Details

Category: Discipline

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

Details

Category: Discipline

• ALMEIDA, C. A. F. ], História de Arte em Portugal - O Românico, (vol. II) , Lisboa, Alfa, 1993 BORGES, N. C., História da Arte em Portugal - Do Barroco ao Rococó, (vol. 9), Lisboa, Alfa,1993 COSTA, Alexandre Alves, Introdução ao estudo da arquitectura portuguesa, Porto, Faculdade de Arquitectura da Universidade do Porto, 2007 DIAS, P., História da Arte em Portugal - o Gótico , (vol. 4) , Lisboa, Alfa, 1993. MOURA, C., PEREIRA, J. F. & MOREIRA, R., Históra de Arte em Portugal, O Limiar do Barroco (vol. 8), Lisboa, Alfa, 1993 PEREIRA, Paulo (direcção), História de Arte Poetuguesa, Barcelona, Círculo dos Leitores, 1995 SERRÃO, V., CORREIA, J. E. H., MECO, J., MOREIRA, R. & DESWARTE, M. História de Arte em Portugal - o Maneirismo (vol. 7), Lisboa, Alfa, 1993  
• Architecture
• 367
• 4
• Não
• Português
• Lectures using the image presented using PPTs and presentations by students of work to be developed according to instructions and/or work completed in class. - Work completed and presented by students - 30% of the assessment  - Test - 40% of the assessment - Attendance, interest, and participation in class - 30% of the assessment
• Mandatory
• The goal is for students to be able to clearly observe the phenomena of formal adaptation of Western architecture to the Portuguese reality by comparing concrete examples presented in class. It is also appropriate and essential to encourage students to understand the reasons and architectural methods adopted by participating in practical exercises in class, without neglecting the theoretical component.
• DAAD - Department of Architecture, Arts and Design
• 1. Before the formation of Portugal. 1. Prehistory: Megalithic Culture; Castro culture; Roman presence; Islamic presence. 2. After the formation of Portugal. 1. Romanesque architecture in Portugal: Cathedrals; the Romanesque Route; castles and palaces. 2. Gothic architecture in Portugal: Early Gothic and the mature Gothic style with French influence. 3. Manueline. 4. Renaissance. 5. Transitional architecture from the Renaissance to the Baroque. Mannerism. 6. Baroque and Rococo Baroque. 7. Pombaline and Neoclassical. 8. Early Romanticism in Portugal and full-blown Romanticism. Eclecticism. 9. Art Nouveau, Art Deco, and Modernism. 10. Contemporary Architecture.
• Semestral
• Portuguese architecture is part of the broader family of European architecture, also known as Western, with Greco-Roman roots and some influences from Islamic and Near Eastern architecture. However, within the Western context, Portuguese architecture has particularities resulting from the adaptation of imported models and realized in Portugal with financial resources, which were typically more precarious than those of many European countries, despite the exceptions during the reigns of King Manuel I and King João V. In this context, the curriculum will focus primarily on these particularities, comparing Portuguese examples with those of our Spanish neighbors and beyond, as we often bypass Spain and seek direct information from other European countries, particularly the Hanseatic League countries, Italy, France, and Germany, among others. It is therefore pertinent to focus on these issues and, whenever possible, identify other reasons of a temperamental nature.

Portuguese architecture is part of the broader family of European architecture, also known as Western, with Greco-Roman roots and some influences from Islamic and Near Eastern architecture. However, within the Western context, Portuguese architecture has particularities resulting from the adaptation of imported models and realized in Portugal with financial resources, which were typically more precarious than those of many European countries, despite the exceptions during the reigns of King Manuel I and King João V. In this context, the curriculum will focus primarily on these particularities, comparing Portuguese examples with those of our Spanish neighbors and beyond, as we often bypass Spain and seek direct information from other European countries, particularly the Hanseatic League countries, Italy, France, and Germany, among others. It is therefore pertinent to focus on these issues and, whenever possible, identify other reasons of a temperamental nature.

Details

Category: Discipline

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

Details

Category: Discipline

• AA.VV (2004). Arquitectura popular em Portugal, 4ª ed. Lisboa: Ordem dos Arquitectos COSTA, F. Pereira da (1930). Enciclopédia prática da construção civil. Lisboa: edição de autor DIAS, Manuel Graça (1999). Ao Volante Pela Cidade. Lisboa: Relógio d'Água DEPLAZES, Andrea (ed. 2005) Constructing architecture: materials, processes, structures – a handbook. Basel: Birkhäuser ROCHA, Paulo Mendes da (2018). Futuro desenhado. Lisboa: Monade Editora SIZA, Álvaro (2000). Imaginar a evidência. Lisboa: Edições 70 SOLÀ-MORALES, Ignasi de (1995). Diferencias: topografia de la arquitectura contemporânea. Barcelona: Gustavo Gili ZUMTHOR, Peter (2009). Pensar a arquitectura. Barcelona: Editorial Gustavo Gili   www: DIAS, Manuel Graça. Melo, Alexandre (1996). Ver Artes, RTP. Disponível em: https://arquivos.rtp.pt/programas/ver-artes/page/5/#filters COPANS, Richard. NEUMANN, Stan. ARTE Architecture collection. Disponível em: https://campus.arte.tv/serie/architectures-tous-les-episodes
• Architecture
• 367
• 10
• Não
• Português
• The more theoretical classes will complement the practical work, stimulating students’ creativity and culture through the presentation of reference works, authors, and themes related to the exercise programme. Practical classes will follow a tutorial format, open to public discussion. A series of exercises will be introduced, developed individually or in groups, guided by the dynamics of the class and each student’s interests. Weekly debates and meetings, where the previous week’s work is presented, will take place collectively and must be carefully prepared by students. Complementary independent work, inside or outside the classroom, is also expected. Each exercise entails learning in research, construction, and communication, structured in phases of development and presentation.
• Mandatory
• The course's objectives align with expectations for developing spatial perception and design techniques introduced in previous years. Students will be encouraged to challenge preconceived ideas of any kind, while a free and critical spirit is preserved and stimulated. Work will focus on the concomitant exercise of awareness and language. Basic notions of construction will remain present, supporting the creative process. The aim is for students to develop attentiveness, critical sense, and clarity of expression, both for self-understanding and communication with others. They should cultivate aesthetic awareness and a critical and ethical sense of the profession. The main objective is the education of the architect-as-subject. Three generic objectives structure the process: To know how to Research (analysis and history) To know how to Design (strategy and construction) To know how to Communicate (representation and presentation)
• DAAD - Department of Architecture, Arts and Design
• The syllabus has been designed to meet the stated objectives, following a logic of progressivity, diversity, and increasing complexity. Exercises are proposed so that work inevitably engages with the three objectives, guiding students in this methodology. Tasks may be spontaneous and short or more structured and extended, across different types and scales, always stimulating creativity and reflection while integrating an awareness of construction knowledge as a core competence. Students will also be encouraged to develop a personal and structured design language aligned with project principles. Complementary components include:   - Case studies of notable architecture - Fundamentals of technical drawing - Construction materials, their expressiveness and behaviour - Basic construction techniques and systems
• Semestral
• The work in Project V will consolidate students’ knowledge of Architecture, building on previous approaches and reinforcing their preparation and motivation to enter the 2nd Cycle of MIA. Education, particularly that of the future architect, is an opportunity to learn to see and transform the world into something habitable. Students shall be guided so that individuality becomes a mental exercise, grounded in thought and systemic critique. Although each project has its own specific and often unpredictable character, it is possible to cultivate thinking and provide tools to meet disciplinary challenges. What is already known must be acknowledged, and attention given to how that knowledge can be used. Architecture will remain understood not as a discipline closed in upon itself, but as a way of mobilising multiple dimensions of human knowledge.

The work in Project V will consolidate students’ knowledge of Architecture, building on previous approaches and reinforcing their preparation and motivation to enter the 2nd Cycle of MIA. Education, particularly that of the future architect, is an opportunity to learn to see and transform the world into something habitable. Students shall be guided so that individuality becomes a mental exercise, grounded in thought and systemic critique. Although each project has its own specific and often unpredictable character, it is possible to cultivate thinking and provide tools to meet disciplinary challenges. What is already known must be acknowledged, and attention given to how that knowledge can be used. Architecture will remain understood not as a discipline closed in upon itself, but as a way of mobilising multiple dimensions of human knowledge.