MSc01-AD F2011
Study Guide
Study Board for Architecture and Design
Department of Architecture, Design and Media Technology
Østerågade 6 - 9000 Aalborg
Study Guide MSc01-AD E2011
List of Content
List of Content ......................................................................................................................................... 2
1
Welcome to students, supervisors and lecturers ............................................................................ 3
2
The modular construction of the Semester ..................................................................................... 4
3
The modular execution of the Semester ......................................................................................... 5
4
Semester Calendar 2011 ................................................................................................................ 6
5
List of Contacts................................................................................................................................ 8
6
Project module 1: Tectonic Design & Nordic Architecture .............................................................. 9
7
6.1
Formalities ............................................................................................................................... 9
6.2
Literature ............................................................................................................................... 10
6.3
Submission ............................................................................................................................ 10
6.4
Assessment ........................................................................................................................... 12
6.5
Note ....................................................................................................................................... 12
6.6
Project description: An Inhabited or “Living Bridge” connection over Limfjorden, Aalborg ... 12
Course module 1: Studies and Experimentation in Tectonic Culture ........................................... 16
7.1
8
Course module 2: Engineering Architecture and Tectonic Design ............................................... 22
8.1
9
Course Descriptions .............................................................................................................. 19
Course Descriptions .............................................................................................................. 26
Free Study Activities and Study Trips ........................................................................................... 31
9.1
10
Free Study Activity 1: Architecture Study Trip to Stockholm and Finland............................ 31
Enclosures................................................................................................................................. 32
10.1
Enclosure 1: Plagiarism and correct referencing .................................................................. 32
10.2
Enclosure 2: Guidelines for difficulties in cooperation .......................................................... 33
10.3
Enclosure 3: Re-examinations .............................................................................................. 33
10.4
Enclosure 4: Generel submission requirements ................................................................... 35
2
Study Guide MSc01-AD E2011
1
Welcome to students, supervisors and lecturers
Welcome to 1st semester!
This Study Guide is valid for the 1st semester in the Architecture M.Sc. program at
Architecture and Design.
It is preconditioned that this guide is read before or immediately after the opening of
the semester by all involved students, supervisors and lecturers. The Study Guide is a
supplement and elaboration of the existing curriculum’s specifications concerning the
project module and the course modules.
The Study Guide is a support for students, supervisors, and lecturers in relation to the
planning and implementation of the project work and the individual course. The Study
Guide elaborates the learning goals that are established in the curriculum related to
the project module. Practical rules concerning plagiarism, exclusion of group
members- re-examination and general requirements for assignment submission are
placed at the end of this document as appendixes.
Enjoy yourself!
Best regards,
Professor, Poul Henning Kirkegaard and Associate Professor, Adrian Carter
Semester coordinators
Cover Photo: http://www.dfab.arch.ethz.ch/
RETTELSER:
1) Regner med at Malene læser igennem og laver kvalitetskontrol iht. ny skabelon og indhold
2) SO har evalueringsform E1 for SET kurset..dog må det være en fejl, da E1 er for hoved
projekt. Jeg har valgt metode B (efter aftale med HH), men kan den bruges, når der skal give
karakter ?.
3) Side henvisning
4) Kilde angivelser
5) Mere præcis angivelse af ”opgave” i kursus moduler.
6) Færdiggørelse af kursus modul 1…
3
Study Guide MSc01-AD E2011
2
The Modular Construction of the Semester
This semester focuses on Tectonics and Nordic Architecture and the challenged to
these perspectives. The semester consists of a project module (20 ECTS) and two
course modules (2 x 5 ECTS).
The work load for one semester is 30 ETCS corresponding 900 hours of study work
for each student. The semester is conducted qua a series of project- and course
modules further described in this document.
The work load may vary throughout the semester and in the individual project- and
course modules. It is the semester coordinator’s responsibility in cooperation with the
steering committee to assure the total work load does not exceed 900 hours. Please
note, free study activities are offered as a supplement to each student and does not
take part of the approved curriculum.
The semester consists of four modules that will be examined individually. The course
modules are principally independent but together they establish a significant
foundation for the semester. The planning of the semester aims to support the
progression of the project module in the course modules.
Project module 1: Tectonic Course module 1: Studies
Design & Nordic
and Experimentation in
Architecture
Tectonic Culture
Course module 2:
Engineering Architecture
and Tectonic Design
20 ECTS
5 ETCS
5 ETCS
7-point marking scale
7-point marking scale
Pass/Fail
Further information at page Further information at page Further information at page
9
16
22
Henceforth, course module 1 will be named SET, course module 2 EA and project
module 1 TDNA.
This semester the following free study activities are announced:
Free Study Activity 1:
3 ECTS
Pass/Fail
Further information at page
31
4
Study Guide MSc01-AD E2011
3
The modular execution of the Semester
The activities of the semester will be prosecuted by the following procedure:
September
36
37
38
October
39
40
41
42
November
43
44
45
Project module 1:
Tectonic Design &
Nordic Architecture
W
46
47
December
48
49
50
M
51
January
52
S
1
2
A
A
3
4
5
Course module 1:
Studies and
Experimentation in
Tectonic Culture
W
W
S
Course module 2:
Engineering
Architecture and
Tectonic Design
W
S
46
47
A
ST
36
37
38
39
40
41
42
43
44
45
48
49
50
51
52
1
2
3
4
W: Workshop
M: Midterm review
S: Submission
A: Assessment
S T: Study Trip: Free Study Activity 1: Architecture Study Trip to Stockholm and Finland
Modular work load for the student. Total for a semester are 900 hours:
Course module 1:
5
Lectures
Studies and
ETCS Teoretical
Experimentation in
150
assignments
Tectonic Culture
hours Preparation
Workshop
Excurtion
Project work
Total
Course module 2:
5
Lectures
8 lectures (2* 45
Engineering Architecture ETCS
min + 40 of
and Tectonic Design
150
individual study)
hours Teoretical
60 hours
assignments
Preparation
Workshop
4 days (28 hours of
workshop + 10
hours individual
study and design)
Excurtion
Project work
Total
150!
Project module 1:
Tectonic Design &
Nordic Architecture
20
ETCS
600
hours
Lectures
Teoretical
assignments
Preparation
Workshop
Excurtion
5
3 lectures (2*45
min + 40 min of
individual study)
Portsmouth
17h
20
min
60 h
28 h
105,5
h
6,5 h
5
Study Guide MSc01-AD E2011
Project work
Total
4
600!
Semester Calendar 2011
Subject to changes. Always check the semester calendar online.
Minutes are required from all meetings in the steering group. A student
(typically the deputy chairman) takes minutes the semester coordinator
approves them before sending to the semester secretary and Study Board for
Architecture and Design (adstudyboard@create.aau.dk).
Date
Subject, deadline, etc.
Room
20.05.11
Steering group meeting 0 – Semester evaluations of
previous semester and planning of the semester
?
02.09.11
Semester Start
21.09.11
Steering group meeting 1
23.09.11
SET course module submission part 1 - individual paper
24.09.11 - 06.10.11
Study Trip to Stockholm and Finland
06.10.11
Introduction to main project
06.10.11
Group formation
19.10.11
Steering group meeting 2
28.10.11
SET course module submission part 2 - group work with
physical model
02.11.11
Steering group meeting 3
04.11.11
Submission of program
11.11.11
Midway Critique
23.11.11
Steering group meeting 3
25.11.11
EA course module submission
07.12.11
Steering group meeting 4
21.12.11
Submission of main project
03.01.12
Steering group meeting 5 (semester evaluation)
03.01.12-13.01.12
Examination of main project
6
Semester
secretary
Semester
secretary
Study Guide MSc01-AD E2011
23.01.12-27.01.12
Examination of EA course module
7
Study Guide MSc01-AD E2011
5
List of Contacts
Function
Person
E-mail
Professor, Poul Henning Kirkegaard
phk@civil.aau.dk
Associate Prof., Adrian Carter
carter@create.aau.dk
Kristina Wagner Røjen
kwro@create.aau.dk
Coordinator
E-mail
Associate Prof, Adrian Carter
carter@create.aau.dk
Supervisors
Professional competencies
Contact
Associate Prof, Adrian Carter
Tectonics, …
carter@create.aau.dk
Semester coordinator
Semester secretary
Project module 1:
Tectonic Design &
Nordic Architecture
ECTS
20
Assistant Prof., Marie Frier
Hvejsel
mfri@create.aau.dk
Assistant Prof., Alberto
Pugnale
apu@civil.aau.dk
Professor, Poul Henning
Kirkegaard
phk@civil.aau.dk
http://personprofil.aau.dk/pro
fil/101343
Course module 1:
Studies and
Experimentation in
Tectonic Culture
(SET)
ECTS
5
Course module 2:
Engineering
Architecture and
Tectonic Design
(EAT)
ECTS
5
Coordinator
E-mail
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
Lecturers
E-mail
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
Associate Prof., Adrian Carter,
carter@create.aau.dk
Assistant Prof., Alberto Pugnale
apu@civil.aau.dk
Coordinator
E-mail
Assistant Prof., Alberto Pugnale
apu@civil.aau.dk
Lecturers
E-mail
Assistant Prof., Alberto Pugnale
apu@civil.aau.dk
Research Assistant, Nathalie Balfroid
nb@civil.aau.dk
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
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Study Guide MSc01-AD E2011
6
Project module 1: Tectonic Design & Nordic
Architecture
20 ETCS
Tektonisk Design og Nordisk Arkitektur
At first the objectives regarding this project module from the curriculum are outlined.
These objectives define the framework of the module and the examination thereof. It
is a prerequisite for a successful completion of the semester that the student works
systematically and focused to achieve the knowledge, skills and competencies
defined in the curriculum.
Following (in section 6.6) the project module is further described with respect to
theme, procedure and expectations.
Coordinator
Associate Professor, Adrian Carter, Department of Architecture, Design & Media
Technology
6.1
Formalities
Curriculum p. 33-34
Prerequisites
A BSc degree (Bachelor) i Architecture and Design or similar
Objective
The aim of the tectonic design approach is to achieve an authenticity of architectural
expression by ensuring a continuity and integrity between form and construction. As
well as through the emphasis upon materiality and detail during studies of materials.
The study of tectonic design is linked to the underlying theme of Nordic architecture.
The emphasis is on a phenomenological understanding, on the relationship between
landscape and climate and a concern with place, combined with honesty in the use
of materials and simplicity of design as the basis for an authentic Nordic approach to
architecture.
Students who complete the module:
Knowledge
 Must have knowledge and a critical understanding of tectonic theory and
methods
 Must have knowledge and a critical understanding of Nordic architecture.
 Must have a well-developed aesthetic and phenomenological understanding
of the interplay between form, structure, materials and detail in relation to
the integrity of architectural ideas
 Must have knowledge of complex spatial structures, including an
understanding of the structural functionality of various construction systems
using shells, plates, frames, beams, etc. This must be combined with the
ability to understand and competently assess the aesthetic significance of
the various systems in connection with the architectural ideas behind a
project
 Must have knowledge and an appreciation of the tactile qualities of
materials, in combination with practical and technical knowledge of the
processing and use of materials. This includes the creative application of
materials, structural systems and assembly techniques
Skills


Must be able to analyze and design buildings that emphasize the interplay
between form, structure, materials and detail in relation to the integrity of an
architectural idea
Must be able to evaluate and analyze the complex functional, architectural,
9
Study Guide MSc01-AD E2011


constructive and structural problems connected with building design
Must be able to synthesize complex room programmes, functional and
aesthetic demands, and be able to integrate constructional and tectonic
design in a coherent architectonic project solution of substantial quality
Must be able to apply critical reasoning to the design issues that arise in the
course of the project development and to demonstrate independent thinking
and informed judgment
Competencies
 Must be able to design a building of high complexity and substantial scale,
such as community centers, galleries, museums, terminal buildings, concert
halls, theatres or similar
 Must be able to prepare a competition design proposal for a tectonic building
of substantial aesthetic, architectural, constructive, structural and functional
qualities
 Must be able to present the project in a professionally competent way by
means of relevant media and techniques
6.2
Literature
Primary Literature
Beim, A., (1999), Tectonic Visions in Architecture, 1st edition, Royal Danish
Academy of Fine Arts, School of Architecture, Copenhagen.
Frampton, K., (2001), Studies in Tectonic Culture: The Poetics of Construction in
Nineteenth and Twentieth Century Architecture. MIT Press, Cambridge, Mass.
Lund, N-O, (2008), Nordic Architecture. Arkitektens Forlag.
Murray, P., Stevens, M. A. & Cadman, D. (1996), Living Bridges: the inhabited
bridge, past, present and future, London: Royal Academy of Arts.
Weston, R., (2001), Utzon, 1st edition, Germany, Edition Bløndal.
Secondary Literature
Carter, A. & Kirkegaard, P.H. (2010), The Nature of Tectonic Spatial Structures.
Proceedings of IASS 2010. November 8-12, 2010, Shanghai, China.
1. Carter, A. & Mullins, M. (2008), The Work of Jørn Utzon : a paradigm for
contemporary regional architecture. Proceeding of Regional Architecture and Identity
in the Age of Globelization. red. / Jamal Al-Qawasmi ; Abdesselem Mahmoud ; Ali
Djerbi. Vol. I CSAAR - The Center for study of architecture in the Arab Region, 2008.
s. 67-79.
Schmidt, Anne Marie Due and Kirkegaard, Poul Henning (2005) Navigating towards
digital tectonic tools. Proceeding from the Conference of the
Association for Computer Aided Design In Architecture, October 13-16, 2005,
Savannah (Georgia), Smart Architecture: Integration of Digital and Building
Technologies, p. 114-127.
6.3
Submission
Submission Requirements
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Study Guide MSc01-AD E2011
The project should be delivered to the semester secretary, between 10:00 – 12:00
the 21st December 2011, and must comply with the general submission
requirements defined by the study board: http://studieweb.aod.aau.dk. On
submission the following must be turned in to the semester secretary:




One project report and drawings for each main supervisor
One project report and drawings for each secondary supervisor
One project report and drawings for each external examiner
One project report and drawings for the library
The project report (paper edition + CD-ROM)
The report comprises approx. 50 pages and consists of an analysis, a description of
the architectural concept and principles in terms of design, function and construction.
The report must contain selected theoretical and conceptual inputs from the courses
offered at the semester. It is recommended that there is a fairly even relationship
between theory/concept/analysis and design/project presentation in the report. The
report must contain documentation of the design process and testing of the various
concepts from the working process. In addition calculations carried out must be
submitted. The report shall present the project in a professionally competent way by
means of relevant media and techniques.
The project reports must contain the following information:







Project title
Semester
Field of study
Group number
Year
Names of the group members
Declaration of confidentiality
If the project-report is covered by a confidentiality agreement this must be clearly
emphasised on the front page. All group members must submit to the secretary a
signed form certifying whether or not the Study Board is permitted to use the
presentational poster, minor illustrations and excerpts from the project with clear
references to the authors on its website, in brochures and other public relations
material and exhibitions. The form is available on the internet:
http://www.aod.aau.dk/uddannelse/studienaevn/blanketter.htm
Drawings (paper edition + CD-ROM)
• Site plans 1:500, including the surrounding context
• Plans 1:200 including landscaping
• Sections 1:200 showing the relation of the bridge to the topography of the site
• Floor plans (furnished) 1:100
• Elevation drawings 1:100
• Perspectives, exterior and interior
• Cross-sections 1:100
• Details 1:20 and 1:5
Diversions from the submission requirements may occur but only as part of an
explicit agreement with the supervisor.
To be delivered to semester secretary after examination:
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Study Guide MSc01-AD E2011

1 A0 Poster suited for public exhibition presenting the main characteristics of
the project and including limited but precise text and key figures on size,
energy consumption etc.
1 CD with poster in pdf-format, 3 powerpoint slides summarizing the project
as well as project report and appendixes in pdf-format.

6.4
Assessment
Version E2 – Main project module, external examination
The module is assessed by an oral exam based on written material, typically a jointly
prepared (or in exceptional cases, prepared by the individual student) project module
report (containing the report/analyses/posters/drawings/models or similar). It is
further presumed that the student has regularly and actively participated in
evaluation seminars and the like.
The project is concluded with a project closing of max. 45 min. It is a precondition for
participation in the examiniation that students have participated in the project
closing. The entire project is presented with equal participation of all the group
members. The starting point for the examination is the project report and the project
closing presentation, cf. Examination Policies and Procedures: http://www.teknat.aau.dk/digitalAssets/18/18291_eksamensordning-_engelsk.pdf)
The allotted time for assessment is in practice 20-30 min. per examinee depending
on group sizes, as there must be time for voting.
The starting point of the exam is the evaluation criteria as they appear in the
curriculum and this study guide. The assessment is based on a combined evaluation
of the report and the oral performance.
Examiner and external examiner are involved in the assessment along with the
examinee.
Grading is according to the 7-point marking scale.
By the final evaluation (exam) the following criteria will determine the grades:


the quality of project background, analysis and programme development
the quality of the proposed design, in terms of concept, design development,
architectural form and technical resolution
the graphic and technical quality of the presentation material
the quality of the visual and oral presentation of the project


6.5
Note
The students are assumed to participate active in a democratic learning environment
together with the semester coordinator and they have to be aware of the responsible
for their own learning and behaviour within the frames decided by the study board
and elicited in the study regulations. On-going adjustment of the project module will
take place due to students feed-back at steering group meetings or by direct contact
to the semester coordinator.
6.6
Project description: An Inhabited or “Living Bridge” connection over Limfjorden, Aalborg
Content and
theme
Theme
“The material, detail and structure of a building is an absolute condition.
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Study Guide MSc01-AD E2011
Architecture’s potential is to deliver authentic meanings in what we see, touch
and smell; the tectonic is ultimately central to what we feel”,
Steven Holl
According to Kenneth Frampton, author of Studies in Tectonic Culture, building is
first an act of construction, a tectonic and not a scenographic activity. Building is
ontological, a presence or a “thing,” as opposed to a sign. This approach can be
seen in relation to other attempts to define the “essence” of architecture, for example
as function or as type. For Frampton, the essence is the poetic manifestation of
structure as expressed by the Greek term poesis.
The critique of the post-modern application of decoration and superficial semantic
meaning has created a renewed interest in tectonics, the poetics of construction, as
a means of enhancing the sensual and intellectual experience of building. The
tectonic approach strives to achieve authentic significance in architecture through a
continuity and integrity between form and construction, with an emphasis on
materiality and detail. This approach to architecture, which reflects a
phenomenological interest in the ‘thingness’ of architecture in a Heideggerian sense,
can be seen particularly notably in the architecture of the Nordic countries and in the
work of many internationally recognised architects, including Alvar Aalto, Tadao
Ando, Sverre Fehn, Steven Holl, Louis Kahn, Juhanni Pallasmaa, Reima Pietilä,
Jørn Utzon, and Peter Zumthor.
Building in a Nordic Context
Complimenting the study of Tectonic Design, is an underlying theme of Nordic
architecture, where an innate phenomenological approach with regard to landscape,
a concern with place, honesty in the use of materials and simplicity of design, as well
as an appreciation of Northern light and nature has been the basis for an identifiable
and authentic Nordic tradition within architecture.
Aligned with these cultural and poetic sensitivities is the humanistic tradition
concerned with the well being of the individual that is the basis for the Nordic welfare
society, which is manifested in built form in humane social housing and public
buildings. In conjunction with an introduction and analysis of the Nordic architectural
tradition, together with a critical examination of whether this tradition is still evident,
viable and relevant today, the project module will be concerned with building The
project requires the development of the building programme, a master plan that
takes into consideration the existing local context. The overall building complex
should be of a high architectural, structural and functional quality, while remaining
within the realms of realistic feasibility and should serve to compliment it
surroundings, enhancing the sense of place. Emphasis will be placed upon the
tectonic character of the project, in terms of the combined aesthetic and technical
design of the overall architectural composition and major interior space, detailing,
choice of materials, lighting and acoustic properties. It is to be expected that there is
a poetic integrity between form and structure.
Brief for the Project: An Inhabited or “Living Bridge” connection over
Limfjorden, Aalborg
There has been much recent local discussion about the need for a new third
connection over or possibly under Limfjorden, between Aalborg and Nørresundby.
This project proposes a more radical alternative to an exclusively vehicular and
pedestrian crossing. An idea that has ancient precedents, which interpreted in a
contemporary and dynamic tectonic manner, could greatly compliment the local
infrastructure and provide a defining iconic new landmark for the Aalborg
harbourfront. The brief is to design an Inhabited or ‘Living Bridge’ across the
Limfjorden.
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Study Guide MSc01-AD E2011
The ‘Living Bridge’
The Inhabited or ‘Living Bridge’ can be defined as a bridge which not only provides
a link between two points for pedestrian and vehicular traffic, but also supports
superstructures that can serve residential and commercial purposes, thereby
creating a continuity in the urban fabric from one side of a body of water to the other.
From the 12th century to the end of the 18th century there were many inhabited
bridges in Europe, including such famous examples as the Ponte Vecchio in
Florence, the Ponte di Rilato in Venice, Old London Bridge and the bridges which
once linked the Île de la Cité to both left and Right Banks in Paris. Though the
building of inhabited bridges ceased in the 18th century due to the needs of
increased traffic, as well as for economic and aesthetic reasons, the idea of the
inhabited bridge has continued to fascinate architects and city planners well into the
20th century. Within the last two centuries hundreds of projects for inhabited bridges
have been proposed, but not realised, including the Pont D’Ilena by Gustave Eiffel
(1878), Sir Edwin Lutyen’s proposal (1913) for an art gallery on a bridge in Dublin,
Melnikov’s propsed garage for a 1000 cars on a bridge over the River Seine in Paris
(1925), Richard Roger’s futuristic design for Hungerford Bridge (1986) over the River
Thames in London, that was intended to contain shops, cafés and restaurants and
Cezary Bednarski’s Millenium Bridge (1996) over the River Tiber in Rome, which
would have provided accommodation for visitors to the Eternal City.
In the last few years the idea of the inhabited bridge has enjoyed a considerable
degree of renewed enthusiasm and serious consideration of the viability of building
such bridges. This interest was greatly encouraged by the stunning exhibition “Living
Bridges. The Inhabited Bridge: Past, Present and Future” at the Royal Academy of
Arts, London in 1996, which presented both a visual history of the inhabited bridge
and also the exciting entries to the Thames Water Habitable Bridge Competition,
made by some of the world’s leading architects including Zaha Hadid, Daniel
Libeskind and Future Systems. Though this was an ideas competition, Zaha Hadid’s
visions for a Living Bridge, have at least now been dramatically manifested in the
newly completed Zaragoza Bridge, Spain, built for the Zaragoza Expo 2008.
Zaha Hadid’s remarkable Zaragoza Bridge, may well herald a new era of Living
Bridge-building. Certainly for any city, divided by water as many are, the idea of
building a Living Bridge is an exciting means of creating an iconic landmark, that
links communities both physically and symbolically, as a continuous urban
experience.
The Site and Programme
The proposed site for the ‘Living Bridge’ is on the Aalborg Harbourfront, adjacent to
the coming proposed House of Music, designed by Coop Himmelb(l)au and
connecting across the Limfjorden to Nørresundby. The new link across Limfjorden
shall comprise a high quality hotel with approximately 200 beds and related
conference rooms, shopping, dinner and sports facilities. Rather than a highrise
building this building will be a distinctive architectural landmark that horizontally
defines a connection between the cultural and commercial centre of Aalborg and the
recreational areas of Nørresundby.
Methods
Particular reference will be made to the design methods and work of Jørn Utzon, as
a significant and inspirational paradigm for a tectonic architecture. Utzon’s concept
of what he called an “Additive Architecture” provides the basis, for a design
approach that implements the use of a limited range of relatively simply designed
pre-fabricated elements that can be put together in various combinations, to create
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Study Guide MSc01-AD E2011
dynamic and tectonic architecture of considerable scale, potential complexity and
beauty.
Organization and learning goals
The project module runs from October 6th to December 21st and has two phases
with a midway critique November 11th .
The first phase commences 6th October until 21st October. Following the
establishment of groups, the individual groups will each develop a master plan for
the site, including an outline definition of the bridge and its location, together with
sketch proposals and models of the proposed bridge, illustrating its intended
aesthetic and structural character. During the first phase, consideration should be
given to :






the existing and planned built context: neighbouring developments, traffic
infrastructure, the existing local environment and planned landscaping,
the integration into the urban fabric and relation to other public amenities,
the projects significance as a public landmark and access,
critical understanding of Nordic architecture,
a well-developed aesthetic and phenomenological understanding of the
interplay between form, structure, materials and detail in relation to the
integrity of architectural ideas, and an appreciation of the tactile qualities of
materials, in combination with practical and technical knowledge of the
processing and use of materials,
tectonic theory and methods - ‘Additive Architecture’. This includes the
creative application of materials, structural systems and assembly
techniques.
The focus in the first phase of the project will be will be an overall master plan and
building programme for the site, together with a conceptual architectural design
proposal for the buildings and consideration of the local context in terms of
landscape and infrastructure. The building programme and the conceptual
architectural design shall include functional, architectural, constructive and a
conceptual structural idea which make demands for advanced structural analysis. In
week 41 an workshop will take place together with students from Portsmouth
University.
The second phase is from the 24th October until 21st December. In the second phase
the master plan should be further developed in terms of its architectural design and
technical resolution. It is the aim of the project that the design of the ‘living bridge’
displays a strong tectonic quality. During the second phase, consideration should be
given to:




analysis and design of a ‘living bridge’ that emphasize the interplay between
form, structure, materials and detail in relation to the integrity of an
architectural idea,
evaluation and analysis of the complex functional, architectural, constructive
and structural problems connected with ‘living bridge’ design,
synthesize of the complex room programmes, functional and aesthetic
demands, and integration of constructional and tectonic design in a coherent
architectonic project solution of substantial quality,
the application of critical reasoning to the design issues that arise in the
project development and demonstrate independent thinking and informed
judgment.
Lectures
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Study Guide MSc01-AD E2011
Three lecture will be a part of the project module:
Lecture 3: Analysis of Silkeborg Art Museum
Lecturer and
format
Lars Botin
Course format: Lecture
The lecture introduces to a project by Jørn Utzon, namely the Silkeborg Art museum.
We will look into the ontology of Utzon, which is highly present in this particular
project. The project will be historically, philosophically and artistically contextualized,
and furthermore compared to a similar project by Le Corbusier.
Primary Literature
Lars Botin: "Ontologies in a project by Jørn Utzon: The Silkeborg Art Museum." in
Proceedings at the Utzon Symposium 2003
Lecture 2: On Utzon's architecture
Lecturer and
format
Adrian Carter
Course format: Lecture
On Jørn Utzon’s poetic, humane and tectonic approach to architecture which has
provided a timeless and universal source of inspiration.
Primary Literature
Weston, R. Inspiration, vision and architecture.
Lecture 3: Living Bridges
Lecturer and
format
Adrian Carter
Course format: Lecture
A lecture presenting how the inhabited or ‘Living Bridge’ has fascinated architects
and city planners to use the concept in historical as well as contemporary
architectural architecture.
Primary Literature
Murray, P., Stevens, M. A. & Cadman, D. (1996), Living Bridges: the inhabited
bridge, past, present and future, London: Royal Academy of Arts.
7
Course module 1: Studies and Experimentation in
Tectonic Culture
5 ETCS
Tektoniske studier og eksperimenter
Coordinator
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
Formalities
Curriculum p.
35
Prerequisites
A BSc degree (Bachelor) i Architecture and Design or similar.
Objective
The aim of the course is to provide a broad critical introduction to, and
understanding of tectonic culture through the presentation and analysis of relevant
theories, architectural and cultural movements, combined with physical tectonic
studies and experimentation.
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Study Guide MSc01-AD E2011
Students who complete the module:
Knowledge
 Must have knowledge of design thinking, architectural theory, methods and
models that are directly applicable to tectonic design.
Skills


Must be able to analyze and critically reflect on the application and use of
forms, structures and materials in tectonic design.
Must be able to design and model tectonic constructions.
Competencies
 Must be able to present part of a tectonic design on the basis of sketches,
physical models and a critical account of the process
Submission
Submission Requirements
Each student must participate actively in lectures, exercises and successfully
complete the workshop ‘FURNItecture, tectonic theory and experimentation in
practice’. The workshop addresses the subject of tectonic design both theoretically
and practically and contains both individual and group work but is assessed
individually. The specific framework and hand in requirements for the workshop are
described within the course units below. During the module there will be two
submissions:
Group design which demonstrates your ability to;
 Poetically and critically design a tectonic ‘place to sit’ in 1:1 which
experimentally explores the particular tectonic potential of plywood
 The design must be self standing, structurally stabile and able to withstand
the load of a person.
 The design must be fabricated in 1:1 as finished spatial element
 The footprint of the ‘place to sit’ is limited to 2 m 2
Individual written paper demonstrating your ability to;
 Poetically and critically analyze reference works (method...)
 Poetically and critically account for a tectonic design process (using
sketches and photos of models etc.)
 Poetically and critically present a tectonic design and account for its
tectonic quality


Assessment
Instruction
The word limit of the paper is 2500 words (I need to think this over in more
detail)
The paper must be printed and handed in in ?? copies in 150 x 150 mm
booklet format (template?)
Version B – Course module
The module is passed with approval of one or more written papers submitted. The
papers must be based on selected parts of the individual student’s course module
work and/or the syllabus for the course module (containing the
report/analyses/posters/drawings/models or similar).
…and/or…
The module is passed by the student’s regular and active participation in one or
more evaluation seminars.
(Ændres fra E1 til B - kan den bruges, når der skal gives karakter?)
The course module will be organized as 6 lectures and a workshop introduced in
lecture 6.
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Study Guide MSc01-AD E2011
Content
Theme
‘Just as many pieces of furniture are like moulds of the human body, empty forms
waiting to receive it (the chair and the sofa are its pedestals, the bed a sheath, the
mirror a mask that awaits the human face in order to come to life, and even in
those pieces where integration with a human counterpart is less evident, like the
wardrobe or the chest of drawers, a symmetry similar to that of the human body
still dominates, for handles and knobs are aligned like eyes and ears on the head)
so finally the whole room or apartment becomes a mould of the spirit, the case
without which the soul would feel like a snail without its shell.’ (Praz 1964b p. 2425).
In continuation of the general knowledge and comprehension of tectonic design
acquired from courses on earlier semesters (Teknologi and Arkitektonik 3 and 5),
the course ‘Studies and experimentation in Tectonic Culture introduces an
analytical and critical approach to the unification of form, material and technique
which lies at the core of tectonic design. Hence this particular course spurs the
subject of tectonics into a more detailed theoretical but also practical
understanding of tectonic design through detailed studies of selected tectonic
theories as well as practical experimentation with the properties of a particular
material in practice in pursuing an exploration of its tectonic potential. At a general
level the course combines lectures, exercises, group discussions with a specific
theoretical and practical tectonic workshop.
Subtitled ‘FURNItecture’ the course adopts a particular focus on scale in providing
a broad critical introduction to, and understanding of tectonic culture. By discussing
the relation between the architectural construct itself and the spatial qualities and
invitations for interaction resulting from this construct at a particular intimate
furnishing scale, the course presents and analyses selected tectonic theories in
relation to contemporary cultural movements and in relation to the conditions and
challenges of contemporary construction practice. Introducing a tectonic relation
between furniture, architecture and construction the course herein suggests a
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Study Guide MSc01-AD E2011
critical approach to contemporary architectural practice in which the sensuous and
spatial qualities of form are often lost in the search for effective and economical
solutions. Hence in attaining a problem based approach to these challenges of
contemporary architectural practice this critical analytical approach to the
architectural construct is to be explored theoretically and practically through the
workshop ‘FURNItecture, tectonic theory and experimentation in practice’ . This
workshop, which is described in detail below, combines practical group work with
individual theoretical reflections in relation to tectonic design in developing an
individual positioning to the subject. It is herein the intention to:

provoke a theoretical discussion of the architect’s role within contemporary
practice, herein a critical and reflective approach to the use of forms,
structures and materials in tectonic design,
explore future potentials for how to approach this practical realm
tectonically through the development of a tectonic design in practice.

7.1
Course Descriptions
Note
The students have to organize materials and tools for the SET course module
workshop together with the coordinator.
Course 1
Tectonic culture and scale
Type of
Instruction
Course holder
Content
Lecture and workshop introduction
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
This course unit introduces the notion of scale in relation to tectonic design, herein
discussing the purpose of our constructions at a given scale and whether it is
possible to use this notion of scale in a critical tectonic analysis of a particular work
of architecture? In this matter particular examples are discussed and analyzed in
plenum.
In addition the lecture introduces the workshop ‘FURNItecture, tectonic theory and
experimentation in practice’.
Litteratur
Primary Literature
Kenneth Frampton ‘Studies in tectonic culture’ pp. 1-28
Marco Frascari ’Tell the tale detail’ (whole paper)
Secondary Literature
Kenneth Frampton ‘Rappel à l ‘ordre, the case for the tectonic
Course 2
Type of
Instruction
Dressing
Lecture
Course holder
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
Content
This lecture discusses the origins of construction using Gottfried Semper’s account
for the necessary intimacy and sensuous approaching of the construct to the
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Study Guide MSc01-AD E2011
human body as a point of departure. Arguing that construction sprang from the
technique of weaving and from the sensuous act of dressing the human body,
Semper’s theories offers a means for critically addressing contemporary
architectural construction, in which the sensuous and spatial qualities of form are
often lost in the search for effective and economical solutions.
Litteratur
Primary Literature
Gottfried Semper ‘5 points’… pp.
Gottfried Semper ‘Envelope…..dressing pp. ??-??
Secondary Literature
Her angives øvrige kilder, undervisers publikationer mm.
Course 3
Type of
Instruction
Course holder
Content
Litteratur
’System’
Lecture
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
Using Werner Blaser’s wirtings and works as a point of departure, this lecture
discusses the challenges of contemporary architectural construction in relation to
the tectonic, herein the need for economy and system and its relation to the
tectonic solution of the constructive joint itself.
Primary Literature
Werner Blaser ‘Joint-Connection’ pp. ??
Werner Blaser ‘Architektur im Möbel : vom Altertum zur Gegenwart = Furniture as
architecture’ pp. ??
Werner Blaser ‘Element, System, Möbel : Wege von der Architektur zum Design’ pp. ??
Secondary Literature
Anne Beim ‘Tectonic Visions in Architecture’ Standards of Ideal Construction
Elements – Jørn Utzon pp. 123-137
Course 4
Type of
Instruction
Course holder
Content
Litteratur
Furnishing the joint?
Lecture
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
This lecture discusses the tectonic relation between furniture, architecture and
construct by pursuing means for pursuing a critical theoretical and physical
practical linkage of the sensitivity and poetry of the furniture scale with a critical
positioning towards the necessary economy and system logic of the practical realm
of architectural construction through the tectonic act of joining structural elements.
Primary Literature
Mario Praz introduction to ‘History of Interior decoration’ pp?
Secondary Literature
Marie Frier Hvejsel ‘INTERIORITY- a critical theory of domestic architecture’
(chapter 6)
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Study Guide MSc01-AD E2011
Course 5
Type of
Instruction
Course holder
Content
Litteratur
Lecture
Assistant Professor, Anders Gammelgaard Nielsen, The School of Architecture,
Aarhus
Through a detailed exploration of the properties of plywood this lecture provides a
particular insight into its particular tectonic potential. The lecture herein serves as
an example, as to how a detailed understanding of a particular material can be
exploited tectonically in architectural construction. Whereas this knowledge is
directly applicable in the course workshop here, you should think of it as an
example of an approach to materials in general to be pursued in your future design
processes.
Primary Literature
Gammelgaard plywood dissertation… pp.
Secondary Literature
Her angives øvrige kilder, undervisers publikationer mm.
Course 1
Type of
Instruction
Workshop
Course holder
Assistant Professor, Marie Frier Hvejsel, Department of Architecture, Design &
Media Technology
Content
This description elaborates upon the particular content of the workshop which
makes up course unit 6-12:
In opposition to the building envelope itself, furniture posses a particular ability to
directly address the human body. The chair can invite us to sit up straight and
focused as on a lecture room stool, it can embrace us as in the soft upholstery of a
lounge chair; it can also direct our attention towards other persons, perhaps even
imply a kiss such as in the ‘tete à tete’.
As implied in the subtitle of the course, ‘FURNItecture’, this workshop
experimentally explores the tectonic relation between furniture, architecture and
construct theoretically and practically. Through the workshop each group is
intended to practically pursue this experiment through the design of ‘a place to sit’
exploiting the particular properties of plywood. Simultaneously each individual
student is intended to pursue this experiment theoretically in preparing a written
paper on tectonic design accounting for- and critically reflecting upon the design
process. Hence, it lies at the core of the workshop to pursue a critical theoretical
and physical practical linkage of the sensitivity and poetry of the furniture scale
with a critical positioning towards the necessary economy and system logic of the
practical realm of architectural construction through the tectonic act of joining
structural elements. Thus, in approaching the workshop you should be conscious
that what you are designing is not a chair in the usual detached sense of the word,
but a spatial element which addresses its context architecturally in creating ‘a
place’ uniting furniture, architecture and construct. The design of this ‘place to sit’
should herein be considered a possible basis for the design of larger tectonic
structures (such as the LIVING bridge project which you are designing in the main
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Study Guide MSc01-AD E2011
project of the semester), but takes its point of departure in the immediate intimacy
and proximity to the human body which is explicit of furniture design. It is herein
the task of each group to pursue a practical utilization and application of the
analytical and critical approach to the unification of form, material and technique
discussed in the lectures through the workshop.
The design must consist mainly in plywood plates, which can be cut into lamellas,
used as shear walls and plates, bended, milled etc., hence, it is a part of the task
to explore and exploit the particular potential of plywood. In addition hereto it is
allowed to use one other material in detailing and joining the tectonic elements of
the design. Each group has two 1220x2440 mm plywood plates with a thickness of
?? mm at their disposal, in designing and fabricating such ‘place to sit’ on the basis
of sketches, physical scale models and a critical account of the process. Hence,
each group must consider carefully the use of material and prepare precise
construction drawings before jumping to action in the workshop. The final design
must by fabricated in 1:1 as a carefully finished tectonic design; not as a model!
After the evaluation 5 designs (MFH find ud af om vi kan udstille I Utzon, hvor og
hvor meget plads vi kan få) will be selected for exhibition
In addition to the physical design of ‘a place to sit’ in plywood, which is done in
groups, each student must prepare a written paper on tectonic design accounting
for- and critically reflecting upon the design process. It is herein the task of each
individual student to pursue a theoretical utilization and application of the analytical
and critical approach to the unification of form, material and technique discussed in
the lectures through the workshop. The specific requirements for both the
individual written paper and the group design are listed below.
A schedule stating the workshop ‘slots’ for each group as well as a supervision
schedule will be provided in Course Unit 1. Using these schedules as a basis it is
the responsibility of each group to structure their design process and the
responsibility of each individual student to structure their reading and writing
process. We look forward to spending time discussing tectonic design with you in
the workshop as well as in the library!
For the precise evaluation and hand in criteria see ‘Submission requirements’
above.
Literature
Primary Literature
Angiv semesterrelevant litteratur. Primær litteratur er det obligatoriske.
Husk at angive sidetal/kapitler.
Secondary Literature
Her angives øvrige kilder, undervisers publikationer mm.
8
Course module 2: Engineering Architecture and
Tectonic Design
5 ETCS
Tektonisk design
Coordinator
Formalities
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
Prerequisites
22
Study Guide MSc01-AD E2011
Curriculum p.
36
A BSc degree (Bachelor) i Architecture and Design or similar.
Objective
The aim of the course is to enable students to acquire the understanding required
to develop tectonic designs which respect the overall integrity of an architectural
idea, particularly with regard to structural systems and architectural room
acoustics. Finite element design is used as a tool for analyzing complex structures
and for the dimensioning of structural elements. The student must create a
synthesis between aesthetic and constructive form-making using physical, virtual,
and calculation modeling techniques.
Students who complete the module:
Knowledge
 Must have knowledge of computational tools and strategies for analysing
large, complex architectural bodies with respect to engineering and
constructive principles
 Must have knowledge of aesthetic and constructive form-making, in a
process of physical, virtual, and calculation-modeling techniques,
especially with reference to more recent computational design tools and
methods
Skills


Must be able to use computational tools for analyzing large complex
architectural bodies, in order to adapt the design of the project according
to the engineering and constructional implications and requirements
Must be able to use computational tools as an integral part of the creative,
form-generating process by applying such design tools in the conceptual
design phase of architectural proposals
Competencies
 Must be able to create a synthesis of aesthetic and constructive formmaking using physical and virtual modeling techniques
 Must be able to present a design development that explores the potentials
and limitations of computer-based form generation in the architectural
design process
Submission
Submission Requirements
In detail, the students must present at the exam individual FEM exercises,
individual documentation and reflections on the construction workshop, group
report on 'reading structure and construction in architecture'. The content of this
report will be outline in the course units for each lecture.
According to the taxonomy parameters, the assessment criteria for this course are
aligned with the teaching activities based on PBL, which are also aligned with the
Intended Learning Outcomes (ILOs), as reported in the Curriculum for the Master
program.
Assessment
Instruction
Version D – Mini-project module
The module is assessed with an oral exam based on written material prepared by
the individual student such as a portfolio presentation or a (possibly jointly
prepared)
project
module
report
(containing
the
report/analyses/posters/drawings/models or similar). It is further presumed that the
student has regularly and actively participated in evaluation seminars.
The course module ‘Engineering Architecture’ is a 5 ECTS technical module aimed
to provide the students basic structural and acoustic principles to be used for the
development of tectonic architectural projects. Further ‘Finite Element Analysis’
focusing on the use of Autodesk ROBOT is included. Finally ‘Formfindings’ is
23
Study Guide MSc01-AD E2011
introduced focusing on the strong relationship between form and structure and
dealing
with
physical
and
computational
techniques
of
morphogenesis/optimization.
The course "Engineering Architecture" is calibrated to require the students an effort
of 150 working hours. According to the Problem-Based Learning (PBL) method,
implemented in all teaching/learning activities at Aalborg University, the course is
organized in lectures and workshops, but also exercises, individual studies and
preparation of material and documentation for the exam. Such structure allow the
students to focus on simulations of real (architectural) (design) problems related to
the topics of the course, learning simpler declarative knowledge, as well as more
complicated functional one, by means of individual/group working for the solution
of the assigned tasks. In order to achieve the previous goals (reorganized starting
from the study guide) this contribute could be structured as follow:
 8 lectures (12 hours + 40 of individual study) of 45+45 minutes each, divided
in:
- 3 lectures of Structures and Building technology, intended to discuss
main structural principles and typologies, as well as related
construction techniques (grouping part of BT&AD and FF). Besides the
lectures the students are called to prepare a group 'reading' of a
famous architecture in terms of structural system and calculations (see
next course activity for details). The results of such works are
collectively discussed during the last lecture;
- 2 lectures related to FEM, aimed to present the theory of Finite
Element Method used by digital structural solvers, thus focusing in the
use of Autodesk ROBOT. Such lectures should be provided before the
last lecture of the previous point in order to allow the students to use
FEM knowledge for the preparation of their group works;
- 2 lectures related to Form-Finding and morphogenetic techniques
used for the design of shape-resistant structures. In this context, the
original concept of form-finding of structures could be extended to the
optimization of geometrical and construction aspects of structures,
such as the planarity of PQ grid-shells, as well as of acoustic
behaviour of architectural elements, such as roofs and ceilings. These
lectures should be provided after a basic knowledge of main structural
principles, typologies and digital calculation of structures. The purpose
is to show the students some design tools but, at a higher level, to
reason about the development of the concept of form-finding from its
pioneering use by Gaudì until the last research directions stimulated
by the invention of parametric design, digital fabrication and
computational techniques;
- 1 lecture related to the principle of reciprocity in timber structures,
aimed to give the students an introduction of the following workshop,
dealing with the design and construction in (actual?) scale of timber
reciprocal
structures.
Such
activity
should
be
coordinated/synchronized with the design and construction workshop
included in the course "Studies and experimentations in tectonic
culture" (5 ECTS);

1 group exercitation related to the 'reading' of a famous/innovative
24
Study Guide MSc01-AD E2011

Content
architecture (60 hours) in terms of understanding of the overall structural
system and the repetition/hypothesis of original structural calculations.
Different case studies (Kimbell Art Museum by Kahn, Fallingwater by Wright,
Expo '98 by Siza, Centre Pompidou by Piano, Rogers and Rice, Sport palace
in Rome and Palazzo del Lavoro in Torino by Nervi, the Church of Longuelo by
Pizzigoni, Kakamigahara crematorium by Ito and Sasaki, Kresge auditorium at
MIT campus, Bonnefanten museum by Rossi, etc) are provided to the
students, who work in groups and prepare a document in which they describe
and illustrate the overall structural system and behaviour of the building, make
the structural calculations, reflect on the relationship between architecture and
structural/technical choices on their specific project.
1 design and construction workshop ( Timber reciprocal bridge ) of 4
days (28 hours of workshop + 10 hours individual study and design) dealing
with timber reciprocal structures;
-
This workshop deals with the architectural design and construction of a
hypothetical timber bridge, to be developed on the basis of the
principle of reciprocity. The attention is focused on the potential of
such a principle to create architectural spaces and long, light and
complex structures. Furthermore, on the possibility of developing
effective timber joints and connections, design shape-resistant
structures with the aid of physical and computational techniques, and
experiment in actual scale the construction of a prototype of a piece of
architecture.
-
Literature:Specific scientific articles on construction workshops and
documentation are provided during the workshop.
-
Material for Assessment: Short report with sketches, drawings,
pictures, other documentation material and personal reflections on the
8th lecture and the construction workshop with respect to the main
topic of the course (structures, form-finding, etc).
In this framework, the development of ‘Engineering Architecture’ attempts to group
common topics and purposes of previous courses, starting from the generalization
of the title which is now using the word 'engineering' to refer to structural, acoustic,
material and construction principles and techniques with a single wider term. Some
similar stressed points and goals of previous courses can be summarized as
follow:
 On structures and computation (morphogenesis and optimization):
- knowledge of structures in terms of describing and comparing
structural principles and structural typologies (shells, plates, frames,
etc), as well as of making (FEM) calculation and using form-finding
and computational techniques for the development of tectonic
architectural projects;
- knowledge of technical vocabulary, involving the use of precise
terminology to refer to structural typologies, optimization techniques
and calculations during oral presentations and written reports;
 On technology, thought and design practice:
- at a high level, the students should use computational tools and
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Study Guide MSc01-AD E2011

8.1
Note
Course 1
Type of
Instruction
Course holder
Content
Literature
techniques as an integral part of the architectural creative process,
experimenting their potential and limits in terms of conceptual supports
for designers;
- development of higher consciousness on how technology (to be
intended in its wide significance) modifies the mechanisms of human
thought in order to perform a more rational use of them during the
design activity (traditional design tools and techniques, such as papers
and pens, sketches, geometrical projections, perspectives, physical
models, CAD drawings and simulations, etc);
On materials, construction techniques and details:
- knowledge of construction techniques, involving the use of timber,
concrete and, if necessary, prefabricated systems for the design of
architectural project;
Course Descriptions
The students have to organize materials and tools for the EA course module
workshop together with the coordinator.
New technologies in architectural design - overview, terminology and
research fields (form-finding, parametrics, digital fabrication, etc)
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
The general aim of this lecture is to provide a brief state of the art about the
present use of new technologies inside the architectural design process. Taking as
reference the exhibition “Non-Standard architectures”, taken in 2004 at Centre
Pompidou in Paris, the attention will be focused on the different approaches and
research fields of the exposed projects, such as file to factory, parametric design,
free-forms and BLOBs, and computational morphogenesis. The final part of this
lecture will be dedicated to a practical example of what previously described,
taking advantage of a well known case study – the parametric wall developed at
ETH in Zurich.
Primary Literature
Balmond, C., Smith, J., Brensing, C., Jencks, C., & Koolhaas, R. (2002). Informal.
Berlin, Germany: Prestel. (all book)
Beaucé, P., & Cache, B. (2006). Vers un mode de production non-standard.
Géométrie complexe et architecture. Archithese (4), 50-55. (all article)
Gramazio, F., Kohler, M. (2010). Digital Materiality in Architecture. Lars Mueller
Publishers. (all book)
Migayrou, F. (Ed.). (2003). Architectures non standard. Paris, France: Centre
Pompidou. (all catalogue)
Spuybroek, L. (2004). Nox. London, United Kingdom: Thames & Hudson. (all book)
www.som.com (section ‘ideas’)
Pugnale A., Engineering Architecture, PhD thesis, 2010 (Chapter 1)
Secondary Literature
Sedlmayr, H. (1948). Verlust der Mitte. Salzburg-Wien.
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Study Guide MSc01-AD E2011
Course 2
Type of
Instruction
Course holder
Content
The 'philosophy of structures' - conception, typologies, calculation, formfinding and construction
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture is inspired to the old Torroja's approach for teaching structures in
architecture schools. However, this method based on intuitive understanding and
use of typologies is just an inspiration to introduce and explain the structural
functionality of various construction systems build up as shells, plates, frames,
beams etc., competently understanding and assessing the architectural
significance of such typologies in connection to the idea of a project. The lecture is
completed with a focus on form-finding, a technique developed for shape-resistant
structures, considering the evolution of this concept from early pioneering
experiments by Gaudì until the more recent research directions with digital tools.
Material for Assessment:
Introduction to the group working on the 'reading' of the structural
conception/system and construction techniques of some assigned case studies.
Literature
Primary Literature
Torroja, E. (1958). Philosophy of structures (1st ed.). (J. Polivka, & M. Polivka,
Trans.) Berkeley, California, USA: University of California Press.
Bechthold, M. 2008. Innovative Surface Structures – Technologies and
Applications. Taylor and Francis (all book)
Otto, F., & Rasch, B. (1996). Finding Form: Towards an Architecture of the
Minimal. Edition Axel Menges (all book)
Sasaki, M. (2005). Flux Structure. Tokyo, Japan: TOTO (all book)
Secondary Literature
Further readings are provided during the course on the basis of personal interests
of the student.
Course 3
Type of
Instruction
Course holder
Content
Towards a Computational Morphogenesis in architecture - Tools, strategies
and outstanding references part 1
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture provides a more detailed focus on Computational Morphogenesis.
Here, other possible roots of Computational Morphogenesis are discussed
presenting the early studies and experimentations with computer technologies and
Evolutionary Algorithms. Then, they are put in relationship with the previously
evolution of structural form-finding researches with the aid of three recent
architectural applications of Computational Morphogenesis (structure, acoustics,
geometry). Furthermore, the lecture presents some of the major international
architectural experiences in which Computational Morphogenesis has been an
integral part of the form-generation creative process. Famous firms projects will be
described, such as the works of SOM and UnStudio, as well as other less known
interesting case studies.
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Study Guide MSc01-AD E2011
Literature
Primary Literature
Frazer, J. H. (1995). An Evolutionary Architecture. London, United Kingdom:
Architectural Association Publications.
Pottmann, H., Asperl, A., Hofer, M., & Kilian, A. (2007). Architectural Geometry (1st
ed.). (D. Bentley, Ed.) Bentley Institute Press
Kirkegaard, P.H. , 2005. Buiding and Room Acoustics. Aalborg University Press.
(pp. 1-52)
Egan, M.D., 1988. Architectural Acoustics (pp. 172-196)
Pugnale A., Engineering Architecture, PhD thesis, 2010 (Chapters 4-5-6)
Secondary Literature
Further readings are provided during the course on the basis of personal interests
of the student.
Course 4
Type of
Instruction
Course holder
Content
Introduction to the Finite Element Method (FEM)
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture introduce the theory of FEM with a historical overview and definition of
the concept (stiffness matrix, etc). In addition, it prepares the students for the
following lecture about modelling with a FEM program (work procedure,
Eurocodes, etc). An Autodesk ROBOT tutorial with exercises is provided at the end
of the lecture for individual studies in order to use the following lecture only for an
advanced workshop and specific questions on modelling and analysis in Autodesk
ROBOT.
Material for Assessment:
Exercises on FEM, to be verified at lecture 4 .
Literature
Primary Literature
Smith I.M., Griffiths D.V., Programming the Finite Element Method (4th editions).
Further readings:
Further readings are provided during the course on the basis of personal interests
of the student.
Course 5
Towards a Computational Morphogenesis in architecture - Tools, strategies
and outstanding references part 2
Type of
Instruction
Course holder
Content
Literature
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
In the second part of this lecture architectural design is considered as a practice
characterized by an intense and sometimes unconscious use of ‘technologies’ that
inevitably interacts, modifies and sometimes even defines the designer’s mental
structures. In this conceptual frame, technology implicitly acts as an expansion of
human natural skills, therefore becoming a central aspect and subject of
experimentation itself.
Primary Literature
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Study Guide MSc01-AD E2011
Pugnale A., Engineering Architecture, PhD thesis, 2010 (chapter 7, and further
writings provided during the lecture).
Ong, W. J. (2002). Orality and Literacy: The Technologizing of the Word (2nd ed.).
New York, USA: Routledge (all book).
Lawson B. (2006). How Designers Think: The design process demystified, 4th ed.,
Oxford: Architectural Press. (all book).
Goel V., Sketches of thought, 1991 (all book).
Secondary Literature
Further readings are provided during the course on the basis of personal interests
of the student (possible authors: Minsky, Dennett)
Edwards, B. (1999). The New Drawing on the Right Side of the Brain (Rev. Exp.
ed.). Los Angeles, California, USA: Tarcher.
Feyerabend, Against Method: outline of an anarchistic theory of knowledge
(preface)
Course 1
Type of
Instruction
Course holder
Content
Finite Element Design - Modelling and analysis with Autodesk ROBOT
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture focuses on the use of Autodesk ROBOT as FEM solver. It is required
the completion of some exercises in order to attend the lecture, and the class time
is used for dealing with more complex case studies, analysis of results and
dimension of structures.
Material for Assessment:
Correction of exercises prepared for lecture 3.
Literature
Primary Literature
Eurocode 0 , Eurocode 1
Course 7
Reading structure and construction in architecture
Type of
Instruction
Course holder
Content
Seminar
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture is organized as a seminar in which the students present the results of
their group works on the assigned case studies at lecture 2. The presentations are
collectively discussed.
Material for Assessment:
Report with the 'reading' of an assigned case study
Literature
Primary Literature
Eisenman P., The formal basis of modern architecture, PhD dissertation, 1963
(look at the general organization of the thesis and the method of 'reading'
architectures)
Secondary Literature
Further readings are provided directly by the students using the references and
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Study Guide MSc01-AD E2011
citations from their reports and material for the seminar.
Course 8
Type of
Instruction
Course holder
Content
The principle of reciprocity in timber shell and spatial structures
Lecture
Assistant Professor, Alberto Pugnale, Department of Civil Engineering.
This lecture introduces the construction workshop about timber reciprocal
structures, describing the concept of reciprocity and its peculiarities, with a
historical overview and physical/computational techniques of formfinding/morphogenesis.
Material for Assessment:
Ideas, sketches, drawings and models for the construction workshop
Literature
Primary Literature
Pugnale A., Parigi D., Kirkegaard P.H., Sassone M., The principle of reciprocity,
2011 (all article, and further developments of the text)
Popovic Larsen O., Reciprocal Frame Architectures (all book)
Secondary Literature
Further readings can be found in the reference list of: Pugnale A., Parigi D.,
Kirkegaard P.H., Sassone M., The principle of reciprocity, 2011.
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Study Guide MSc01-AD E2011
9
Conditions:
Free Study Activities and Study Trips
Completion of free study activities requires enrollment of minimum 25 students.
9.1
Free Study Activity 1: Architecture Study Trip to Stockholm and Finland
(3 ECTS)
Coordinator
Lecturers
Purpose
Objectives
Literature
Submission
Assessment
Instruction
Content
Destination
Preparation
Materials
Associate Professor, Adrian Carter, Department of Architecture, Design & Media
Technology
Associate Professor, Adrian Carter,
Department of Architecture, Design
& Media Technology
Associate Professor, Peter Mandal,
Department of Architecture, Design &
Media Technology
Architecture Study Trip to Stockholm and Finland.
The study trip provides an introduction to Modern and Contemporary Nordic
architecture and serves as source of inspiration for the semester project module.
Literature
Lund, N-O, (2008), Nordic Architecture. Arkitektens Forlag.
Evaluation of the study trip will be through the submission of personal sketch
books at the completion of the trip. Specific buildings are marked in the study trip
programme and these at least should be illustrated in the sketch books. A
minimum of 15 minutes is allocated in the programme at each specific location for
this purpose. It is recommended that the sketch books should be A5 size, but this
is up to personal choice.
The module is passed by the student’s regular and active participation in one or
more evaluation seminars.
The study trip takes place in the period 24.9.11-06.10.11
To be announced. Will be available at the semester homepage before semester
start.
Sweden and Finland
A guest lecture ‘Introduction to Nordic Architecure’ Wednesday 21st September
with Niels-Ole Lund
Sketch and notes books, Camera etc.
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Study Guide MSc01-AD E2011
10
Enclosures
10.1 Enclosure 1: Plagiarism and correct referencing
Vigtige retningslinjer vedrørende plagiering og korrekte referencer.
Brugen af Internettet gør det nemt at finde kilder og gode tekster, der beskriver
spørgsmål, der er relevante for dit projekt. Desværre gør Internettet det også
lettere at misbruge sådanne kilder, fordi alt kan kopieres ind i dine egne
dokumenter. Dette er imidlertid ulovlig plagiering. Der tages stærkt afstand herfra,
og det skal for enhver pris undgås. Det samme gælder selvfølgelig trykte kilder.
I det hele taget skal du ikke bruge en anden forfatters vendinger, medmindre der er
en særlig grund hertil. I sådanne tilfælde skal vendingerne markeres klart i
rapporten ved at skrive dem med kursiv eller i anførselstegn kombineret med en
henvisning til forfatteren. Hvis du undlader at gøre dette, er det plagiering. Også
selv om du ikke havde til hensigt at snyde.
Omskrivning af en forfatters arbejde skal forsynes med korrekt kildehenvisning.
Det er ikke tilladt at præsentere en anden forfatters idé uden at referere til
forfatteren. Hvis dette undlades, er det plagiering. Diagrammer, figurer, tabeller,
fotos og andre grafiske repræsentationer, der er baseret på en kilde, skal forsynes
med korrekte kildehenvisninger. Hvis dette undlades, er det plagiering. Dette
gælder også, hvis du selv laver en genskabelse af den pågældende
repræsentation.
Vi har tilpasset en tommelfingerregel fra Oxford Universitet, der siger, at “hvis 6
eller flere på hinanden følgende ord er de samme som i kilden”, så skal de
markeres som et citat som beskrevet ovenfor og klart forsynes med
kildehenvisning. Desuden – igen inspireret af Oxford Universitet – ”skal færre end
6 ord også sættes i anførselstegn, når du låner en særlig træffende eller slående
vending”.
Hvis du anfører sådanne kildehenvisninger, viser det, du er en belæst studerende,
der kender studiets fagområde.
Plagiering er fuldstændig uacceptabelt og vil medføre afvisning af rapporten og
bortvisning af den studerende fra Aalborg Universitet.
Omfattende brug af korrekt refererede citater fra enkelte kilder – ~fra 1/3 side eller
mere – med den begrundelse, at “de skriver det bedre, end vi kan” er ikke
plagiering og derfor ikke ulovligt. Det er imidlertid et dårligt skøn og betragtes som
dårligt studenterarbejde, hvilket giver et generelt dårligt indtryk. Omfattende brug af
korrekt refererede citater fra enkelte kilder kan selvfølgelig være relevant under
særlige omstændigheder, som fx hvis du ønsker at diskutere et EU-direktiv, hvor
det kan være passende at anvende fx en hel side til den faktiske tekst.
Der findes mange referencesystemer. Brug et system konsekvent gennem hele
rapporten og gennem hele processen inklusive kladder. En sjusket
referencemetodologi under forberedelsen af kladder vil give problemer, når du skal
skrive den endelige rapport. Du vil sandsynligvis glemme, at dele af din tekst
faktisk er citater – og disse dele vil blive betragtet som plagiering i den afleverede
rapport. Aalborg Universitets bibliotek tilbyder studerende kursus i
referencehåndtering i Refworks. Se nærmere herom på:
http://www.aub.aau.dk/studerende/refworks/.
Bruger du imidlertid ikke et referencehåndteringprogram, anbefaler vi dig at bruge
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Study Guide MSc01-AD E2011
Chicago-stilen (Harvards efterfølger), som du kan læse en nærmere beskrivelse af
på: http://wwwlib.murdoch.edu.au/find/citation/chicago.html
Hvis du er i tvivl, spørg din vejleder.
10.2 Enclosure 2: Guidelines for difficulties in cooperation
Samarbejdsvanskeligheder internt i projektgruppen
Såfremt der opstår alvorlige samarbejdsvanskeligheder i en projektgruppe, skal
Studienævnet for Arkitektur og Design efter en skriftlig anmodning fra gruppen eller
fra en/flere studerende, ledsaget af en skriftlig udtalelse fra hovedvejlederen,
vurdere, om der er grund til indgriben. Herunder i værste fald deling af
projektgruppen eller udelukkelse af studerende fra projektgruppen. Anmodning om
behandling af sådanne samarbejdsvanskeligheder skal være Studienævnet for
Arkitektur og Design i hænde senest 1. december eller 1. maj.
Samarbejdsvanskeligheder mellem projektgruppe og vejledere
Såfremt der opstår alvorlige samarbejdsvanskeligheder mellem en projektgruppe
og dens vejleder(e), skal Studienævnet for Arkitektur og Design efter skriftlig
anmodning fra gruppen eller vejleder(e) søge sagen løst, herunder vurdere om der
er grund til at fremskaffe en ny vejleder/nye vejledere til gruppen. Anmodning om
behandling af sådanne samarbejdsvanskeligheder skal være Studienævnet for
Arkitektur og Design i hænde senest 15. november eller 1. april.
10.3 Enclosure 3: Re-examinations
(Examination Policies and Procedures p. 19-23)
http://www.tek-nat.aau.dk/digitalAssets/18/18291_eksamensordning-_engelsk.pdf
8. Re-examinations and make-up examinations
Re-examinations, re-examinations following an appeal and/or make-up
examinations in a program activity are held in the time between ordinary exams if
there are students who require this in accordance with the provisions in section 8.2
or 8.4. Make-up exams are held as a rule at the same time as re-examinations.
If the student has failed a program activity at the ordinary examination, or at the reexamination or the make-up examination immediately following it, the student must
re-take the program activity (under normal circumstances for the 3rd attempt). In
such cases, the normal rules for the examination format apply and the student
must register for the activity via the STADS self-service system.
With the 3rd, 4th and 5th attempts on internal examinations that are assessed
solely by one internal examiner, the student can demand, with written request to
the study board, that more than one assessor be involved. The communication
must be received by the study board no later than 3 weeks before the examination
is to be held.
8.1. Number of examination attempts etc
Examinations that have been passed cannot be re-taken.
A student has the right to a total of 3 examination attempts.
The study board, upon application, can permit a 4th or 5th examination attempt if
there are special circumstances. In this context, the lack of academic aptitude is
not a special circumstance.
The Dean, in exceptional cases, for students who are registered for a Bachelor’s or
Master’s program, and, moreover following the same conditions stated above, can
allow more than 5 examination attempts. This applies especially with an eye
toward the student who needs only to pass a single examination in order to have
completed the study program. An application for this is submitted to the faculty
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Study Guide MSc01-AD E2011
office.
For students who are registered for a Professional Bachelor’s program or a
Diploma program, the Ministry of Education can allow more than 5 examination
attempts if there are special circumstances. An application for this is submitted to
the faculty office who handles the case.
8.2. Holding and taking re-examinations and make-up examinations
Students can only take a re-examination if they have taken the ordinary
examination in the same semester or with permission from the study board.
Students can only register for a make-up exam if a doctor’s certificate has been
submitted in accordance with that which is stated in section 8.3.
Re-examinations or make-up examinations are only held if there are students who,
with reference to the above, have the right to take the exam.
The date the re-exam and/or make-up exam is to be held, as well as the location
and the starting time for the exam, is announced in accordance with the provisions
in section 1.1. Students who are required to attend the re-exam or make-up exam
must have the possibility within the following time periods:
1) For ordinary exams held during the spring semester (summer exam): No later
than August
2) For ordinary exams held during the fall semester (winter exam): No later than
February
8.3. Documented illness and make-up examinations
In the case of illness, the program secretary must be contacted as quickly as
possible.
For absence due to illness, the student is registered as ―absent‖ unless a doctor’s
testimonial, that documents that the student was ill at the time the exam was held,
is submitted to the program secretary. The same applies if it was necessary for the
student to leave an examination room due to illness during the exam and is entitled
to a make-up exam.
In general, the doctor’s certficate can only be accepted as documentation of a valid
reason for absence if the student has consulted with the doctor on the actual day
of the exam. Any expenses for obtaining the certificate are paid by the student.
The doctor’s certificate must be submitted no later than 2 weeks after the exam is
held. With submission of the doctor’s certificate on time, the absent student is
registered as ―ill‖ and the absence thus does not count as an examination
attempt.
Make-up examinations are held under the conditions that apply for reexaminations.
8.4. Re-examination and re-assessment following an appeal
A re-examination following an appeal is understood as an extraordinary holding of
an examination (i.e., outside the ordinary exam periods) in a program activity,
where the holding of the exam is due to the student having been offered a reexamination in connection with a complaint or an appeal, or is due to an exam in
connection with a complaint or an appeal, or because of an irregularity in an exam,
an exam is annulled and a re-examination is arranged.
Re-assessment means a re-evaluation of the case file, including the assignment,
the answer to the assignment, the complaint, the statement of the original
assessors, the complainant's statement, the complainant's comments and the
university's decision by new assessors prompted by the student having been
offered re-assessment of a written test in connection with a complaint or an appeal.
A re-examination or re-assessment in connection with an exam appeal can result
in a lower grade than that which was given for the examination which the appeal
concerns.
A re-examination or re-assessment following an appeal must be completed as
soon as possible.
8.5. Re-examination in projects
Re-examination in a project can take place in the following ways:
a) The student is assessed according to the rules corresponding to those of the
previous examination on the basis of the original project report.
b) The student submits a project report that, in relation to the original report, is
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Study Guide MSc01-AD E2011
revised and/or extended. The revised project report is handed in before the
expiration of a time limit agreed upon with the main supervisor. The student is
assessed according to the rules corresponding to those of the previous
examination, but on the basis of the new project report.
c) The student is assessed on the basis of a new project.
If a re-examination is due to the fact that the student has not passed an exam, a
short written statement must be prepared on the initiative of the main supervisor
and sent to the student and the study board no later than 8 days after the exam is
held. The statement must include information on the reason that the student’s
performance could not be considered as fulfilling the objectives of the project, and
a substantiated recommendation stating in which of the above ways the reexamination should take place. In connection with this, guidance is given to the
student as to what improvements will lead to the student being able to fulfil the
objectives of the project.
The study board makes a decision on the way the re-examination is to take place.
The decision is made on the basis of a recommendation, if any, from the main
supervisor and a statement from the student obtained with at least one week’s
notice.
The time period for holding the exam is stipulated by the study board on
recommendation from the main supervisor and the student with 4 weeks’ notice.
The time limit can be shorter than 4 weeks if this has been accepted by the
student.
Particularly for Master’s theses, the student hands in a project report with a revised
formulation of the subject matter within a stipulated deadline, after which an exam
is held on the basis of the new project according to rules corresponding to those of
the previous exam. See also the regulations on this in the Framework Provisions
(Section 5.1.2.3)
A similar procedure is used with any additional re-examinations.
8.6. Re-examination in courses
A re-examination in a course is normally held no later than 8 work weeks after the
ordinary exam. The date the exam is to be held is communicated to the students in
accordance with the provisions in section 1.1. An individual, written registration is
submitted to the program secretary.
The examiner can decide that a re-examination in a course can have another
examination or assessment format than the ordinary exam. If another examination
or assessment format is selected, this must be communicated to the students no
later than the announcement of the date the exam is to be held.
Students who must have their class participation evaluated a second time can
demand to take an exam instead. Class participation that involves practical
exercises, however, cannot be replaced with an examination.
10.4 Enclosure 4: Generel submission requirements
(http://studieweb.aod.aau.dk/studieinfo/projektaflevering)
The student must be aware of a range of submission requirements. Below are
outlined, numbers of reports and further requirements to be fulfilled at submission.
Students doing internship or study exchange should follow the requirements in
their respective pre-approvals.
General submission demands
The study board has the following general demands for project modules:
Number of reports
1 report for each primary supervisor
1 report for each co-supervisor
1 report for each examiner
1 report for the library (not for students substitution assignments)
OBS: All reports must include an abstract. If the report is written in Danish, the
abstract is in English. If the report is written in English, the language of the abstract
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Study Guide MSc01-AD E2011
is optional.
Following must be at the front page of all reports:
- Project title
- Semester
- Specialization
- Group number
- Year
- Number of characters
- Optional: Names of the group members
- Optional: confidential declaration
- E.g.”Diver, MSc2-ARK8, 2011” or ”Flipside, BSc3-16, 2011” 54.587 characters.
Confidential declaration
Acknowledgement if the Study Board can use of the project material for PR,
exhibitions, etc. Along with the project reports a confidential declaration must be
submitted, whether the study board can use the project material for PR, exhibitions
etc. The form must be signed by all group members.
Formular - Dansk, Form - English
Upload to the digital project library
Before submission, the project must be uploaded to the university’s digital project
library via: http://projekter.aau.dk/projekter/. Login is your STADS username and
password. The receipt of upload must be handed in with the project.
While uploading it is possible to mark if the project is confidential. If confidential,
the project will only be accessible for the person(s) with authorization to the
individual education’s archive. If not marked as confidential, the project will be
present at the project library at http://www.projekter.aau.dk immediately after the
assessment. For upload and further information about the digital project library,
see the homepage.
The form is (almost) self-explaining. Though, please note the following.
•There must not be any CPR-numbers in the uploaded files.
• Confidential: Always chose whether a project is confidential or not.
• Contact information: Write one of the authors’ names and e-mail address.
• Publisher: Write ”Arkitektur & Design, Aalborg Universitet”/”Architecture & Design,
Aalborg University” or just ”Aalborg Universitet”/”Aalborg University”.
• Year of publication: The field is prefilled with the actual year. In case of year-end,
fill the actual year.
• Keywords: Added one at a time, not in a long line.
• Files: Pdf-files are recommended.
Receipt: After filling the project library a receipt appears on screen, print it
immediately, as it cannot be recreated after logging out. The receipt must be
handed in to the secretary together with your project report.
Semester evaluation
Together with the project submission the semester evaluation form must be
submitted. The evaluation form is submitted by group, and one form must be
submitted for each project module and course module. Note: The form must be
printed in A3.
The information in the evaluation form will not be passed on to the supervisors
before the exam.
Each project module and course module must be evaluated individually.
Evalueringsskema (print A3!) Evaluation form (English) (print A3!)
Poster for exhibition - Demands for fall semesters (BSc01, BSc03, BSc05,
MSc01 and MSc03) and (BSc06 and MSc04)
After the exam 1 A0-poster in portrait (841 x 1189 mm) on 5 mm foamboard must
be submitted to the secretary with the following content:
• Name
• Semester
• Year
• Project title
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Study Guide MSc01-AD E2011
• Synopsis
• Abstract of the project. Min 300 words.
• Illustrations
Demands for BSc06 and MSc04
Project title form
Along with the report a title form must be submitted with the title of the project. The
title must be in both Danish and English – independent of the written language.
Titelblanket BSc6
Title form – MSc4
Further specific submission demands
Beside the above defined demands, the individual semester might have specific
demands outlines in the respective study guides.
Label for CDs
If a CD must be submitted together with the report according to the semester
specific demands, following label must be used:
Label - CD
Please notice: The assessment result will not be notified before all requirements
are fulfilled.
37