturespecific skills and a general appreciation of the field of architecture.

The overriding objective is that stu-dents’ 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 seme-ster. They may be based on the subject in question and on the concrete content and objective of each project assignment. Students who participate in such activities are required to acquire the intended lea-rning benefits. The project related fou-ndational disciplines will be subject to a teacher review. Please see the curricu-lum and the programme for the specific activity for information on the evaluation form and requirements for the assessment result.

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 re-lated 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 ob-jective 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 theo-ries and concepts, to an ongoing discour-se on the correlation between and scope of technical, social and humanistic fields of knowledge on the one hand, to concre-te knowledge of architects, their works and interpretation of said architects’ ar-chitectural statements, as the most con-crete 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, however, usu-ally in a way that links logical, conceptu-al or artistic examination and clarificati-on to the execution of architectural skills. The duality links the learning of skills to the acquisition of knowledge and develop-ment of competences.

Competences

Artistic creation uses as its point of depar-ture a personal approach based on a cho-sen field of knowledge and acquired skills. Special focus is placed on which know-ledge/understanding, which skills and which competences that enable and nur-ture the result one is looking to achieve.

Competences are developed over the course of the architect programme by means of exercises. Students will under-take exercises in a goal-oriented and di-dactical 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 fra-mework uses as its point of departure the notion that the study programme’s lea-rning objective as well as each educati-onal element serve as the basis for both instructional planning, assessment and assessment criteria.

Each student’s performance is assessed in relation to the expected learning objecti-ve, and any inadequacies in relation to the expected learning objective will lower the final grade.

In terms of assessment of acquisition of knowledge, skills and the desired compe-tences, 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 de-scribed 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 de-sired knowledge has been obtained, and whether the student is able to apply 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 stu-dent is able to apply his skills in a profes-sionally relevant manner.

Competences

The criterion for competence assessments serves to assess whether the student has ac-quired the desired ability to prepare pro-posals for design and spatial organisation in relation to a programme, on a specified level, and whether the student applies ap-propriate work methodology, 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 professional skills.

assessmeNt Forms

Students must be graded on at least 2/3 of every part of the study programme. Wi-thin this framework, the following assess-ment 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 fi-nal 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 in-structional activity.

Passed/not passed of individual

assignments / 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.

Passed/not passed in case of

class participation

This assessment form may be applied in cases where normal grading/examinati-on 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 se-mester. At KA, each semester is made up of approximately 20 week. Thus 1.5 ECTS points are grated per full work week (nor-mal work hours).

ECTS is a planning and information system – a tool for dimensioning of the study programme, and serves as an in-ternational standard on educational pro-grammes and educational elements. It is not intended to be a tool to manage stu-dent behaviour although it may be used for that purpose. In order to become ECTS certified, each educational 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 re-spect 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 curricu-lum, the student will be awarded 30 ECTS points – regardless of the sum of ECTS points that are awarded for the activities that the student has participated 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 in-formation on each of the educational of-ferings at each department and institute, please see the relevant pages on KA-net and the respective project and course spaces. On KAnet you will also find an up-dated 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 Archi-tecture Programme at the Royal Danish Academy of Fine Arts School of Architec-ture and the School of Architecture in Aarhus describes in detail the general

guidelines for the programme: its objecti-ve, content, assessments etc. The syl labus for the academic year 2009-10 for Ma-ster’s programme at the Royal Academy of Fine Arts School of Architecture con-tains the school’s own clarification of the programmes.

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

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

master’s prg. Ktr 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

The Master’s programme in architectu-re is a research-based programme, which aims to educate graduate students who as architects will master both scientific ana-lysis and scientific experimentation, and are able to translate the complex, pro-grammatic requirements of architectu-ral assignments into architectural state-ments that relate to historical as well as contemporary conditions in a meaningful 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.

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the ProGramme’s

learNiNG obJectiVe

The programme’s learning objective is for students’, at the end of the programme, to have acquired knowledge, skills and competences in architecture as a prac-tice and subject area. Cf. the Qualificati-on Framework for the Architecture Pro-gramme, which focuses on developing in students the ability to think critical-ly and develop both questions and solu-tions with relevance to the profession of architecture, as well as the ability to inde-pendently 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 ur-ban planning and landscape, building culture and restoration, as well as furnitu-re, 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.

KaNdidatuddaNelseN 3

FIrSt year theme: ConCePt, ProGramme anD ProJeCt

Joint foundational disciplines

1550 theory and history 5: Philosophy, theory of science and knowledge 5,1 ects

1547 technology 5: Building, production and logistics 1 5,1 ects

SeConD yeartheme: maIn area anD SPeCIalty

Joint foundational disciplines

1552 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).

DePartment 2 / arChIteCture - town anD BuIlDInG

head marianne ingvartsen

Secretary Janne Jørgensen

telephone 3268 6319

e-mail [email protected]

address entrance y

/02ProFile

Department 2’s primary field of interest is the correlation between cities, con-struction, and building. Project work is focused on spatial intervals across seve-ral scales. The correlation between struc-ture and element, and program and pro-cess is explored. Planning parameters, architectonic strategies, and spatial state-ments, which all meet the demands that life at home, at work and leisurely activi-ties make on integrated elements in com-plex urban structures.

The Department focuses on special competencies within the following fields of interest: Urban construction, habitati-on, urban transformation, composite si-tes, and structures.

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First year’s syllabus is focused on experi-mentation where making is essential. Ex-periments can involve designs which are evolved from individual thematic or pro-grammatic interests.

In the second year thinking and reflec-tion has a higher priority as research ori-ented knowledge will lay the foundation 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 ob-ligatory as it is an essential element of the master’s programme. The fieldwork pro-vides basic site specific informations for-ming a point of departure of the individu-al programming. In 200910 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: Indivi-dual planning, programming, scale sli-ding and fieldwork. The progression from first till second / final year happens through practise. The syllabus determi-nes for each year courses, workshops, se-minars and project work. The aim is to programme, think and design based on an independent responsible considerati-on 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 propo-sals and designs are created in a conver-sation 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. Develop-ment of projects happens to a considera-ble extent in the school workshop.

KaNdidatuddaNNelseN / aFdeliNG 2 7

/02CourSeS

1725 City space and building analysis marianne ingvartsen 4,5 ects

1726 Communication and media marianne ingvartsen 2,1 ects

1728 Fieldwork and lecture seriesmarianne ingvartsen5,0 ects

1747 research methods Coursemarianne ingvartsen 3,0 ects

1754 Structure and tectonicsmarianne ingvartsen1,5 ects

1764 woven woodmarianne ingvartsen2,4 ects

ProJeCt aSSIGnmentS

1877 a treshold marianne ingvartsen2,1 ects

1886 experimentation and making-marianne ingvartsen15 ects

1890 Individual semester programme marianne ingvartsen15 ects

1914 the city measured in 1 1 marianne ingvartsen1,5 ects

1927 Individual programme marianne ingvartsen15 ects

1940 thesis marianne ingvartsen30 ects

head anders brix

Secretary chanette markussen

telephone 3268 6351


address entrance d

DePartment 11 / arChIteCture - DeSIGn anD InDuStrIal Form

/11ProFile

Department 11’s primary field of interest is objects that define, furnish, and com-plement the architectonic space. The ar-chitectural scale range is developed based on a special ability to work innovatively, on a grand scale, by the standards of tech-nological and perceptory parameters.

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 in-terest. 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, in dus-trial graphics, cross-disciplinary col labo-ration, design theory and the tectonics of the system.

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The Master’s programme in furniture de-sign sums up specific furniture compe-tences, applying a general architectural approach. Furniture is seen as a spatial element that is placed between the hu-man body and the architectural space. Work is carried out on furniture as a work of art, both as a solitary and compositional element. The study programme includes work- and shape analysis, tectonics, know-ledge of material and production, in re-lation to historical, manual production as well as industrial processes.

The Master’s programme in indu-strial design is perceived as the angle from which one works on the program-me, idea, materials and life cycle. In-dustrial design encompasses a study of material tech nology, tectonics, construc-tion and produc tion in design of objects that complete the architectural space in a landscape, city or building.

Project work may include study and de-velop ment of light fittings, building ele-ments, mega design (bridges, masts etc.) and micro architecture (mobile homes, tents, pavilions etc.). The programme is self-programmed and requires that stu-dents define a clear set of goals and an acti-on plan, in close dialogue with the depart-ment, for the four consecutive semesters.

the master’s ProGramme (danish)

Graduate students in the Master’s pro-gramme study an architecturespecific 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 architecturespecific design methods and specific toolbased 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 logos /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 con-stitute fields of work that require “custo-mised”, original font design.

The font is often included in a symbi-osis of visual art or sculptural art. Studi-es of graphics within a spatial context, i.e. wayfinding and signage on building fa-cades, monumental inscription etc. bring graphics closer to the spatial, architectu-ral form and materiality, and thus consti-tute an area of focus.


/11In addition, the department offers an Eng-lish Master’s programme, ’Design in Ar-chitectural Contexts’, which is more den-sely structured and includes assignments 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 responsibili-ty. 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 ar-chitecture, small constructions, furniture, graphics, lighting etc.

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

During the 2-year Master’s programme, the student will train to become an ar-chitect within the specialty field of Design in Architectural Contexts. This Master’s programme is offered by department 11 (1:1), the design programme at the Ro-yal 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 responsibili-ty. This includes the design of the over-all landscape, urban planning and buil-ding design, ranging from the macro level of how a building integrates with its sur-rounding landscape, to a micro level of ar-chitecture, small constructions, furniture, graphics, lighting etc. With respect to de-sign, focus is directed onto the potential tension field between the designrelated object and the architectural whole, and between design processes and the work.

During the 2-year Master’s programme, the student will train to become an ar-chitect within the specialty field of Design in Architectural Contexts. This Master’s programme is offered by department 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, encompas-sing course and project phases, as well as an independent final examination project of a total of 120 ects points:

12

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 re-quired 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, ac-quired through the courses of

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

The project work phase puts equal fo-cus on process and proposal-making. Thus, the department offers courses in program-me-writing, academic and architectural, hands-on methods and analysis tools, pro-ject development and communication in conjunction with project counseling at the drawing tables. In order to ensure the an-choring of the design component, the Ma-ster’s programme 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, stu-dents 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 al ways been and remains an element connecting two points, thereby facilita-ting a smooth and unobstructed transiti-on 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.

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 solita-ry units. The art lies in finding a balan-ce 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 in-stance furniture blends in with the space surrounding it. At the same time, bridges are often experienced through body mo-vements while they relate to the immobi-lity of their specific location – contrary to the mobility of furniture.

Prior to actual project work, this seme-ster will begin by introducing a series of brief exercises covering topics such as mi-nimal constructions, materials optimisa-tion, optical stress distribution and scale-optimisation. Moreover, the semester will be supplemented by lectures, excursions and classes that will offer students know-ledge 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 ba-

sed on the Danish tradition of furniture making.Furniture epitomises the shaping challen-ge of designers. The shape of furniture re-lates directly to the body, and the quality of this shape is immediately 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 architectural context, thus furniture can not be evaluated as isolated pieces. The theoretical design discussion will unfold in the field between detail and space. Du-ring the project work phase, shape, tecto-nics, construction and choice of materi-al will be subject to comparison between programme 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 De-sign Research) and CITA ( Center for IT and Architecture).

The project work phase encompas-ses an extensive project assignment sup-plemented by brief exercises, workshops, theoretical exercises, workshop-based work, courses, excursions and lectures. The programme will provide the student with knowledge on industrial creation

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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 car-ried 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 im-perative to life in these spaces and the ex-perience 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 asses-sed 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 outli-ne a programme for the accommodation of a square in Copenhagen. The program-me must include both lighting and fur-

nishing, resulting in an overall design ma-nual, which will serve as the basis for the development of one single sub-element.

This phase consists of an extensive pro-ject assignment supplemented by work-shops, courses, excursions, workshop-ba-sed work and lectures.

The programme will provide the stu-dent 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 re-gistration and analysis methods, design strategy/service design and concept de-velopment. This phase concludes with the development of an actual design object, furniture or lighting fixture prototype 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 independent-ly, and this process will be conducted in compliance with the school’s rules for fi-nal examination evaluations.


ProJeCt aSSIGnmentS

1882 Design in xl – the bridge as a design elementPeter leuchsenring15 ects

1887 Furniture of the futureNicolai de Gier15 ects

1924 Design in context of urban spaceKarina mose15 ects

/11CourSeS

1729 Form and Context 2 - Parts and wholes Ken Namkha 1,0 ects

1730 Form and Context 1 - history of Form Ken Namkha 1,5 ects

1924 morphology Patterns and Structure Peter leuchsenring 1,5 ects

no Design elements and cityscapeKarina mose1,5 ects

no workshop-cityspaceKarina mose1,5 ects

no rapport writing3 ects

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DePartment 1 / arChIteCture - CIty anD lanDSCaPe

DePartment 3 / arChIteCture - ProCeSS anD metholoGy

head Jens Kvorning

Secretary ursula bundgaard

telephone 3268 6630


address entrance y

head Finn selmer

Secretary ulla agger

telephone 3268 6165


address entrance X

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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 provi-de 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 de-sign, including urban theory and urban transformation.

ProFile

Architecture stands for the professional skills that are necessary to produce work of architectural quality. This allows stu-dents to develop a basic ability to ask que-stions – and to formulate architectural responses.

In addition to architecture, the pro-cess entails the ways in which an architect may oversee different processes and take advantage of a wealth of methods and tools that serve to ensure progress. It is a requirement that students expand their fields of knowledge and thus their oppor-tunity to act and vary accordingly.

In addition to architecture and pro-cess, project development aims to inclu-de and handle circumstances that exceed and determine a specific architectural ap-proach. This is where students’ will intro-duce 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


address entrance Q

head cort ross dinesen

Secretary dorthe Falkesen

telephone 3268 6604


address entrance y

ProFile

The department’s central field of interest is habitation, building and space. Habita-tion is viewed as the spatial basic conditi-on 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 perspecti-ve, that preserves and renews the building culture, is interpreted applying one sing-le concept.

Future flexibility requirements in re-lation to dynamics, mobility, new techno-logy and conscious use of resources are interpreted based on an overall, artistic evaluation that serves as the basis for pro-posals and visions.

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

ProFile

The department works on the basis of stu-dies of the artistic aspects of architecture with the type of ideal and exemplary pro-posals, which suggest new strategies for the future practice of the architectural profession. The department’s academic foundation is based on a network, which spans across other art forms and knowled-ge centres.

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

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DePartment 7 / arChIteCture - BuIlDInG, anD realISatIon

DePartment 8 / arChIteCture - exPerIment anD teChnoloGy

head Jan søndergaard

Secretary birgitte weien

telephone 3268 6312


address entrance a

head Frank bundgaard

Secretary elisabet ewald

telephone 3268 6344


address entrance c

/07 /08

ProFile

Department 7 uses as its ideal point of de-parture the architectural totality and the location’s potential as clear prerequisites for architectural design.

Based on academic tradition, the de-partment 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 re-lated, experimental instruction, with a fo-cus on the inclusion of media and infor-mation technology in architectural work processes.

The department is part of a professio-nal network that consists of related artistic and scientific educational programmes.

DePartment 10 / arChIteCture - ConDItIonS anD vISIon

maSter’S PrG. Ktr

head Peter henning Jørgensen

Secretary mai-britt Kristensen

telephone 3268 6340


address entrance c

head christoffer harlang

Secretary mai-britt Kristensen


address entrance y

/10 /Ktr

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 ar-tistic expressions that result from the stu-dents’ understanding of the individual as-signment. Special emphasis is placed on building an understanding of the condi-tions of the individual assignment. The department believes that it is in the sum-mary of the conditions that the architec-tural proposal unfolds and stands the test of time.

ProFile

The Master’s programme’s field of stu-dy is architecture with a particular focus on transformation processes, appreciati-on of history, technical insight and analy-tical competence. Within the framework of this field of study, history is a living and inspiring resource, which serves to enhan-ce and promote contemporary architectu-ral design.

The actual subject matter is the archi tec tonic challenges that exist bet-ween continuity and changeability, bet-ween the work of architecture and socie-tal dynamics, which manifest themselves in many current assignments that ad-dress the transformation and restora-tion of urban structures and buildings.The programme encompasses specific competencies within building culture, restoration,architectural theory, architec-tural history and building analysis.

masters programme in cultural heritage, transformation and restoration with resto ration as the area of specialisation

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InStItute 1 / BuIlDInG Culture

head carsten Juel-christiansen

Secretary marianne schou

telephone 3268 6302


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


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


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

institutes

InStItute 3 / PlannInG

head Peder duelund mortensen

Secretary charlotte mathiassen

telephone 3268 6635


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



InStItute 4 / DeSIGn & CommunICatIonS

head Jørgen hauberg

Secretary Vibber hermansen

telephone 3268 6653


address sdr. Kontorbygning st. th.

desiGN

Material, process and formSpace, furniture and objectTheory and history of the design professionLettering, identity and wayfindingDialogue 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



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oPtionAl courses

InStItute 1

First year

1886 20th Century Scandinavian architecturecaitlin madden1,2 ects

InStItute 2

First year

1812 Conceptual Structual Designolga Popovic larsen1,5 ects

1824 organic Structuresolga Popovic larsen1,5 ects

1853 advanced Conceptual structual designolga Popovic larsen1,5 ects

1854 advanced Structure in architectureolga Popovic larsen1,5 ects

1855 applied advanced Conceptual Structural Designolga Popovic larsen2,5 ects

1859 research methodsbrian edwards1,5 ects

1860 research methodsbrian edwards1,5 ects

1861 urban lighting 1Katja bulow1,5 ects

1863 urban lighting 2Katja bulow1,5 ects

InStItute 3

First year

1864 Body Culture in urban Spacerene Kural0,8 ects

1865 Copenhagen 1 - Intro for exchange Studentsbo Grønlund0,6 ects

1866 Copenhagen 2 - Intro for exchange Studentsbo Grønlund0,6 ects

1872 urbanity and new urban Districtsbo Grønlund0,6 ects

1873 urbanity and urban theorybo Grønlund0,6 ects

oPtionAl courses

InStItute 4

First year

971 architects in DesignKarina 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

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

secoNd year

1030 Design essaysKen rivad3 ects

1034 MetaReflection&Design Poeticsanders brix1 ects

CIta CourSeS (InSt 4)1962 Integrating material simulation

mette ramsgaard thomsen og martin tamke2,6 ects

1963 Integrating material simulation IImette ramsgaard thomsen og martin tamke2,6 ects

1964 time based spacemette ramsgaard thomsen og martin tamke2,6 ects

1965 Global systems 1martin tamke2,6 ects

1966 Global systems 2martin tamke2,6 ects

mAP over cAmPus

contAct informAtion

school oF architecture

telephone 3268 6000

web www.karch.dk


address Philip de langes allé 10

1435 København K

Kasb – library

telephone 3268 6800

web www.kasb.dk


address entrance Z

mon–thu 09.30–20.00

Friday 09.30–16.00

it diVisioN

hotline 3268 6112


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


address entrance l

mon–Fri 12.00–13.00

Vester KoPi – PriNt shoP

telephone 3296 5833

web www.vesterkopi.dk


address entrance y

mon–Fri 09.00–17.00

tuteiN & Koch – PaPer & drawiNG shoP

telephone 3268 6240


web www.tuteinogkoch.dk

address entrance y

mon–Fri 09.00–17.00

editors

Peter arne sørensen

layout

akkurat v/rasmus beier danielsen

Front illustration

Peter arne sørensen

Press

centertryk a/s

this publication has been set with arch

isbN: 978-87-7830-243-4

the royal danish academy of Fine arts,

school of architecture

Philip de langes allé 10

1435 København K

www.karch.dk

Syllabus RASA 2010/2011

Documents

Transcript of Syllabus RASA 2010/2011