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Presentation
Presentation
The discipline of Project 1.1 aims to sensitize students to the elements of reading the reality. To introduce the particular look towards reality that is proper to the architect. The look of things as the first act of a project. One proposes a reflection of this particular way of seeing, a way to be aware that architect's own, as a methodological axis from which "to reinvent" is the essence of its work. The development of practical works aims, on a first phase, to resort to intuition as a privileged element in the discovery of the use of forms, until the discovery of the need for a systematic rationalization leading to the consistency between idea and proposal, and a progressive research of logic and rigor, where there is room for a general approach of constructive aspects.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Bachelor; Master Degree | Semestral | 10
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP286-14436
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
The program proposes two exercises that encourage the use of the process as part of a continuous assessment and release of representation/illustration and research/design capacity. In the first exercise it will be critical the awareness of the role of drawing in the research of space, as well as the 3rd dimension in the research - the mock-up. Hence the students will be familiar with the basic working tools, working in particular: dimension, scale; relations internal space, external space; recognition of basic formal elements, composition and relation between parts; experience of space, three-dimensionality; the logic of the geometries in spatial composition. With the second practical exercise is intended that the student acquires awareness of the importance of real context and approach to systematization and order in spatial composition, working in particular: awareness of the role of scale in these different processes; structure and composition; relation of context with the project.
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Objectives
Objectives
-Introduction to the mode of looking; -Introduction to the mode of explaining / comparing; -Introduction to the mode of drawing; -Introduction to the mode of being in space. We believe that by the moment the student internalizes these elements as a means for knowledge is prepared to demonstrate other capabilities: - Ability of abstraction in relation to pre conceived values in addressing the problematic of architecture; -Ability to contact with issues of scale related to space.
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Teaching methodologies
Teaching methodologies
The sequence to observe-analyze, reflect- think, act-propose will establish the mechanism from which the student will face the act of designing. In this context, two practical exercises will be realized in real context, with complementary objectives that establish the architectural concepts and inform the organization of space. The exercises start from known realities for students, the study of their bedroom, kitchen or a workspace, allowing them to recognize reality to enable them a route to its abstraction. The final classification is obtained by weighting the result of the final work evaluation with the remaining marks obtained by the student throughout the year. The calculation method is not arithmetic but compensated with the quality of development achieved by the student. Given the nature of the discipline - no final exam ¿ recourse tests will not be considered. The lack of one or more components of the planned evaluation will result in a negative classification of the student.
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References
References
Aalto, Alvar - La humanización de la arquitectura. Ed Tusquets; 1978; Boesiger, W. e Stonorov, O. Le Corbusier Oeuvre complète. Les Edition d¿Architecture.1964.Zurique. Benévolo, Leonardo - Corso di disegno. Laterza, 1975-1976; Benévolo, Leonardo - Historia de la arquitectura moderna. Gustavo Gili, 2002; Cullen, Gordon - Paisagem Urbana. Edições 70, 2008; Mumford, Lewis - A cidade na história. Martins Fontes, 1982; Neufert, Peter - Arte de projectar em arquitectura. Gustavo Gili, 2004; Tafuri, Manfredo - Teorías e historia de la arquitectura. Ed Laia, 1972; Távora, Fernando - Da organização do espaço. ESBAP, 1982; Zevi, Bruno - Saber ver a arquitectura. Martins Fontes, 1996; Zumthor, Peter - Pensar a arquitectura. Gustavo Gili, 2005; Jenkins, Eric J. - To scale. Routledge, 2008;
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Assessment
Assessment
A avaliação é contínua e centrada no acompanhamento regular do trabalho dos estudantes bom como na aquisição progressiva de competências. Neste modelo, não existe lugar a prova ou exame final nem a exame de recurso, conforme estipulado nas recomendações pedagógicas. Deste modo, os alunos deverão frequentar e assinar a folha de presenças em todas as aulas, não sendo possível a passagem de ano letivo com um número de faltas superior ao definido no regulamento de avaliação. Não serão admitidos à avaliação trabalhos que não tenham sido acompanhados pelos professores. Os exercícios a desenvolver nas aulas teóricas são de carácter obrigatório e considerados complementares do exercício a desenvolver nas aulas práticas. A não realização dos mesmos implica a não progressão para o ano letivo seguinte. Os trabalhos deverão ser entregues de acordo com os elementos e prazos definidos para cada fase, não devendo os docentes aceitar trabalhos fora de prazo ou incompletos.
No que se refere à inscrição e frequência na U.C. Projecto os alunos só podem inscrever-se na UC que lhe dá precedência se tiverem realizado a primeira, no mesmo ano lectivo.
A avaliação é da responsabilidade do coletivo de docentes, sendo as classificações ponderadas em função das competências efetivamente adquiridas pelos estudantes ao longo do processo.
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Mobility
Mobility
No
