2021/22 Undergraduate Module Catalogue
CIVE1665 Integrated Design Project 1 (inc Design Studio 1)
20 creditsClass Size: 200
Module manager: Dr Suhaila Mattar
Taught: Semesters 1 & 2 (Sep to Jun) View Timetable
Year running 2021/22
Module replacesCIVE1660 - Integrated Design Project 1 (inc Design Studio 1)
This module is not approved as a discovery module
ObjectivesOn completion of this module, students will have an increased knowledge and understanding of: the design process and diverse outcomes, the principles of design analysis and the value of precedent, the integration of various specific subjects as taught in other Level 1 modules, the impact of design on society, and the practical transferable skills required of a construction industry design professional including communication skills.
On completion of this module students will be able to:
1. prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief; GC1.1.
2. understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project; GC1.2.
3. develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of its construction and the needs of the user; GC1.3.
Students will also develop knowledge and understanding of:
• the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach; GC2.3.
• the need to critically review precedents relevant to the function, organisation and technological strategy of design proposals; GC7.1.
• the investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design; GC8.1.
• prepare designs that will meet building users’ requirements and comply with UK legislation, appropriate performance standards and health and safety requirements; GC10.3.
By the end of the module, students will be competent at:
- independent learning: the ability to deal with complex situations and take decisions;
- communicating with other students and staff;
- working independently to plan and implement tasks, including their own personal learning;
- improving personal performance through reflective review and target setting based on identified personal limitation;
- practical skills in studio and laboratory, including an understanding of health and safety issues;
- understanding the architectural and civil engineering professions through site visits and seminars by current practitioners.
This module forms an introduction to creative design and the design process. Shared by students from all programmes across the School, it provides a focus for new knowledge from supporting modules to be applied in an imaginative, and at the same time, practical way. Students work in teams of three or four on a series of small scale projects in a real setting. They gather background information from a one-day study trip to a chosen site, analysing and presenting this using visual graphic means including photographs, sketches and diagrams. Typical creative design projects include: A vertical barrier, which is used to explore the definitions and implications of the idea of walls. The design proposals are given some dimensional parameters, but are otherwise free to explore form, material and appearance, with the proviso that designs must represent achievable and buildable proposals. A high level walkway, which investigates the effects of height and the way this changes perception. Through the design process, different options are explored by students using a variety of possible materials and spanning methods, with a completely open-ended outcome. The final project is a small pavilion, which combines the earlier elements of enclosure and span to create a design which deals with what the nature and definition of a simple building might be.
Students are encouraged to question and challenge received ideas of what is implied by the design tasks through a practical and creative design process, using drawings and physical models to explore the possibilities offered by a range of materials and their own ideas. This creative process is accompanied by a reflective one where students analyse and record practical skills and experiences gained, with a parallel exploratory exercise connecting the design process with wider societal issues, again through a process of analytical reflection, using a large scale design topic through which to focus discussion. The reflective process is a key part of the overall design studio, highlighting design activity such as presentations, time management, team working and roles, the value of design criteria and design quality indicators.
The students will also undertake a "design, build and test" exercise to enhance their skills in critical analysis and improve their understanding of the construction process.
The module also aims to enhance the competence of students in drawing, including CAD, information technology, and design skills. Drawing practice covers the drawing set, the importance of sketches and technical drawings as a means of communication, and an introduction to depiction, conventions and standard practice as used by practising architects and civil engineers. Both hand drawing and CAD are used to illustrate these principles.
A range of personal and professional skills are developed in the context of the design project and evidence of competences is presented in a professional skills folder. Students undertake reflective reviews of their progress and maintain personal development plans.
The module will include a number of lectures and seminars on ethical issues related to the themes of this module and overall programme of study.
Typical reading materials to support this module include:
Ching, F. (1975 on). Architectural Graphics. Wiley.
Ching, F. (2007). Architecture – Form, Space and Order (3rd edition) Wiley.
Addis, W. (1994). The Art of the Structural Engineer. Artemis, London.
Gordon, J. E. (2003). Structures or why things don’t fall down. De capo Press.
Hilson, B. O. (1994). Basic structural behaviour. Understanding structures from models. London: Thomas Telford Limited.
Chudley, R. and Greeno, R. (2016). Building construction handbook (11th Edition). Routledge.
|Delivery type||Number||Length hours||Student hours|
|Private study hours||100.00|
|Total Contact hours||100.00|
|Total hours (100hr per 10 credits)||200.00|
Private studyStudents work in teams of 3-4 to produce assigned tasks, as guided and supported by the teaching team in lectures and tutorials. Working in small groups and individually on collaborative tasks, students carry out background studies including site analysis and precedent studies for each project. Students develop a more detailed brief for each project, then explore creative design solutions to meet their brief, including consideration of alternative conceptual design responses. materials and construction strategies. Students prepare presentation materials to describe and explain their findings.
Opportunities for Formative FeedbackThe regular weekly design tutorials provide students with feedback on their own work and the chance to compare their own progress with others. Tutorials are led by academic staff, but student participation is encouraged and developed over the course of the module. Tutorials are supplemented by interim reviews of work in progress, where projects are presented to a wider group of teaching staff and students in interactive events.
Methods of assessment
|Assessment type||Notes||% of formal assessment|
|Project||Project 1 - Integrated Design Project||20.00|
|Project||Project 2 - Site Analysis||20.00|
|Project||Project 3 - Creative Design||20.00|
|Project||Project 4 - Creative Design||20.00|
|Project||Project 5 - Creative Design||20.00|
|Reflective log||Skills folder||0.00|
|Total percentage (Assessment Coursework)||100.00|
An illustrated report and drawn presentations are produced sequentially for each design project. The skills folder is a formative item of assessment, but MUST be passed in order to pass the entire module. Resit submission is in the form of the final portfolio, with additional/revised materials to be provided as agreed on an individual basis.
Reading listThe reading list is available from the Library website
Last updated: 08/02/2022
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