Rector Sven Felding
welcome to the academic year 2009-10 The syllabus serves as your daily road map and a summary of the broad variety of educational activities offered by the school. Use it as a reference book and as a quick source of information that may be followed up by a closer look at the school’s website and KA-net. I am proud that we are able to offer such a diverse selection of activities that together provide the educational groundwork 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 Felding Rector
introduction
Together with the syllabuses for the Bachelor 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 content of the architecture programme. The syllabus constitutes a provisional culmination of the reform process of European educational programmes, which was initiated by the Bologna Declaration in 1999 and fulfills the recommendations, which subsequently were drawn up in the international ‘benchmarking’, Transforming Tradition, in the Ministry of Science’s New Danish Qualification Framework and in the EU’s Directive on the Recognition of Professional Qualification. Recommendations such as for Transforming Tradition pertained to the definition of educational goals for graduate students’ professional and academic core competences, agreement between professional and academic core competences, criteria for assessments and examinations, as well as the change in distribution of ECTS between project work and
foundational disciplines to 30/30. For the New Danish Qualification Framework, recommendations pertained to a clarification of the goals of the educational programme, including the expected learning benefits. In addition, it included a description of the levels and degrees, the correlation between graduate students’ competences and the needs of the labour market, as well as international comparability in order to promote mobility and mutual recognition of qualifications. For the EU’s Directive on the Recognition of Professional Qualification, recommendations pertained to more concrete professional requirements; knowledge of urban planning, planning and technique aspects of the planning process, understanding the procedure in connection with pre-studies and preparation of projection assignments, as well as knowledge of industries, organisations, regulations and procedures associated with the realisation of projects and adaptation to overall planning. Recommendations and requirements have been summed up in the Qualificaiton Key Description for the Royal
Danish Academy of Fine Arts School of Architecture, which outlines students’ qualifications within the fields of knowledge, skills and competences, graduated between Bachelor and Master’s levels. Knowledge is described as graduated between knowledge of, knowledge on and insight into theories, methods and practice forms as instructed by leading research. Skills are described as graduated between inclusion and application of methods, tools and representation forms, as well as mastery of general skills. Finally, competences are described as the core competence of designing and spatially organising the architectural assignment at hand, graduated between a limited programme, a complex programme and an individually formulated programme. The qualification key’s description of learning objectives and learning benefit forms an outline of the subject didactic totality, which has been concretised in its full scope for the first time in this year’s syllabus. The syllabus elaborates on the themes for project work that were introduced in the syllabuses that follow the qualification key’s graduation of levels between Bachelor and Master’s programmes.
Thus, in combination with the division of foundational disciplines into joint, special and project related disciplines, the themes for project work form a cohesive and integrated course of study from Bachelor to Master’s levels. The joint foundational disciplines represent a general, architecture-specific common basis, which spans across the three main areas of the programme: planning, architecture and design. The special and project related foundational disciplines represent architecture-specific areas of specialty and department profiles. From Bachelor to Master’s programmes, the weight is gradually moved towards special and project related foundational disciplines, in order to keep students’ selection of main areas and specialties open and flexible between the Bachelor and Master’s programmes. Together with the joint, special and project related foundational disciplines, project work forms a subject didactic totality, which uses as its point of departure the architectural object in theme 1: space, shape and scale, and ends up in the main areas’ and specialty’s complex understanding of architectural practice in theme 5: concept, programme and project. In the development of students’
overall architecture-specific skills and general appreciation of architecture, project work at the drawing table or in the model workshop constitutes a competence-developing form of study whereas foundational disciplines form a wide range of other instructional forms: skill exercises, study groups, seminars, courses and lectures. Architecture is both an artistic statement, a work of art with a utilitarian purpose, a plan, a building or an object. The execution of the architectural profession requires both mastery of the artistic expression’s material, space, shape, composition and scale, as well as insight into the function, construction, material, natural as well as social conditions of the utilitarian purpose. The characteristics of the architecture programme are, on the one hand, this combination of an artistic approach to a given project, and on the other hand, a scientific overview of the basis and conditions of the project. The subject didactic point of view is that a certain amount of knowledge of the architectural object, its entity and diversity is the best starting point when instilling in students the profession’s competences. A certain objective of understanding of a given architecture-
specific object, in a tangible as well as conceptual sense, and a certain profession specific language serves as a basis for students’ acquisition of areas of knowledge, and different types of skills and competences, which should reflect what trained architects are able to do by knowing what they have learned. The Study Board
The Architecture Programme
the syllabus The syllabus is a concrete plan that serves to implement the curriculum in the coming year. The curriculum is based on the Ministerial Order on University Education 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 Bachelor programme as an independent, complete course of study that provides students with basic skills and knowledge in the field of architecture. The two-year Master’s programme gives students’ the tools to achieve academic independence, an opportunity to immerse themselves in the field of architecture and provides them with a methodological routine, i.e. professional and academic competence as an architect. < Subdivision Constitutional Workshop Department 7 Institute 4
PROJECT STUDIES, PROJECT ASSIGNMENTS AND PROJECT WORK The Architecture Programme is characterised by project work, which is concentrated around each student’s work station, at the drawing table or in the model workshop. The learning objective of the project studies is to develop the students’ professional competences by means of project work – preparation of project assignments and proposals for architectural projects – under teacher supervision. This constitutes the architecture programme’s central, competencedeveloping study form. FOUNDATIONAL DISCIPLINES – JOINT, SPECIFIC AND PROJECT-RELATED Foundational disciplines are defined as educational elements whose learning goal – regardless of instruction form – is acquisition of knowledge and skills. Together, foundational disciplines constitute a wide range of instructional forms: exercises, study groups, seminars, courses and lectures, centered around project work or as independent, instructional activities that serve to develop in students general, architecture-specific skills and a general appreciation of the field of architecture.
The overriding objective is that students’ primary learning benefit is acquisition of knowledge and skills. Joint foundational disciplines – FGD All students at all departments share the same foundational disciplines. Students are to acquire and be tested in the content of the joint foundational disciplines. Please see the syllabus and programme for each activity for more information on the assessment process and the requirements for the assessment results. Project-related foundational disciplines – PGD Project related foundational disciplines apply to a specific assignment, a series of assignments or a theme-based semester. They may be based on the subject in question and on the concrete content and objective of each project assignment. Students who participate in such activities are required to acquire the intended learning benefits. The project related foundational disciplines will be subject to a teacher review. Please see the curriculum and the programme for the specific activity for information on the evaluation form and requirements for the assessment result.
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 specialties will acquire the skills and knowledge, which fall within the specialty’s foundational disciplines in accordance with the curriculum.
Please refer to the department’s site on KA-net for a description of exercises related to project work themes as well as project related foundational disciplines. Descriptions of the content, placement and duration of the foundational disciplines can be found in summarised form in the syllabus and in greater detail in the relevant project and course space on KA-net. LEARNING OBJECTIVE A description of the learning objective of the study programme’s learning objective within the following three main categories can be found in the qualification framework: Knowledge, skills and competences.
Knowledge The architecture programme encompasses a wide spectrum of knowledge and skills, spanning from knowledge of theories and concepts, to an ongoing discourse on the correlation between and scope of technical, social and humanistic fields of knowledge on the one hand, to concrete knowledge of architects, their works and interpretation of said architects’ architectural statements, as the most concrete factor on the other hand. Skills Numerous skills are mandatory and relevant to the architecture programme. Students are required to master these skills to a smaller or larger extent, and these should be an integral part of the architectural profession. The skills of an architect typically include simple techniques and tools that must be mastered, however, usually in a way that links logical, conceptual or artistic examination and clarification to the execution of architectural skills. The duality links the learning of skills to the acquisition of knowledge and development of competences.
Competences Artistic creation uses as its point of departure a personal approach based on a chosen field of knowledge and acquired skills. Special focus is placed on which knowledge/understanding, which skills and which competences that enable and nurture the result one is looking to achieve. Competences are developed over the course of the architect programme by means of exercises. Students will undertake exercises in a goal-oriented and didactical fashion, allowing knowledge, skills and competence to evolve interactively, on an increasingly more qualified and professional level.
ASSESSMENT CRITERIA The Ministerial Order on the Grading Scale and University Education outlines a framework for assessment: Assessment forms and assessment criteria. The framework uses as its point of departure the notion that the study programmeâ&#x20AC;&#x2122;s learning objective as well as each educational element serve as the basis for both instructional planning, assessment and assessment criteria.
Each studentâ&#x20AC;&#x2122;s performance is assessed in relation to the expected learning objective, 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 competences, both the academic content as well as the level of the course of study serves as a basis for the assessment criteria. The criteria for each assessment constitute a hierarchy of criteria, which are described in: 1. For project assignments a. The curriculum b. The syllabus for the year c. The departmentâ&#x20AC;&#x2122;s profile d. The assignment programme 2. For foundational disciplines a. The curriculum b. The syllabus for the year c. The programme for the foundational discipline
Knowledge acquisition The criterion for knowledge acquisition assessment serves to assess whether the desired knowledge has been obtained, and whether the student is able to apply
his skills in a professionally relevant manner. Skills The criterion for skill assessment both serves to assess whether the desired skills have been obtained, and whether the student is able to apply his skills in a professionally relevant manner.
Competences The criterion for competence assessments serves to assess whether the student has acquired the desired ability to prepare proposals for design and spatial organisation in relation to a programme, on a specified level, and whether the student applies appropriate work 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. Within this framework, the following assessment forms may be applied:
Grading during examination â&#x20AC;&#x201C; Individually / in groups This assessment form may be applied for the purpose of grading studentsâ&#x20AC;&#x2122; work, and in cases where tasks related to a specific instructional activity have not been assigned. Assessment of Bachelor and final projects are individual â&#x20AC;&#x201C; regardless of whether several students have worked jointly on the same assignment. Grading of individual assignments / group assignments This assessment form may be applied in cases where individual assignments are undertaken in relation to a specific instructional activity. Passed/not passed of individual assignments / group assignments This assessment form may be applied in cases where normal grading is not appropriate, 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/examination is not appropriate, and where assignments 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 assessment of students’ workload when completing educational elements. Assessment is undertaken in advance by the teacher. An full academic year is defined as 60 ECTS points. With two semesters a year, this corresponds to 30 ECTS points per semester. At KA, each semester is made up of approximately 20 week. Thus 1.5 ECTS points are grated per full work week (normal work hours). ECTS is a planning and information system – a tool for dimensioning of the study programme, and serves as an international standard on educational programmes and educational elements. It is not intended to be a tool to manage student behaviour although it may be used for that purpose. In order to become ECTS certified, each 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 respect regular work hours, so that it is clear how much time each student spends on each educational activity. If a semester is approved in accordance with the curriculum, the student will be 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 information on each of the educational offerings at each department and institute, please see the relevant pages on KA-net and the respective project and course spaces. On KA-net you will also find an updated course list, and you may also sign up for courses. You are also welcome to contact the Study Office of the specific department/ institute directly for further information. The Ministerial Order on the Architecture Programme at the Royal Danish Academy of Fine Arts School of Architecture and the School of Architec-
ture in Aarhus describes in detail the general guidelines for the programme: its objective, content, assessments etc. The syllabus for the academic year 200910 for Master’s programme at the Royal Academy of Fine Arts School of Architecture contains the school’s own clarification of the programmes. The publications are – just as the syllabus and ongoing updated information on the programme – available on the school’s website at www.karch.dk and on the school’s intranet, KA-net.
content
master degree Joint foundational disciplines
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Department 2 / Architecture - Town and Building
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Department 11 / Architecture - design and industrial form
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Department 1 / Architecture - city and landscape
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Department 3 / Architecture - process and methology
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Department 5 / Architecture- space and habitation
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Department 6 / Architecture - space and form
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Department 7 / Architecture - building, and realisation
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Department 8 / Architecture - Experiment and Technology 18 Department 10 / Architecture - conditions and vision
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Institute 1 / Building culture
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Institute 2 / Technology
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Institute 3 / Planning
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Institute 4 / Design & communications
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appendix Map over campus Contact information
Masters degree
The Master’s programme in architecture is a research-based programme, which aims to educate graduate students who as architects will master both scientific analysis and scientific experimentation, and are able to translate the complex, programmatic requirements of architectural assignments into architectural statements 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 competences 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, < Shelter Workshop Department 2 Institute 4
• meet the EU’s standard for architectural qualifications (appendix 1) and have the ability to work internationally.
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 practice and subject area. Cf. the Qualification Framework for the Architecture Programme, which focuses on developing in students the ability to think critically and develop both questions and solutions with relevance to the profession of architecture, as well as the ability to independently develop their own learning and specialisation. MAIN AREAS AND SPECIALTIES The programme’s main areas are Planning, Architecture and Design, including related areas of specialization, such as urban planning and landscape, building culture and restoration, as well as furniture, graphic and industrial design. The Master’s programme provides the framework for immersion into an area of specialty.
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THEMES AND JOINT FOUNDATIONAL DISCIPLINES The overriding, joint guidelines for the Master’s programme map out the following themes and joint foundational disciplines.
First year
Second year
Theme: Concept, programme and project
Theme: Main area and specialty
Joint foundational disciplines
Joint foundational disciplines
947 Theory and history 5: Philosophy, theory of science and knowledge
5,1 ECTS
942 Technology 5: Building, production and logistics 1 5,1 ECTS
Introduction 4: Profession and society 1,5 ECTS
948 Theory and method 2: Science of art and architecture 4,5 ECTS PRACTICAL TRAINING, EXCHANGE AND QUALIFICATION STUDIES The Masterâ&#x20AC;&#x2122;s programme allows students to engage in practical training, enroll in exchange programmes abroad and complete studies, which provide qualification at other educational institutions. Studies outside of KA may only total a maximum of two semesters (60 ECTS).
Kandidatuddanelsen
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department 2 / architecture - Town and Building Head
Marianne Ingvartsen
Secretary
Janne Jørgensen
Telephone
3268 6319
afd2@karch.dk
Address
Entrance Y
< Measuring with light Year Candidate Name Mia Scheel Kristensen Teacher Niels Grønbæk Camilla Hedegaard Møller Christian Brøgger Rebecca Arthy
PROFILE Department 2’s primary field of interest is the correlation between cities, construction, and building. Project work is focused on spatial intervals across several scales. The correlation between structure and element, and program and process is explored. Planning parameters, architectonic strategies, and spatial statements, which all meet the demands that life at home, at work and leisurely activities make on integrated elements in complex urban structures. The Department focuses on special competencies within the following fields of interest: Urban construction, habitation, urban transformation, composite sites, and structures.
Master’s programme In the master’s programme the overriding study-methodological framework is closely tied to three concepts: Individual planning, programming, scale sliding and fieldwork. The progression from first till second / final year happens through practise. The syllabus determines for each year courses, workshops, seminars and project work. The aim is to programme, think and design based on an independent responsible consideration expressed in programme, process and choice of media. It is an aim for the department that thinking and making is simultaneous. In this way the programs, analytical proposals and designs are created in a conversation between production and reflection. The study might focus on the invention of suitable drawing media that allows for the idea to come into physical form. Development of projects happens to a considerable extent in the school workshop.
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First year’s syllabus is focused on experimentation where making is essential. Experiments can involve designs which are evolved from individual thematic or programmatic interests. In the second year thinking and reflection has a higher priority as research oriented 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 obligatory as it is an essential element of the master’s programme. The fieldwork provides basic site specific informations forming a point of departure of the individual programming. In 2009-10 the fieldwork takes place in Sarajevo.
/02 first year
courses
projectassignments
1239 Building analysis
1580 Building a conception of the city Marianne Ingvartsen 1,8 ECTS
1583 Experimentation and makingMarianne Ingvartsen 13,2 ECTS
1586 Individual semester programme Marianne Ingvartsen 15 ECTS
Marianne Ingvartsen 4,5 ECTS
1242 Communication and media Marianne Ingvartsen 2,1 ECTS
1246 Fieldwork Marianne Ingvartsen 4,5 ECTS
1249 Habitation Marianne Ingvartsen 2,1 ECTS
1270 Programme as method Marianne Ingvartsen 2,1 ECTS
1292 Theory and making Marianne Ingvartsen 2,1 ECTS
Kandidatuddannelsen / Afdeling 2
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department 11 / architecture design and industrial form Head
Karina Mose
Secretary
Chanette Markussen
Telephone
3268 6351
afd11@karch.dk
Address
Entrance D
< Year Name Teacher
Industrial furniture Candidate Janus Bøgevig Nicolai de Gier
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PROFILE Department 11â&#x20AC;&#x2122;s primary field of interest is objects that define, furnish, and complement the architectonic space. The architectural scale range is developed based on a special ability to work innovatively, on a grand scale, by the standards of technological and perceptory parameters. The Departmentâ&#x20AC;&#x2122;s shared frame of reference is an overriding, structural, visual angle, which ties the area together, across the boundaries of traditional fields of interest. This optical approach serves as a means to focus on the system, context, and entity in stead of solely singling out each individual object. The Department focuses on special competencies within the following fields of interest: Industrial production, industrial graphics, cross-disciplinary collaboration, design theory and the tectonics of the system.
The Master’s programme (danish) Graduate students in the Master’s programme study an architecture-specific specialty within the context of the department’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 competences include design theory, design history and architecture-specific design methods and specific tool-based disciplines tying together the three tracks. The Master’s programme in graphic design sums up specific graphic competence, 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 constitute fields of work that require “customised”, original font design. The font is often included in a symbiosis of visual art or sculptural art. Studies of graphics within a spatial context, i.e. way-finding and signage on building facades, monumental inscription etc. bring graphics closer to the spatial,
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architectural form and materiality, and thus constitute an area of focus. The Master’s programme in furniture design sums up specific furniture competences, applying a general architectural approach. Furniture is seen as a spatial element that is placed between the human 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, knowledge of material and production, in relation to historical, manual production as well as industrial processes. The Master’s programme in industrial design is perceived as the angle from which one works on the programme, idea, materials and life cycle. Industrial design encompasses a study of material technology, tectonics, construction and production in design of objects that complete the architectural space in a landscape, city or building.
/11 Project work may include study and development of light fittings, building elements, mega design (bridges, masts etc.) and micro architecture (mobile homes, tents, pavilions etc.). The programme is self-programmed and requires that students define a clear set of goals and an action plan, in close dialogue with the department, for the four consecutive semesters. In addition, the department offers an English Master’s programme, ’Design in Architectural Contexts’, which is more densely structured and includes 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 responsibility. This includes the design of the overall landscape, urban planning and building design, ranging from the macro level of how a building integrates with its surrounding landscape, to a micro level of architecture, small constructions, furniture, graphics, lighting etc. With respect to design, focus is directed onto the potential tension field between the design-related object and the architectural whole, and between design processes and the work.
During the 2-year Master’s programme, the student will train to become an architect 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, encompassing course and project phases, as well as an independent 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 responsibility. This includes the design of the overall landscape, urban planning and building design, ranging from the macro level of how a building integrates with its surrounding landscape, to a micro level of architecture, small constructions, furniture, graphics, lighting etc. With respect to design, focus is directed onto the potential tension field between the design-related object and the architectural whole, and between design processes and the work. During the 2-year Master’s programme, the student will train to become an
Kandidatuddannelsen / Afdeling 11
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architect 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, encompassing course and project phases, as well as an independent final examination project of a total of 120 ects points: 1. Design in XL - the bridge as a design element 2. Furniture Design 3. Furniture of the City 4. Final project
The project work serves to introduce and instill in the student the competences required of an architect graduate. Project work is the principal component of the in-class instruction, and it is within this specific framework, that the student will translate his/her knowledge and skills, acquired through the courses of the Master’s programme, into concrete project proposals.
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The project work phase puts equal focus on process and proposal-making. Thus, the department offers courses in programme-writing, academic and architectural, hands-on methods and analysis tools, project development and communication in conjunction with project counseling at the drawing tables. In order to ensure the anchoring of the design component, the Master’s programme also includes courses in design theory and design history, among others, as well as other design specific, toolbased disciplines. During the first three semesters, students will be led through the main spaces of architecture: Landscape, city and dwelling. First semester: Design in XL – the bridge as a design element By virtue of its function, the bridge has always been and remains an element connecting two points, thereby facilitating a smooth and unobstructed transition across a hurdle. This hurdle may be a river, road, cleft, a section of a train line, or merely a leveling of the terrain. The Romans used bridges to transport water to their cities, and thus made the bridge both an urban and landscape architectural element.
/11 Bridges of our time most often appear as an application to a wider transportation network. New traversing needs arise, typically in connection with an expansion of existing cities or infrastructures. In addition, 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 transportation 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 distinctive elements as opposed to bridges in a landscape that typically appear as solitary units. The art lies in finding a balance between the soul of the bridge and the soul that the city or the landscape possesses or will possess, while integrating the new family member, which in this case is the new bridge. The bridge may adjust to the existing space, and/or it may challenge or play with the constructive laws, and create a new space within the space in which it is situated, in a manner similar to how for instance furniture blends in with the space surrounding it. At the same time, bridges are often experienced through body movements while they relate to the
immobility of their specific location â&#x20AC;&#x201C; contrary to the mobility of furniture. Prior to actual project work, this semester will begin by introducing a series of brief exercises covering topics such as minimal constructions, materials optimisation, optical stress distribution and scale-optimisation. Moreover, the semester will be supplemented by lectures, excursions and classes that will offer students knowledge and insight into theories on design within a landscape/ urban context, design in XL scale etc. Second semester: Furniture design The programme of the second semester focuses on furniture design, and offers the student a thorough introduction into furniture design as a design discipline based on the Danish tradition of furniture making. Furniture epitomises the shaping challenge of designers. The shape of furniture relates 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
Kandidatuddannelsen / Afdeling 11
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evaluated as isolated pieces. The theoretical design discussion will unfold in the field between detail and space. During the project work phase, shape, tectonics, construction and choice of material will be subject to comparison between 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 Design Research) and CITA ( Center for IT and Architecture). The project work phase encompasses an extensive project assignment supplemented by brief exercises, workshops, theoretical exercises, workshop-based work, courses, excursions and lectures. The programme will provide the student with knowledge on industrial creation processes, new materials, tectonic conditions of furniture, ergonomics etc. , and will also serve to develop the student’s’ ability to programme, apply useroriented methods, design analysis and model work. Work on an actual prototype will be carried out in the workshop in 1:1.
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Third semester: Furniture of the City Within the framework of the city’s spaces, intimate spaces blend with public ones, and the rhythm of the day and year is imperative to life in these spaces and the experience of which. Design complementing the city’s spaces, furniture, signage and lighting is of great importance to how one perceives the spaces, and not least our movements and activities in these spaces. The function of furniture takes on a different character, and ergonomics, for instance, is assessed in relation to shelter and games, and thus analyses of the city’s spaces and the application hereof play an important role in the programming of the study. Also, choice of material is assessed in relation to maintenance, vandalism and cleaning, rather than comfort. Based on registrations in the city, students will engage in group work with a view to outline a programme for the accommodation of a square in Copenhagen. The programme must include both lighting and furnishing, resulting in an overall design manual, which will serve as the basis for the development of one single sub-element. This phase consists of an extensive project assignment supplemented by workshops, courses, excursions, workshop-based work and lectures.
/11 The programme will provide the student with knowledge on lighting, lighting strategies and furnishing of urban spaces, and will also serve to develop the student’s ability to engage in teamwork, apply registration and analysis methods, design strategy/service design and concept development. This phase concludes with the development of an actual design object, furniture or lighting fixture prototype in the workshop in 1:1.
first year
Introduction
Dublin
Design elements and landscape 1,5 ECTS
Morphology –pattern – structure - Workshop 1,5 ECTS
Rhino and the digital workshop 1,5 ECTS
Urban Lighting 1 Fourth semester: Final project The fourth and last semester will be dedicated 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 programme for the semester independently, and this process will be conducted in compliance with the school’s rules for final examination evaluations.
0,5 ECTS
TEK 5
Project introduction
DTU coop
projectassignments 1582 Design in XL – the bridge as a design element Peter Leuchsenring 15 ECTS
second year projectassignments 1614 Design in context of urban space Peter Leuchsenring 15 ECTS
Kandidatuddannelsen / Afdeling 11
15
/01
/03
Department 1 / architecture - city and landscape
department 3 / architecture - process and methology
Head
Jens Kvorning
Head
Finn Selmer
Secretary
Ursula Andersen
Secretary
Ulla Agger
Telephone
3268 6630
Telephone
3268 6165
afd1@karch.dk
afd3@karch.dk
Address
Entrance Y
Address
Entrance X
PROFILE The department’s field of interest is the contemporary landscape, its buildings and architecture. Cities and landscapes undergo constant change, as a materialised reflection of the global change that is unfolding. Assignments seek to provide the architectural response to the role, which the building, city and open spaces play in this dynamic context. The department offers special competences in urban architecture, building planning, urban planning, urban space, landscape planning and garden design, including urban theory and urban transformation.
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PROFILE Architecture stands for the professional skills that are necessary to produce work of architectural quality. This allows students to develop a basic ability to ask questions – and to formulate architectural responses. In addition to architecture, the process 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 opportunity to act and vary accordingly. In addition to architecture and process, project development aims to include and handle circumstances that exceed and determine a specific architectural approach. This is where students’ will introduce their projects to the world – and thus get a chance to improve it!
/05
/06
department 5 / Architecture - space and habitation
department 6 / architecture - space and form
Head
Tage Lyneborg
Head
Cort Ross Dinesen
Secretary
Karin Johansen
Secretary
Dorthe Falkesen
Telephone
3268 6600
Telephone
3268 6604
afd5@karch.dk
afd6@karch.dk
Address
Entrance E
Address
Entrance Y
PROFILE The departmentâ&#x20AC;&#x2122;s central field of interest is habitation, building and space. Habitation is viewed as the spatial basic condition for human existence. Essential parametres include the context, values and potentials of tradition, deliberate use of resources, flexibility in relation to dynamics, mobility and new technology. This implies that the potential of a future, architectural perspective, that preserves and renews the building culture, is interpreted applying one single concept. Future flexibility requirements in relation to dynamics, mobility, new technology and conscious use of resources are interpreted based on an overall, artistic evaluation that serves as the basis for proposals and visions. The department offers special competences in habitation, architecture and Nordic building tradition.
PROFILE The department works on the basis of studies of the artistic aspects of architecture with the type of ideal and exemplary proposals, which suggest new strategies for the future practice of the architectural profession. The departmentâ&#x20AC;&#x2122;s academic foundation is based on a network, which spans across other art forms and knowledge centres. The department offers special competences in: architectural theory, philosophy and artistic development work.
/07
/08
Department 7 / architecture - building, and realisation
Department 8 / architecture - Experiment and Technology
Head
Jan Søndergaard
Head
Frank Bundgaard
Secretary
Birgitte Weien
Secretary
Elisabet Ewald
Telephone
3268 6312
Telephone
3268 6344
afd7@karch.dk
afd8@karch.dk
Address
Entrance A
Address
Entrance C
PROFILE Department 7 uses as its ideal point of departure the architectural totality and the location’s potential as clear prerequisites for architectural design. Based on academic tradition, the department seeks to develop architecture through the architectural space in all its tectonic juxtapositions.
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PROFILE Department 8’s academic foundation is general architecture, and it represents specific competences in technology related, experimental instruction, with a focus on the inclusion of media and information technology in architectural work processes. The department is part of a professional network that consists of related artistic and scientific educational programmes.
/10 Department 10 / architecture - conditions and vision Head
Peter Henning Jørgensen
Secretary
Mai-Britt Kristensen
Telephone
3268 6340
afd10@karch.dk
Address
Entrance C
PROFILE The central pivotal point of department 10 is architecture with its anchoring in contemporary structures. Work is carried out on all scale levels and by means of artistic expressions that result from the studentsâ&#x20AC;&#x2122; understanding of the individual assignment. Special emphasis is placed on building an understanding of the conditions of the individual assignment. The department believes that it is in the summary of the conditions that the architectural proposal unfolds and stands the test of time.
institutes Institute 1 / building culture
Institute 2 / Technology
Head
Carsten Juel-Christiansen
Head
Torben Dahl
Secretary
Marianne Schou
Secretary
Birthe Færch
Telephone
3268 6302
Telephone
3268 6220
marianne.schou@karch.dk
birthe.farch@karch.dk
Address
Sdr. Kontorbygning st. tv.
Address
Sdr. Kontorbygning 1. tv.
Architectural Theory and History General academic competences Theory and history Center for Nordisk Arkitektur
CLIMATE AND COMFORT Acoustics Lighting Climatic technique
THEORY AND DESIGN
TECTONICS AND CONSTRUCTION Applied building technique Bearing constructions Materials
TRANSFORMATION AND RESTORATION The architectural transformation of building culture Building culture’s putting into perspective the history of ideas in the context of restoration Building-archeological documentation of building culture Materiality, 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.
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PRODUCTION AND PROCESS Center for Industriel Arkitektur Architectural production processes Digital models COURSES OFFERED BY INSTITUTES The Institute offers – based on their specific subject area – a series of courses requested by the individual departments
institutes Institute 3 / planning
Institute 4 / Design & communications
Head
Peder Duelund Mortensen
Head
Jørgen Hauberg
Secretary
Charlotte Mathiassen
Secretary
Vibber Hermansen
Telephone
3268 6635
Telephone
3268 6653
charlotte.mathiassen@karch.dk
vibber.hermansen@karch.dk
Address
Sdr. Kontorbygning 1. th
Address
Sdr. Kontorbygning st. th.
LANDSCAPE PLANNING Landscape and development Plan and environment Spatial and garden art Center for Byrumsforskning URBAN PLANNING Urban planning and development Planning in developing nations Urban architecture Center for Byplanlægning BUILDING PLANNING Residential building construction Institutional construction Residential architecture Center for Idræt og Arkitektur COURSES OFFERED BY INSTITUTES The Institute offers – based on their specific subject area – a series of courses requested by the individual departments.
DESIGN Material, process and form Space, furniture and object Theory and history of the design profession Lettering, identity and way-finding Dialogue based design and innovation Center for Designforskning, CDF INFORMATION AND COMMUNICATION TECHNOLOGY CAD/CAM Digital visualisation Urban architecture Center for IT og Arkitektur, CITA VISUAL COMMUNICATION, ARCHITECTURAL VISUALISATION Descriptive geometry and morphology Colour Photography Model construction COURSES OFFERED BY INSTITUTES The Institute offers – based on their specific subject area – a series of courses requested by the individual departments.
optional courses Institute 1
Institute 3
first year
first year
1044 20th Century Scandinavian Architecture
1048 Body Culture in Urban Space
Peter Thule Kristensen 1,2 ECTS
1017 Syntax of Form Ken Rivad 1 ECTS
1018 The 20th Century Danish and International Designers Ken Rivad 1,5 ECTS
Institute 2 first year 970 Advanced Structure in Architecture / Bridges Olga Popovic Larsen 1,5 ECTS
1020 Urban Lighting 1 Katja Bulow 1,5 ECTS
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Rene Kural 0,8 ECTS
1050 Copenhagen 1 - Intro for Exchange Students Bo Grønlund 0,6 ECTS
1051 Copenhagen 2 - Intro for Exchange Students Bo Grønlund 0,6 ECTS
1076 Urbanity and New Urban Districts Bo Grønlund 0,6 ECTS
1077 Urbanity and Urban Theory Bo Grønlund 0,6 ECTS
second year 1031 Design in Context of Urban Space Jonna Majgaard Krarup 2 ECTS
optional courses Institute 4 first year 971 Architects in Design Karina Mose 0,5 ECTS
1047 Basic course in photography Jens Frederiksen 1 ECTS
981 Collaborative Designwork Merete Ahnfeldt-Mollerup 1,5 ECTS
1016 Strategic Design and Concept Design Merete Ahnfeldt-Mollerup 1,5 ECTS
1025 User-driven innovation 1 Merete Ahnfeldt-Mollerup 1,5 ECTS
1026 User-driven innovation 2 Merete Ahnfeldt-Mollerup 1,5 ECTS
1299 Woven Wood Mette Ramsgard Thomsen 2,4 ECTS
983 Design Methodology 1 Merete Ahnfeldt-Mollerup 3 ECTS
985 Form og perception Steen Ejlers 1,5 ECTS
1252 Intense Networks Martin Tamke 3 ECTS
1268 New Origami Martin Tamke 2,4 ECTS
second year 1304 Big Structure Martin Tamke 4,5 ECTS
1030 Design essays Ken Rivad 3 ECTS
1034 Meta Reflection & Design Poetics Anders Brix 1 ECTS
map over campus
contact information
School of architecture
Architectural Model Workshop
Telephone
3268 6000
Telephone
3268 6288 Metal
Web
www.karch.dk
3268 6294 Wood
arkitektskolen@karch.dk
Address
Entrance G and H
Address
Philip de Langes Allé 10
Mon–Fri
09.00– 16.00
1435 København K
canteen KASB – Library
Adresse Entrance M
Telephone
3268 6800
Web
www.kasb.dk
ELF – student council
kasb@karch.dk
Telephone
3268 6680
Address
Entrance Z
Web
www.elevforsamlingen.dk
Mon–Thu
09.30–20.00
elf@karch.dk
Friday
09.30–16.00
Address
Entrance L
Mon–Fri
12.00–13.00
IT Division Hotline
3268 6112
vester kopi – print shop
6112@karch.dk
Telephone
3296 5833
Address
Entrance R
Web
www.vesterkopi.dk
Hotline opening hours
ho@vesterkopi.dk
Mon–Wed 09.00–16.00
Address
Entrance E
Thursday
10.00–16.00
Mon–Fri
09.00–17.00
Friday
10.00–15.30
Closed
12.00–13.00
Tutein & Koch – paper & drawing shop Telephone
3268 6240
Day light laboratory
tk@tuteinogkoch.dk
Telephone
3268 6230
Web
www.tuteinogkoch.dk
Entrance F
Address
Entrance E
Mon–Fri
09.00–17.00
Address
Editors Peter Arne Sørensen Layout Naja Jin Dahl Knudsen Anita Dalgaard Rasmus Danielsen Front illustration Andreas Trier Mørch Press Centertryk A/S This publication has been set with Arch ISBN: 978-87-7830-219-9
The Royal Danish Academy of Fine Arts, School of Architecture Philip de Langes Allé 10 1435 København K www.karch.dk