Details

Category: Discipline

• Botton, Alain de (2013). A arquitectura da felicidade. [The architecture of happiness] Lisbon, Portugal: Ed.D.Quixote. ISBN:9789722039321 Hara, Kenya (2007). White. Baden, Switzerland: Lars Müller Publishers. ISBN: 9783037781838. Jencks, Charles (1985). Towards a symbolic architecture: the thematic house. New York, U.S.A.: Rizzoli international Publications, inc. ISBN 10: 0847806596, ISBN 13: 9780847806591
• Architecture
• 367
• 6
• Não
• Português
• classes and development of content-based curriculum, including seminars by guiding theme; Practical development classes and execution of the exercises with listed exploration; Mixed classes alternating basic theory to empirical application, the implementation of ongoing exercises, and critical synthesis of Hours of work organized according to the exposed ratio and distributed by: Theoretical presentation the obtained results. Continuous evaluation and obligatory attendance, according to previous timetable. Final evaluation measured by partial ones: - Realization of the exercises, fulfilment of objectives and associated parameters, and composition of the final folder containing all work - 90% - Attendance and participation  - 10%
• Mandatory
• . Understanding the kinetics and speed dynamics of drawing, directly related to the degree of quantitative and qualitative information and graphic representation. 2. Analytical capacity over morphology by studying the elements of form. 3. Development of techniques of perspective representation. Ability to use various methods of representation, to explore various recording materials and media, understanding their potential and recognizing its versatility. Notion of distances, depths, angles, rotations and overlaps. 4. Analytical capacity on spatiality and urban landscape: Exercise of visual memory and capacity for synthesis. Exercise of mimetic representation and formal evolution. 5. Pleasure in the practice of drawing as an routine exercise, allowing developing artistic sensibility and aesthetics of the architect: Developing skills for continuous learning. 6. Drawing study design as hypothesis. 7. Dialectical analysis on corrective drawing and evolutionary drawing.
• DAAD - Department of Architecture, Arts and Design
• A.  Introduction to colour and the relation with space.The drawing of drawing, degrees of detail and analysis: Reading the images, study of the graphic on intensity, amplitude, speed and frequency. Drawing in real-time and in deferred. B. From body to space: Study of the relationship between blots, their perception and its abstraction. Analysis of the body as form. Analysis of the bodies as context. C. The interior space, transition areas and outer space: Urban analysis (sequential) and synthetic representation. Isolated representation by phases and by architectural criteria. Identification and selection of significant elements in the field and highlight - emphasis and exclusion. Synthesis of the happenings in space allowing to study how changes occur in the visual field. Decomposition pathways and plans into sequences where the visual field undergoes changes. D. Morphological analysis. E. Perception of the actual construction of motion pictures in scenic space. F. Introduction to colour.
• Semestral
• The Curricular Unit of Drawing III aims to provide teaching about drawing techniques that allow exploring visuals with diversified aesthetics and to observe the unexpected in today's world. Drawing as a way of synthesizing the world around us and transforming existing worlds

The Curricular Unit of Drawing III aims to provide teaching about drawing techniques that allow exploring visuals with diversified aesthetics and to observe the unexpected in today's world. Drawing as a way of synthesizing the world around us and transforming existing worlds

Details

Category: Discipline

• Cloke, P.; Crang, P.; Goodwin, M. (2013) (eds) - Introducing Human Geographies, Londres: Arnold. Daniels, P.; Bradshaw, M.; Shaw, D.; Sidaway, J., Hall, T (2016) (eds.) An Introduction to Human Geography, Harlow: Pearson Education (5ª edição). Marcos Antonio De Moraes (2011) Geografia Humana. O Homem. Origem, Jornada e Evolução Tecnocientífica (1ª edição). Medreiros, Carlos Alberto (2001); Introdução à Geografia de Portugal, Editorial Estampa.  
• Architecture
• 367
• 2
• Não
• Português
• The use of active methodology and giving students the chance to learn to work in an interdisciplinary context (STEAM).
• Mandatory
• o allow the student to acquire fundamental knowledge about the dynamics of spaces and societies, especially in the articulation that these have with those. The Portuguese reality will be adopted as a privileged matrix for the illustration of relevant programmatic content. Understand the importance of the discipline within the architecture training; Identify the role of cultural identities in architecture. Understand the need for territorial integration at different scales. Describe the different demographic profiles in its relationship with the territory and the development; Enunciate the economic dynamics and infrastructure present in the territory and its main constraints; Establish prospective frameworks of socio-territorial development. Recognize the diversity of the planet and its implications for human life. - Apprehend the value of the geographical perspective in the study of demographic, economic and political dynamics at global, national and local scales.
• DAAD - Department of Architecture, Arts and Design
• 1- Human Geography: Definition and development 2- Geography and Architecture 3- The basic concepts of Human Geography 4- World and national demographic dynamics 5- Cartography. 6- Society, culture and nature Space and time Territory and representations, urban space and rural space 7- Urbanization and planetary urbanization (global networks).
• Semestral
• Human Geography has as its fundamental object the study of space organised and modified by means of human-nature relations. Human and physical elements are directly related and interact in the process of spatial organization. Human Geography deals with themes related to demography, cartography, ethno-social composition, globalisation, economic and political dimensions that determine the organisation of geographical space and the implementation of societies in it according to a particular configuration, transport networks, and other networks that involve space and Man in a dialectical / complementary relationship.

Human Geography has as its fundamental object the study of space organised and modified by means of human-nature relations. Human and physical elements are directly related and interact in the process of spatial organization. Human Geography deals with themes related to demography, cartography, ethno-social composition, globalisation, economic and political dimensions that determine the organisation of geographical space and the implementation of societies in it according to a particular configuration, transport networks, and other networks that involve space and Man in a dialectical / complementary relationship.

Details

Category: Discipline

• AAVV. Arquitetura Popular em Portugal (4ªed). Lisboa: Ordem dos Arquitectos. 2004. Allen, Edward.  Cómo funciona un edifício. Princípios elementales. Barcelona: Gustavo Gili. (2008, ed. inglesa original 1980). Bourdieu, P., «A casa ou o mundo ao contrário», Esboço de uma Teoria da Prática. Oeiras: Celta, 2002, pp. 37-55. Campos Baeza. Palimpsesto architectonico. Ching, Francis. Architecture, form, space, and order. Second edition, VNR, 1996 Bachelard, Gaston. A Poética do Espaço. (2ª Edição). Martins Fontes, 2008. José Forjaz. Pensar Arquitectura. Caleidoscópio. 2018. Mascarenhas, Jorge. Sistemas de construção I a XVIII. Lisboa: Livros Horizonte. (2007, 1ª ed. 2006). GIEDION, Siegfried, Espaço, Tempo e Arquitectura: o desenvolvimento de uma nova tradição. São Paulo: Martins Fontes, 2004 HERTZBERGER, Herman. Lições de Arquitectura. São Paulo: Martins Fontes, 2006.
• Architecture
• 367
• 10
• Não
• Português
• In addition to communication through drawing (free and rigorous) and graphic pieces of different types, in terms of representation, in the first semester the project will be developed at the Preliminary Study level. The methodology consists of quick exercises in class to stimulate creativity, and two main exercises that address the different program contents related to “DOMESTIC SPACE and HOUSING.” Work developed under theoretical and practical guidance An interdisciplinary approach is developed in the monitoring of the work, using architectural tools. A study visit is promoted. Work phases: 1 Analysis, research, and concept: sketches; diagrams (geometrization; volumetrics; uses); photos. 2 Study and evolution of the base proposal: proposal drawings; references. 3 Final project and pieces: drawing (plans, sections, elevations); 3D visualization; model; descriptive report.
• Mandatory
• The objectives of the CU are: To develop the ability to design based on thinking and criticism (observation and analysis), drawing (process) and space (scale, form and structure). To explore the notions of living space, in buildings and in the context of the city. To develop notions of scale. To develop the fundamentals of technical drawing. To develop the creation of models as a design tool. Learn about basic construction techniques and materials. Learn about and study notable examples of architecture. Understand the importance of the role of architecture in society in various areas: social, economic, cultural, environmental and in the quality of life of citizens, both in the context of inhabiting private space (the home) and in the context of inhabiting public or collective space, which encompasses a wide variety of programmes. Understand the capacity of architecture to function as a regenerative element of the urban fabric and to solve problems in society and the city.
• DAAD - Department of Architecture, Arts and Design
• The programme content aims to achieve the proposed objectives in line with the ability to design based on thinking and criticism (observation and analysis), drawing (process) and space (scale, form and structure). In terms of the programme, it addresses domestic space and housing. Exercise 1 consists of designing a small housing module based on research and investigation into living and the characteristics of domestic space. It is proposed that the module should integrate a specific urban space to be defined by the student. Exercise 2 consists of designing a housing building in the centre of Portimão for a specific client, which requires the definition and organisation of the space to be designed and allows for the exploration of different types of housing in a consolidated urban context. The study of the urban context is proposed.
• Semestral
• The Project III course focuses on developing critical thinking essential to the practice of architecture and the development of an architectural project. It aims to develop tools for developing projects in different contexts and conditions, always considering the living space. The course aims to provide a studio environment for drawing and discussion between students and teachers on the different subject areas that converge in the project. The theme for the first semester of the second year of Design is based on the topic: ‘Domestic space and housing. Design: thought, drawing and space’. Thus, in terms of thematic approach, in the 1st semester of the 2nd year, the aim is to focus on the design process based on thinking and criticism (observation and analysis), design (process) and space (scale, form and structure).

The Project III course focuses on developing critical thinking essential to the practice of architecture and the development of an architectural project. It aims to develop tools for developing projects in different contexts and conditions, always considering the living space. The course aims to provide a studio environment for drawing and discussion between students and teachers on the different subject areas that converge in the project. The theme for the first semester of the second year of Design is based on the topic: ‘Domestic space and housing. Design: thought, drawing and space’. Thus, in terms of thematic approach, in the 1st semester of the 2nd year, the aim is to focus on the design process based on thinking and criticism (observation and analysis), design (process) and space (scale, form and structure).

Details

Category: Discipline

• ANDERSON, Chris, “The End of Theory: The Data Deluge Makes the Scientific Method Obsolete”, Wired June, 2008. AURELI, Pier Vittorio, “How We Became Architects”, The City as a Project, August 7, 2017. CARPO, Mario, Architecture in the Age of Printing: Orality, Writing, Typography and Printed Images in the History of Architectural Theory. Cambridge: MIT Press, 2001. COLOMINA, Beatriz, Manifesto Architecture: The Gost of Mies. Berlin: Sternberg Press, 2014. KOOLHAAS, Rem, MAU, Bruce, S,M,L,XL. New York: The Monacelli Press, 1995. LEACH, Neil, A Anestética da Arquitectura. Lisboa: Antígona , 2005 (1999). OCKMAN, Joan, “Slashed,” History/Theory. e-flux Architecture, October 27, 2017. RATTENBURY, Kester (ed.), This is Not Architecture: Media Constructions. London: Routledge, 2002. STEYERL, Hito, “In Defense of the Poor Image,” e-flux Journal 10. November, 2009. WIGLEY, Mark, “Story-Time”, Assemblage 27 (August 1995): 80-94.
• Architecture
• 367
• 4
• Não
• Português
• In accordance with the reflective and exploratory nature of the Curricular Unit, students are invited to participate in all classes either through more direct answers to specific questions or through reflections that emerge from the ongoing discussion - hence attendance at classes is mandatory. Speech, writing and photography will be used, in order to equip the student with instruments capable of enhancing critical judgment and reflective capacity in relation to the issues/themes discussed throughout the semester. The monitoring of exercises may be individual or collective.
• Mandatory
• For architectural theory to maintain its relevance, it must maintain its historical significance as observation (the¿ria) and theater (theã). While the former grants the observer a certain agency over the object seen, the latter transfers that agency to the means (or medium) of framing, performance, and/or visualization. It is in this sense that the aim is for students to become familiar with the range of tools available to architects. They should be able to read, understand, analyze, and interpret texts and images and, in turn, be able to translate their own reflections on a given subject through texts and images. It is also intended that they be able to discuss, debate, and defend their positions through articulate, well-argued and justified discourse, demonstrated through consistent, clear, and objective examples, with a rigorous, coherent and logical structure of reasoning.
• DAAD - Department of Architecture, Arts and Design
• The CU is divided into different questions that seek to characterize and interrogate the definition and the limits of the discipline. What is architectural theory, architecture, architect, discipline, originality, history, oeuvre, criticism, investigation, profession, canon and teaching will be some of the guiding questions. Simultaneously, for each interrogation, a dissecting instrument: theory, treaty, drawing, speech, essay, photography, manifesto, diagram, project, narrative and archive. Necessarily, as a support to the disassembly exercise, there is a set of contents and authors that are addressed. However, its use, privileging different geographies, genres and cultures, will not be so much as programmatic content, but as examples that prove or disprove certain positions, approaches or possible interpretations. Obviously, given the infinity of possible answers, a definitive solution, or even a consensus, is not sought for each question.
• Semestral
• In etymological terms, theory, from the Greek the¿ria or the¿ros, means to look at, see, contemplate, but also, consider, speculate. It is a point of view, a perspective on things, their description and, of course, an attempt to understand them, to give them meaning. In general terms, theory can be defined as a way of seeing, understanding, explaining and clarifying events or objects. Theory is also a way of questioning assumptions, present realities and the way in which discourse is formed and maintained. Its task is to make sense of the world and form intelligible narratives, orienting from the particular to the universal through abstraction. It is through the articulation between the abstract and the concrete that theory has the capacity to act, in contrast, for example, with philosophy. This is the capacity that allows theory to be an instrument of intervention, and of change, in a rapidly changing world. Theory is a way of thinking and acting.

In etymological terms, theory, from the Greek the¿ria or the¿ros, means to look at, see, contemplate, but also, consider, speculate. It is a point of view, a perspective on things, their description and, of course, an attempt to understand them, to give them meaning. In general terms, theory can be defined as a way of seeing, understanding, explaining and clarifying events or objects. Theory is also a way of questioning assumptions, present realities and the way in which discourse is formed and maintained. Its task is to make sense of the world and form intelligible narratives, orienting from the particular to the universal through abstraction. It is through the articulation between the abstract and the concrete that theory has the capacity to act, in contrast, for example, with philosophy. This is the capacity that allows theory to be an instrument of intervention, and of change, in a rapidly changing world. Theory is a way of thinking and acting.