Details

Category: Discipline

• Angrilli, M. (Ed.). (2010). Fare ricerca per il progetto: Città, territorio e paesaggio nella produzione . Pescara e Barcelona: LIStLAB. scientifica del dottorato di urbanistica Azevedo, M. (2000). Teses, Relatórios e Trabalhos Escolares : Sugestões para estruturação da escrita. Lisboa : Universidade Católica Editora  De Jonge, T.M. & van der Voordt, D.J.M. (Eds.). (2002). WAYS to study and research urban,  Delft: architectural and technical design DUP Ao longo da UC será indicada bibliografia de acordo com os seminários realizados.  
• Architecture
• 367
• 4
• Não
• Português
• In parallel with personalised guidance on the development of practical work, from its inception to final presentation, there is a theoretical teaching practice that covers topics specific to ongoing exercises, alongside several universal themes of architecture. Student participation and attendance are particularly important, as the synthesis constructed between directly applicable content and the acquisition of core architectural concepts ultimately forms the entirety of knowledge required for architectural project and research work. Continuous assessment with grading from 0 to 20; students are required to attend at least 75% of teaching hours; active participation in extracurricular activities organised by the programme, beyond the restricted time and space of the curricular unit, is expected, as well as engagement in activities provided by other institutions (conferences, workshops, short courses, study visits, among others).
• Mandatory
• Development of the ability to listen to and comprehend a presentation, to publicly discuss one’s perspective on what was presented—from the dissertation proposal to a colleague’s account of the process experienced during the various phases of investigative project work, culminating in the moment of public discussion. Ability to produce a concise critical review, based on the presentations attended during the curricular unit. Ability to transfer this learning toward the development of one's own dissertation plan.
• DAAD - Department of Architecture, Arts and Design
• Research by design methodology applied to the dissertation. Development of critical thinking, integrated into academic discourse, both in written and verbal forms. Ability to structure and synthesise information in a dissertation presentation, throughout the process and at the stage of public discussion. Development of communication techniques—both graphic and oral—for the effective presentation of the dissertation during the public discussion stage.
• Semestral
• The curricular unit “Seminars I”, through presentations conducted by MIA.ISMAT alumni, prepares students for various aspects of writing and presenting the final dissertation, which complement the architectural project. This is a unit that adheres to the principle of learning by doing. Students engage in a series of theoretical and practical exercises related to the methodology, process, and outcomes of another’s academic path, understood as a state-of-the-art reference. Students are expected to develop the ability to listen to and comprehend presentations, to publicly discuss their perspectives on what they have seen and heard—from the dissertation project to an account of their peer’s lived experience throughout the different investigative phases leading up to the public discussion. Finally, for each presentation, coordinated by different teaching staff, students are required to write a brief critical review, which is subsequently read and commented on in class.

The curricular unit “Seminars I”, through presentations conducted by MIA.ISMAT alumni, prepares students for various aspects of writing and presenting the final dissertation, which complement the architectural project. This is a unit that adheres to the principle of learning by doing. Students engage in a series of theoretical and practical exercises related to the methodology, process, and outcomes of another’s academic path, understood as a state-of-the-art reference. Students are expected to develop the ability to listen to and comprehend presentations, to publicly discuss their perspectives on what they have seen and heard—from the dissertation project to an account of their peer’s lived experience throughout the different investigative phases leading up to the public discussion. Finally, for each presentation, coordinated by different teaching staff, students are required to write a brief critical review, which is subsequently read and commented on in class.

Details

Category: Discipline

• Communication Design
• 489
• 4
• Não
• Português
• DAAD - Department of Architecture, Arts and Design
• Semestral

Details

Category: Discipline

• AAVV. (2024) Guia de formação em arquitetura bioclimática e eficiência energética nos Açores. Ponta delgada: OA SRA Edwards, Brian (2004) Guía básica de la sostenibilidad. Barcelona: GG ISBN: 84-252-1951-5   Mourão, J., & Pedro, J. B. (2012). Princípios de edificação sustentável (1ª ed.). Lisboa: LNEC   Carbon Leadership Forum. (2019). Life Cycle Assessment of Buildings: A Practice Guide. Universidade de Washington. Disponível em https://carbonleadershipforum.org/lca-practice-guide/
• Architecture
• 367
• 4
• Não
• Português
• The contact hours will be theoretical and practical in nature, with the syllabus content being presented using illustrative examples of the topics covered, whenever possible. In this sense, the use of the expository method should be combined with the interrogative and active methods, using the PBL (problem-based learning) methodology, in order to stimulate discussion and critical analysis of the syllabus content and thus promote understanding and knowledge acquisition. Assessment will be based on a theoretical-practical exercise to be developed individually. It will be based on the following weightings: •    Attendance and participation: 30% of the final mark; •    Theoretical-practical exercise: 70% of the final mark.   
• Mandatory
• The aim is for students to strengthen their skills and awareness of the relevance of sustainability and circularity in the context of the project exercise.  They should be able to: Recognise and explain the relevance of sustainable development applied to different scales - urban and built; Reflect on the environmental impacts associated with the different phases of a building's life cycle. Apply the principles and strategies of sustainability and circularity within the scope of a practical exercise.
• DAAD - Department of Architecture, Arts and Design
• ¿ I Sustainability in the built environment Concepts, principles and current challenges Impacts of construction at different scales II Designing for circularity Strategies for sustainable and circular construction Materials and techniques for sustainable and circular construction
• Semestral
• The curricular unit Sustainability and circular construction: a) includes content in the field of architecture, construction, heritage, economics, the environment and sustainable development; b) takes a synthesised approach to sustainable development, circularity and their relationship and applicability in the built environment;

The curricular unit Sustainability and circular construction: a) includes content in the field of architecture, construction, heritage, economics, the environment and sustainable development; b) takes a synthesised approach to sustainable development, circularity and their relationship and applicability in the built environment;

Details

Category: Discipline

• Communication Design
• 489
• 4
• Não
• Português
• DAAD - Department of Architecture, Arts and Design
• Semestral