UNIT 1A | BRIEF Y2.

P2 2013/14
Alisdair Russell with Stuart Buckenham and Chris McCurtin

Forgotten Places
Y2 PROJECT 2 | LEARNING TO DWELL |
BEYOND HEYGATE
KEY DATES:
PROJECT INTRODUCTION

Tuesday, 21.10.2014 | 10.00 am | STUDIO

INTERIM REVIEW DATE

Friday, 7.11.2014 | 10.00 am | STUDIO

FINAL REVIEW DATE

Friday, 28.11.2014 | 10.00 am | STUDIO

FINAL SUBMISSION DATE

Monday, 12.1.2015
A1 Portfolio submission + digital submission (moodle)

The Elephant and Castle has long held a tradition of housing London`s working class. The
demolition of the failed and notorious Heygate will be heralded by many as `progression`,
however it may also be argued as a retrograde step exacerbating the proliferation of wealth in
the city, and displacing both its traditional working class population, but also pricing out the
diverse and cosmopolitan social mix it possesses. You will be expected not only to consider
the design of new dwellings but also to consider this in the socio-economic context of the
locale. The future of the area is shaped not only by its housing, but also by its people.
Jane Jacobs seminal text the Death and Life of Great American Cities explored the
importance of social and cultural diversity and a mixture of uses in her native New York. The
Heygate and its Sister Estate the Aylesbury embodied the Utopian Ideals of the LCC and the
Post War rebuilding programme. Based upon the ideals of Le Corbusier and Le Ville
Radieuse, the Utopian Dreams were flawed and highly Idealistic and many of the other
Brutalist estates of the 60s across the capital are now faced with demolition.

The Heygate Estate 1975

You will be expected to study the Genius Loci of the site and the context of the Elephant and
Castle throughout the year and make appropriate architectural and programmatic decisions
as a both a catalyst to move forward but in acknowledgement of the traces, memories and
remnants of the site which can inform both the material qualities and rationale of your
architecture.
Your investigations of project 1 should form a design primer, with key ideas incorporated
accordingly. We will study various seminal examples of housing from the individual, through
Live/Work and Adaptive Re-use, to Mass Housing. We will look at the architecture but also its
bold social aspirations and how well these were achieved. We will also critically consider the
future for brutalist housing schemes and estates for example Parkhills contemporary Robin
Hood Gardens (designed by the Smithsons), London, which is currently planned for
demolition, while Sheffield`s Parkhill gets privatised/gentrified. Much seems to lie in the hands
of English Heritage and whether these structures are Listed

Parkhill Renovation, Hawkins\Brown & Studio Egret West, 2013.

Robin Hood Gardens, Poplar, Alison & Peter Smithson 1972.

Requirements:

Continuing to work together as 2 and 3 year groups with each group choosing from
several pre-selected sites in the Elephant and Castle area.

Second year students will focus on the design of 9 no. Live/Work Housing units, you
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should continue working with the 3 year students from project 1 who will be
designing a small public building which will dovetail with the live-work units on the
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same site.Therefore the design of the live/work unit (2 years) and the particular
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programme of the public forum (3 years), which should also inform each other and
set up an architectural (spatial, tectonic and programmatic) dialogue. You will benefit
from both the dialogue with your peers and the acquisition of new skills from your
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more experienced 3 year colleagues.

A massing model and site masterplan drawing are to be produced illustrating how
your design interfaces with more widespread site context.

The 9 live(/work) units will consist specifically of 2 different types of units:

nd

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6 no. smaller unit for singles or couples and

3 no. larger units for small families.

They would both typically have a studio/workshop or a more public element at Ground
Floor to create a dynamic public realm and the accommodation located over but this
can be evolved as appropriate to your design ideas.

Donnybrook Quarter, London, Peter Barber, 2006

Your focus will be the detailed design of both typologies as well as the design of the
whole ensemble and its massing, siting, which is also critical.

As the 3 years are designing the public building you should have a constructive
dialogue with them about the masterplan and they can also therefore advise you on
massing, siting, articulation etc. of the 9 units as a whole.

You should not spend too long on this stage, ideas should be generated fast via
group brainstorming sessions, which each member then going on to develop these
ideas in more detail individually.

As the particular design and siting of the individual live/work units develops, this may
then feed back into ideas for the masterplan/massing.

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It is very important that you buy-in to this idea of the reciprocal nature of design to
avoid getting stuck and/or running out of time (i.e. you have to dive in).

It is expected that you develop your work iteratively through large scale models and
sectional perspective drawings.

The project is to incorporate touchstone ideas from project 1 and is to be evolved

through iterative development and high quality physical model making in particular.

Students will be expected to reconcile spatial design with programme, however the
resolution of qualities of materiality/faade attuned to the particular site condition are
of equal importance.

You will have to evidence your knowledge from your tectonics and environmental
design lectures and use this project as a case study for putting this learning into
practice.

Following on from Project 1 a 1:20 sectional model through one of the live/work units
is a key outcome and students you will be expected to evolve the design through the
modeling process, initially working with simple card models, adding and refining detail
as the Architecture develops.

Royal Road, Elephant and Castle, London, Panter Hudspith Architects

Newhall BE, Essex, Alison Brooks Architects, 2010

Chimney Pot Park, Salford, Manchester. Shed KM, 2008

Schedule of Accommodation:
The following is intended as a guide to help you with what may be expected within a typical
live/work dwelling, however: You are encouraged to make places for activities rather than
rooms; places for eating, sleeping, talking, cooking, thinking, and ablutions. Each dwelling
must include or have attached a distinct working space for the dweller. The subject of this
workspace is left for each group within the unit to decide based on the themes being pursued.

Indicative Schedule of Accommodation

Ground Floor Studio
Studio

25 - 30m2

Store

6m2

Wc

3m2

First Floor Living

Living/Dining Space

17.5m2

Kitchen (open plan)

7.5m2

Bedroom 1/Office

9m2

(En-Suite)

6m2

Second Floor Living

Bedroom 2

12.5m2

(En-Suite)

6m2

Bedroom 3

12.5m2

(En-Suite)

6m2

General Circulation Space

10% (as an overall percentage of accommodation)

This is based upon a footprint of 9000mm (d) x 5000mm (w) (45m2) arranged over 3 stories. Therefore
the overall accommodation is 135m2.This schedule is indicative but provides guideline areas for a
live/work unit suitable for a small family with 2 children.
Amenity Space
You should also consider the following:
-

Parking space for one car per unit (2400mm (w) x 4800mm (d)
Balconies/Juliet balconies
Cycle storage
External drying space
Amenity areas

In addition there should be an internal public space within the composition, which has a
function and relevance to the subject matter being pursued. The running and functioning of
this space will be directly linked to the purpose of the project. This public realm should not
exceed 1/3 of the floor area of the rest of the building. This should be outlined on your
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drawings but will be designed in detail by one of your 3 year group colleagues.

Intended Learning Outcomes:

This is a key design project in the undergraduate course. It looks back to the learning
achievements of year 1 and forward to the skill building in preparation for Semester 2 and
year 3. As such it refers to the typology of projects researched and developed in year 1; a
single and particular dwelling space and at the end of the year a small public building. Project
2 in year 2 now develops these familiar ideas into more complex spatial and functional
arrangements of private and public space. Looking at typologies over time, through examples,

and focusing on activities to determine spatial qualities are two key and important aspects of
this project.
In addition the scale of the project has been judged to allowed research and development of
technical knowledge relating to the making and performance of the building with special
emphasis on sustainability.
As such emphasis and therefore assessment will be on the following criteria:

Contextual siting physical and historical

The site resolution
Functional planning
Spatial composition
An understanding of construction and structure
An understanding of the environmental performance of the building
Sustainable attainment
Developmental Processes

Greenwich Milennium Village, London.

Proctor Matthews, 2000-2004.

Image courtesy Erin Byrne - Bartlett Dip.Arch, Unit 11, 2010

Technical Design
Your environmental science lecture series has to date covered many issues that relate
directly to the design of dwellings. It began by introducing you to guidance and requirements
associated with lifecycle techniques such as the Code for Sustainable Homes and
PassivHaus and in so doing gave you an example of a development in Sweden that
embraced many of the concepts associated with these techniques.
As part of your dwelling design, you are expected to reflect upon the information and
guidance presented within this lecture series and bring this into your dwelling project. As
such, you will be expected to address key and pertinent areas that arise out of a thorough
understanding say of the Code for Sustainable Homes, PassivHaus standard and so on. It is
entirely your choice to decide which areas you deem are relevant to your design and it is not
the purpose of this exercise for you to collect points the objective of the exercise is to use
these techniques as a way of informing design and getting you to consider areas that you
may not have otherwise been aware of.
It is important, however, that you do address the likely environmental impact, notably energy
requirements and CO2 emissions from your dwelling. This will of course cover areas such as
the siting and orientation of your building, beneficial (or detrimental) solar gains, exposure to
prevailing environmental conditions, configuration and specification of the main elements that
comprise your building envelope, appropriate placement and sizes of openings and so on. Of
equal importance, you will be expected to consider the position of the occupant in this and the
ways in which your designed environment affects their mood, comfort, health and well-being.
The exercise does not expect you to do an energy audit on your building, however, it does
expect you to demonstrate that through the design process, you have made informed and
intelligent decisions about the configuration and realisation of the dwelling as a whole.
To achieve your stated aims and objectives, it is important that you engage with precedent
and examples from the literature included in the bibliography below and your lecture course
material for K12 ESA. Part of your submission will require you to undertake a critical analysis
of precedent from similar typologies and make a decision as to how they can inform your
design. You are required to submit 3 A2 panels; (see submission requirements below).
Studio Project Construction
As part of the K12TSB module students will be required, working as individuals, to show that
they have a detailed understanding of the construction of their building. A separate
assignment will be given within this module and the last two weeks of Term 1 have been set
aside to enable the completion of this aspect of your work. However as you design you should
constantly be aware of and consider tectonic strategies.

Above, Alison & Peter Smithson, Solar Pavilion 1962

Above (Right), Dovecote House, Haworth Tompkins

Methodology:
Suggested Tools for presentation and development:
Sectional models (Mandatory)
These could be utilising grey card, wood, wire, fabric, concrete/plaster sheet metal etc. etc.
Sectional Perspective Drawings
Pen & Ink, Photomontage, mixed media
As with Project 1 we expect the design to evolve as an iterative process, you are required to
develop and test your ideas through iterative development at large scale in three dimensions.
You may use plan and section drawings to augment your 3D studies, or your models and
drawings may be combined to create 2.5D drawings. Developing in 2D only is not
appropriate, nor is developing your ideas in sketchbooks.
We expect spatial conditions, forms, materiality and surface treatment to evolve through
continuous remodelling.
We are open to other approaches and forms of investigation by discussion and agreement.

Sectional Casting, Bartlett Summer Show 2012

Tutorial/Review Schedule:

Palazzo delle Esposizioni: Atelier Bow-Wow, Venice Biennale, 2010

Week 1
Tuesday 21st October
Prior to the field trip please provide a written synopsis of not more than 500 words which
provides a critical reflection upon your project 1 investigations and a statement of intent for
the Architecture you wish to create in Project 2, this should be an evocative piece which
encapsulates your ideas and the programme for your Architecture, it may be informed by
narrative, film or photography. (Any written or visual medium which encapsulates the essence
of the project). The purpose of this exercise is to have a useful and informed site visit where
you are beginning to consider a design approach and ideas, we do not expect this to be by
any means fixed but it will provide you an opportunity to perform critical investigations during
your site visit.
You should also use the weekend following project 1 as an opportunity to research housing
precedents (from the list) and propose topics of interest and potential influences for project 2;
this could be form and massing, the material and tectonic, spatial strategies or interesting
threshold conditions formed between the interior and exterior envelope. We have compiled a
comprehensive list of references which are there to aid you, on one hand you need to be
creative with your design, however you should also learn from the history of housing design to
make informed and critical decisions. As you are designing a housing scheme of multiple
units, this will rely on the comprehensive inter-relationship of massing blocks within the
constraints of tight knit urban sites. It is also an opportunity to learn the many ways architects
can deal with complexities of public and private realm.

th

Friday 25 October
Continuing to work in your groups this is an opportunity to analyse the site through
photography, mapping, collection of touchstone materials etc. and also to test your intitial
ideas. During this week (working as a group) you should obtain OS maps of the site to
produce a Nolli plan, which can be read with a series of carefully curated photos explaining
your site approach. As with project 1, it is expected that your investigations are both
physical/analytical and also phenomenological, your designs should be attuned to a sense of
place which personally interest you.
This is an opportunity to test your ideas in relation to the site condition. We will be available to
discuss any ideas with you throughout the day.

Kew House, Sectional Model, Piercy Conner

Week 2
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Tuesday 29 October
Minimum 5 no. sectional models in grey card and wire at 1:100/ 1:50 scale, or other materials
appropriate to your investigations testing your initial architectural ideas, and are to be taken
through the key spaces in your architecture. These are to be quick studies and need not take
more than 3 hours per model, this is an opportunity to work quickly and fluidly with ideas.
We expect you to be testing ideas in plan (to scale), and throughout the process to quickly
translate your studies into three dimensions. No plans in sketchbooks please.

Initial Section Study (Concrete Casting)

Friday 1

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November (pin up presentation)

Refinement and iterative development of initial models and perspective drawings which begin
to pay particular attention to the key architectural drivers in the design, these may be dramatic
double height spaces and light wells, adaptable kinetic facades, lightweight skeletal steel
structures which hover and dance across the site , or heavyweight concrete elements which
punch and bury into existing buildings.
Please present your Urban research (site plans/sections photographs in a carefully curated
manner)
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Tuesday 4 November
Continued design development, 1:50 sectional models/sections. Site massing models (1:200)
Initial interior Perspective studies.

Developed Section Study model/2.5D Drawing (Grey Card)

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Friday 7 November (Interim Review)

You should have a comprehensive series of (1.50) models and drawings (including plans or
axo`s) illustrating the design. This should be a carefully curated, and presented piece and
may include made/found objects which have informed or enriched the design and a written
reflective piece which succinctly outlines the essence and intentions of the project.
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Tuesday 11 November
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Friday 14 November
The design should now be evolving into larger scale models (1:20/1:10) testing material and
surface conditions and control devices in greater detail, the design should have a convincing
level of technical and structural resolution. Any process studies, development drawings and
tests should be carefully photographed and curated.
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Tuesday 18 November
Final refinements to design and presentation.

Site Model and Site render in Presentation Case

Friday 21st November

Pin up Presentation, a draft of all drawings and models paying careful attention to choice of
media, composition, typeface etc.
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Tuesday 25 November
Final refinements to presentation.
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Friday 28 November (Final Review)

In addition to your core model/3D studies you should also provide:
1:200 or 500 site plan
1:100 or 50 main plans
1:50 or 25 short section(s)
Developmental sketch/notebook
Technical work
We are open to other ways in which this information may be presented by agreement with
your unit head.

Precedents:
To achieve your stated aims and objectives, it is important that you engage with precedent
and examples from the literature. Part of your submission will require you to undertake a
critical analysis of precedent from similar typologies and make a decision as to how they can
inform your design. Once again, the way in which you present this information is entirely up to
you.

David Adjaye, Twin House, 1997

Caruso St John, North London Studio House, 1994

Please study the following precedents:

HOUSING
General/Historical References in Grey, Unit based references in black, IDA Study projects in
blue
MODERNIST HOUSING:
Wiessenhofsiedlung, Stuttgart

1927

Kiefhok Housing
Werkbund Estate

1930
1929-32

Isokon/Lawn Road Flats , Hampstead

Kent House, Camden
Highpoint I &II, Highgate
Kiefhok Housing
Werkbund Estate

1933-34
1935
1935
1930
1929-32

Le Corbusier
Walter Gropius
JJP Oud
Mies van der Rohe
JJP Oud
Hoffman/Holzmeister
/Loos under Josef Frank
Wells Coates
Connell, Ward & Lucas
Berthold Lubetkin
JJP Oud
Hoffman/Holzmeister
/Loos under Josef Frank

BRUTALIST HOUSING:
Unite dHabitation
Parkhill, Sheffield

1947-52
1957-61

Roehampton (Alton West)

1958

Brunswick Centre, London

Robin Hood Gardens
The Barbican, London
Andrew Melville Hall, St. Andrews, Scotland
Alexandra Road Housing

1967-72
1967-72
1965-76
1968
1968-1978

Le Corbusier
Jack Lynn/Ivor Smith under
J L Wormersley
Hawkins Brown/Studio Egret
West
LCC (Howell, Killick & Amis
under Colin Lucas/Michael
Powell)
Patrick Hodgkinson
Peter & Alison Smithson
Chamberlain, Powell & Bon
James Stirling
Neave Brown/Camden BC

LATE MODERNISM:
Span Houses
Ham Common Housing, London
Murray Mews
Bledlow Housing, Buckinghamshire
Byker Wall Housing

1948-69
1955-58
1963-6
1977
1968-82

Eric Lyons
James Stirling
Team 4
Aldington, Craig & Collinge
Ralph Erskine

CONTEMPORARY EXAMPLES:
Grand Union Canal Housing
Dublin St Lane Housing , Edinburgh
Spittelhof Estate, Switzerland
Langerak Housing, Utrecht
Greenwich Millenium Village, London
Social Housing, Mulhouse
Restello
Donnybrook Quarter, London
Chimney Pot Park, Salford
Carabanchel Housing, Spain
Newhall Housing, Essex

1988
1994
1996
2001
2004
2005
2006
2006
2007
2007
2013

Nicholas Grimshaw
Richard Murphy
Peter Zumthor
Maccreanor Lavington
Proctor Matthews
Lacaton & Vassal
Piercey Conner
Peter Barber
Shed KM & Urban Splash
Foreign Office Architects
Alison Brooks Architects

2005-13

HOUSES
INDIVIDUAL HOUSES:
Villa La Roche
Villa Savoie
Barcelona Pavilion
The Aalto House
Villa Mairea
Farnsworth House
Maisons Jaoul
Case Study House #21, LA
Solar Pavilion
Kappe Residence, LA
Creek Vean
Rogers House
Gehry House
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6 Street Residence
Hauer King House
Kew House
House, Kensington
Carter Tucker House
House, Bordeaux
Studio House, Hackney
Brick House
Sunken House
Twin House

1923
1928
1929
1936
1938-39
1945-51
1954-56
1959
1962
1962-67
1964-66
1968-69
1977
1987-92
1994
1996-97
1997
1998-2000
1999
2000-04
2001-05
2007
2007

Le Corbusier
Le Corbusier
Mies van der Rohe
Alvar Aalto
Alvar Aalto
Mies van der Rohe
Le Corbusier
Pierre Koenig
Peter & Alison Smithson
Ray Kappe
Team 4 (Foster/Rogers)
Richard Rogers
Frank Gehry
Morphosis
Future Systems
Sean Godsell
Seth Stein
Sean Godsell
Lacaton & Vassal
Sergison Bates
Caruso St. Johm
David Adjaye
David Adjaye

ADAPTATION/EXTENSIONS/RENOVATIONS:
Maison de Verre, Paris
1928-32
North London Studio House
1994
Mews House, Edinburgh
1995
Renovation, Brutalist House
2011
The Jewel Box, Islington
2011
Transformer House, Hong Kong
https://www.youtube.com/watch?v=WB2-2j9e4co
Water Tower
London
Brasschaat Water Tower
Belgium
Garage Conversion
France
Span House
2009

Pierre Chareau
Caruso St. John
Richard Murphy
Duggan Morris
Fra-Her Architects
Gary Chang
ARC
Jo Crepain
Fabre de Marien
Friend & Company

OTHER
RE-USE:
Dovecote Studio
Caixa Forum
Kranspoor
Cement Factory
Young St Offices
Painting Studios, RCA
Highline
Archway Studios
Pumpenhaus
School of Architecture

Aldeburgh, Suffolk
Madrid
Rotterdam,
Spain
Edinburgh
London
New York,
London
Bochum, Germany
Nantes, France

GENERAL:
Atelier Bow Wow
John Pawson
Maccreanor Lavington
Proctor Matthews
Lacaton Vassal
Edouard Francois

Models etc..
Minimalism
Housing - General
Housing - General
Industrial Aesthetic
Planted Buildings

Haworth Tompkins
Herzog & De Meuron
Trude Hooykaas
Ricardo Bofill
Malcolm Fraser
Haworth Tompkins
Diller, Scofidio & Renfrew
Undercurrent Architects
Heinrich Boll
Lacaton & Vassal

Core Reading (Housing)

Ching, Francis D K

Architecture : Form, Space and Order

Colquhoun, Ian

RIBA book of British Housing : 1900 to the present day

Curtis, William J R

Modern Architecture since 1900

Frampton, Kenneth

Modern Architecture : A Critical History

French, Hilary

Key Urban Housing of the 20 Century Plans Sections &

Elevations (Laurence King Publishing)

Hatherley, Owen

A Guide to the New Ruins of Great Britain

Littlefield, David (Architectural Press)

The Metric Handbook 3 Edition

Richardson, Phyllis

XS: Big Ideas : Small Buildings

Ryker, Lori

Off the Grid Homes: Case Studies for Sustainable Living

Vale, Brenda & Robert

Time to Eat the Dog? The Real Guide to Sustainable

Living (Thames & Hudson)

Weston, Richard

Key Buildings of the 20 Century Plans Sections &

Elevations (Laurence King Publishing)

Hatherley, Owen

A Guide to the New Ruins of Great Britain

Llewelyn Davies

Urban Design Compendium

th

rd

th

http://www.homesandcommunities.co.uk/urban-designcompendium?page_id=5542&page=203
http://www.homesandcommunities.co.uk/urban-designcompendium?page_id=5610&page=204
Reading List (Supplementary)
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20 Century Society

Housing the Twentieth Century Nation

Bachelard, Gaston

The Poetics of Space

Borden, Iain

Strangely Familiar

Bloszies, Charles

Old Building, New Designs (Architecture Briefs)

Cobbers, Jahn, Gossel

Prefab Houses

Corner, James

Taking Measures across the American Landscape

Dillon, Brian

Ruins

Finnimore, Brian

Houses from the Factory

Heath Robinson, W.

Contraptions

Ioan, Augustin

Kombinat: Industrial Ruins of the Golden Era

Lim C J

Devices

McLeod, Virginia

Detail in Contemporary Residential Architecture

Norberg Schulz, Christian

Genius Loci: Towards a Phenomenology of Architecture

Pallasmaa, Juhani

The Eyes of the Skin: Architecture and the Senses

Rendell, Jane

Art & Architecture, A Place Between

Rensbergen, Henk Van

Abandoned Places

Sheil, Bob

Manufacturing the Bespoke

Slavid, Ruth

Micro : Very Small Buildings

Smout Allen

Augmented Landscapes (Pamphlet Architecture 28)

Tschumi, Bernard

Event Cities

Woods, Lebbeus

War & Architecture (Pamphlet Architecture 15)

Film
Keiller, Patrick

London

Kelly, Paul

How We Used to Live

BB4 `Time Shift`

Nuttgens, Patrick

High Rise Dreams

Flight from Utopia

https://www.youtube.com/watch?v=k8oO8amRptI
http://www.youtube.com/watch?v=gK4cUk93l0s
http://www.youtube.com/watch?v=FHFI5UN0Bss

Blog
Carruthers, Simon

Heygate Estate

http://collectivesencounter.wordpress.com/2010/12/02/simon-carruthers-heygate-estate-london/
Southwark Notes, Heygate, Regeneration and Gentrification in Southwark

http://southwarknotes.wordpress.com/heygate-estate/
General References/Student Projects
Detail Magazine
Peter Salter
Cedric Price
Gordon Cullen
Bartlett Yearbooks
RIBA Presidents Medals
Diller & Scofidio Highline

Friend and Company, Span House, (Re-Interpretation, 2009)

GENERAL Y2 SUBMISSION REQUIREMENTS

Project 1:
Submission requirements are free in format and content and defined by the unit head
Project 2:
Y2 GENERAL INTENDED LEARNING OUTCOMES 2012/13

General Studio ILOs for students completing year 2 as these relate to the General Attributes
for Part 1 ARB/RIBA:
1. At the end of this module (K12DSA&B) students should be able to generate design
proposals using an intermediate level of understanding of a body of knowledge.
2. At the end of this module (K12DSA&B) students should be able to evaluate evidence,
arguments and assumptions in order to make and present sound judgments within a
structured discourse relating to architectural culture and the principles of design.
3. At the end of this module (K12DSA&B) students should understand alternative materials,
processes and techniques that apply to architectural design and building construction.
4. At the end of this module (K12DSA&B) students should be able to apply a range of
communication methods and media to present design proposals clearly and effectively.
5. At the end of this module (K12DSA&B) students should be able to identify individual
learning needs and understand the personal responsibility required for further professional
education.
Y2 General Studio ILOs as these relate to the General Criteria at Part 1, ARB/RIBA.
With regard to meeting the eleven General Criteria at Part 1 at the end of this module
(K12DSA&DSB) students should be able to:

Create architectural designs that satisfy both aesthetic and technical

requirements, 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; 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;

Have an adequate knowledge of the histories and principles of the design of

architecture and the related arts, technologies and theories and human
sciences as these apply to the application of appropriate principles to studio design
projects demonstrating a reflective and critical approach.

Have knowledge of the fine arts as an influence on the quality of architectural

design; the creative application of such work to studio design projects, in terms of
their conceptualisation and representation.

Have an understanding the relationship between people and buildings, and

between buildings and their environment, and the need to relate buildings and
the spaces between them to human needs and scale; the way in which buildings
fit into their local context

Have an understanding of the potential impact of building projects on existing and

proposed communities.

Have an understanding of the need to critically review precedents relevant to the

function, organisation and technological strategy of design proposals and the need to

appraise building briefs of diverse scales and types, to define client and user
requirements and their appropriateness to site and context;
7

Have an understanding of the structural design, constructional and engineering

problems associated with building design; the investigation, critical appraisal and
selection of alternative structural, constructional and material systems relevant to
architectural design and strategies for building construction, and ability to integrate
knowledge of structural principles and construction techniques and the physical
properties and characteristics of building materials, components and systems, and
the environmental impact of specification choices.

Have an adequate knowledge of physical problems and technologies and the

function of buildings so as to provide them with internal conditions of comfort
and protection against the climate; principles associated with designing optimum
visual, thermal and acoustic environments and systems for environmental comfort
realised within relevant precepts of sustainable design and strategies for building
services, and ability to integrate these in a design project.

Have the necessary design skills to meet building user requirements within the
constraints imposed by cost factors and building regulations; prepare designs
that will meet building users requirements and comply with UK legislation,
appropriate performance standards and health and safety requirements.

Although each of the above criteria will inform all teaching approaches within the Y2 studio,
the units can also emphasize different criteria according to their thematic focus.
GENERAL Y2 ASSESSMENT CRITERIA
Based on the main points above and as these relate to the revised ARB/RIBA Criteria and the
QAA benchmark statement for architecture, an architects core skills are defined as:
ARB/RIBA criteria, GC1: Ability to create architectural designs that satisfy both aesthetic and
technical requirements.
QAA: The defining skill of the architect is design - the ability to conceive of, and elaborate on,
physical artefacts that meet human needs and evoke aesthetic response.
Both highlight the duality of (1) aesthetics and (2) physical/technical skills as core skills. The
level of an appropriate and creative translation of an abstract idea into a physical/technical
construction solution is crucial to support an interesting project.
In Y2 studio the general assessment criteria are therefore:
1. The spatial and formal aesthetic achievement of the design project.
2. The degree of success of the technical (structure, construction, material, environment
etc.) translation into a physical artefact.
3. The degree of understanding of the influences of the wider context on architecture
and evidence of their interpretation and integration into the project.
4. The level of independent design work, evident in general creativity and originality of
the project.

ARB/RIBA CRITERIA EFFECTIVE 09/2011

Prescription of qualifications:
Revised ARB Criteria at Part 1 (effective from 2011/12)
Interpretation of Requirements at Parts 1 and 2 To interpret the document for Part 1 courses
and assessments, the General Criteria at Parts 1 and 2 as a whole, including the numbered
subsections, should be read along with the Graduate Attributes for Part 1. Similarly, for Part 2,
the General Criteria including subsections should be read along with the Graduate Attributes
for Part 2. No weightings are given to the areas within the General Criteria with the exception
of Design, which is to constitute at least half of assessed work at Part 1 and Part 2 levels.The
terms knowledge, understanding and skills are used in the General and Professional
Criteria to indicate the nature of achievement required as the studentprogresses through
qualifications at Parts 1 and 2.
The General Criteria at Part 1 and Part 2
GC1
Ability to create architectural designs that satisfy both aesthetic and technical
requirements.
GC1

The graduate will have the ability 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;
.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;
.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.

GC2

Adequate knowledge of the histories and theories of architecture and the

related arts, technologies and human sciences.

GC2

The graduate will have knowledge of:

.1 the cultural, social and intellectual histories, theories and technologies that
influence the design of buildings;

of

.2 the influence of history and theory on the spatial, social, and technological aspects
architecture;
.3 the application of appropriate theoretical concepts to studio design projects,
demonstrating a reflective and critical approach.

GC3
Knowledge of the fine arts as an influence on the quality of architectural
design.
GC3

The graduate will have knowledge of:

.1 how the theories, practices and technologies of the arts influence architectural

design;
.2 the creative application of the fine arts and their relevance and impact on
architecture;
.3 the creative application of such work to studio design projects, in terms of their
conceptualisation and representation.
GC4

Adequate knowledge of urban design, planning and the skills involved in the
planning process.

GC4

The graduate will have knowledge of:

.1 theories of urban design and the planning of communities;
.2 the influence of the design and development of cities, past and present on the
contemporary built environment;
.3 current planning policy and development control legislation, including social,
environmental and economic aspects, and the relevance of these to design
development.

GC5

GC5

Understanding of the relationship between people and buildings, and between

buildings and their environment, and the need to relate buildings and the
spaces between them to human needs and scale.
The graduate will have an understanding of:
.1 the needs and aspirations of building users;
.2 the impact of buildings on the environment, and the precepts of sustainable design;
.3 the way in which buildings fit into their local context.

GC6

Understanding of the profession of architecture and the role of the architect in

society, in particular in preparing briefs that take account of social factors.

GC6

The graduate will have an understanding of:

.1 the nature of professionalism and the duties and responsibilities of architects to
clients, building users, constructors, co-professionals and the wider society;
.2 the role of the architect within the design team and construction industry,
recognising
the importance of current methods and trends in the construction of the built
environment;
.3 the potential impact of building projects on existing and proposed communities.

GC7

Understanding of the methods of investigation and preparation

of the brief for a design project.

GC7

The graduate will have an understanding of:

.1 the need to critically review precedents relevant to the function, organisation and
technological strategy of design proposals;
.2 the need to appraise and prepare building briefs of diverse scales and types, to
define client and user requirements and their appropriateness to site and context;
.3 the contributions of architects and co-professionals to the formulation of the brief,
and the methods of investigation used in its preparation.

GC8

Understanding of the structural design, constructional and engineering

problems associated with building design.

GC8

The graduate will have an understanding of:

.1 the investigation, critical appraisal and selection of alternative structural,
constructional and material systems relevant to architectural design;
.2 strategies for building construction, and ability to integrate knowledge of structural
principles and construction techniques;

.3 the physical properties and characteristics of building materials, components and

systems, and the environmental impact of specification choices.
GC9

Adequate knowledge of physical problems and technologies and the function

of buildings so as to provide them with internal conditions of comfort and
protection against the climate.

GC9

The graduate will have knowledge of:

.1 principles associated with designing optimum visual, thermal and acoustic
environments;
.2 systems for environmental comfort realised within relevant precepts of sustainable
design;
.3 strategies for building services, and ability to integrate these in a design project.

GC10 The necessary design skills to meet building users requirements within the
constraints imposed by cost factors and building regulations.
GC10 The graduate will have the skills to:
.1 critically examine the financial factors implied in varying building types,
constructional systems, and specification choices, and the impact of these on
architectural design;

.2 understand the cost control mechanisms which operate during the development of
project;
.3 prepare designs that will meet building users requirements and comply with UK
legislation, appropriate performance standards and health and safety requirements.

GC11 Adequate knowledge of the industries, organisations, regulations and

procedures involved in translating design concepts into buildings and
integrating plans into overall planning.
GC11 The graduate will have knowledge of:
.1 the fundamental legal, professional and statutory responsibilities of the architect,
and the organisations, regulations and procedures involved in the negotiation and
approval of architectural designs, including land law, development control, building
regulations and health and safety legislation;
.2 the professional inter-relationships of individuals and organisations involved in
procuring and delivering architectural projects, and how these are defined through
contractual and organisational structures;
.3 the basic management theories and business principles related to running both an
architects practice and architectural projects, recognising current and emerging
trends in the construction industry.

The Graduate Attributes for Part 1

GA1

With regard to meeting the eleven General Criteria at Parts 1 and 2 above, the Part 1
will be awarded to students who have:
.1 ability to generate design proposals using understanding of a body of knowledge,
some at the current boundaries of professional practice and the academic discipline
of architecture;
.2 ability to apply a range of communication methods and media to present design
proposals clearly and effectively;
.3 understanding of the alternative materials, processes and techniques that apply to
architectural design and building construction;
.4 ability to evaluate evidence, arguments and assumptions in order to make and
present sound judgments within a structured discourse relating to architectural
culture, theory and design;
.5 knowledge of the context of the architect and the construction industry, and the
professional qualities needed for decision making in complex and unpredictable
circumstances; and
.6 ability to identify individual learning needs and understand the personal
responsibility required for further professional education.

UG MARKING CRITERIA
CLASS

MARK

DESIGN PROJECT WORK

FIRST

80% - 100%

Excellent in all areas of work. Clearly demonstrates originality,

creativity, imagination, synthesis and critical thinking in all
areas of work.

68% - 79%

Excellent in most areas of work. Demonstrates originality,

creativity, imagination, synthesis and critical thinking in most
areas of work. Excellent level of design resolution and
communication skills.

2:1

60% - 67%

Very good in most areas of work. Demonstrates a broad

understanding of architecture with some evidence of critical
thinking. Very good level of design resolution and
communication skills.

2:2

50%- 59%

Good in most areas of work. Demonstrates a good

understanding of architecture. Generally competent with a
good level of resolution and communication skills.

THIRD

40% - 49%

Basic level of achievement and understanding of architecture

overall or an uneven performance combining some good and
incomplete areas of work. Demonstrates a basic competence
in all areas of assessment. Not fully resolved or
communicated.

FAIL

30%-39%

Some signs of competence but outweighed by otherwise

shallow, unresolved or incomplete work. Does not adequately
cover all the assessment criteria.

1% - 29%

Significantly incomplete work. Little evidence of basic

competence or imagination. Shows little understanding of the
subject.

GRADED ASSESSMENT
higher spatial and aesthetic complexity achieves higher result individuality/originality
achieves higher result.
technically further developed/sophisticated scheme (contemporary/advanced
technologies and structures) achieves higher result.
critical awareness of own scheme in relation to other architecture, theories or
cultural/physical context achieves higher result.
skilful/clear imaginative presentation in various media achieves higher result.

GUIDANCE ON ECFs . University of Nottingham