MSc01-AD F2011
Study Guide
Study Board for Architecture and Design
Department of Architecture, Design and Media Technology
Østerågade 6 - 9000 Aalborg
Study Guide MSc01-AD E2011
List of Content
List of Content ......................................................................................................................................... 2
1
Welcome to students, supervisors and lecturers ............................................................................ 3
2
The Modular Construction of the Semester .................................................................................... 4
3
The modular execution of the Semester ......................................................................................... 5
4
Semester Calendar 2011 ................................................................................................................ 6
5
List of Contacts................................................................................................................................ 7
6
Project module 1: Tectonic Design & Nordic Architecture .............................................................. 9
7
6.1
Formalities ............................................................................................................................... 9
6.2
Literature ............................................................................................................................... 10
6.3
Submission ............................................................................................................................ 10
6.4
Assessment ........................................................................................................................... 12
6.5
Note ....................................................................................................................................... 12
6.6
Project description: An Inhabited or “Living Bridge” connection over Limfjorden, Aalborg ... 12
6.7
Project related instructions .................................................................................................... 15
Course module 1: Studies and Experimentation in Tectonic Culture ........................................... 17
7.1
8
Course module 2: Engineering Architecture and Tectonic Design ............................................... 25
8.1
9
Course Descriptions .............................................................................................................. 20
Course Descriptions .............................................................................................................. 28
Free Study Activities and Study Trips ........................................................................................... 34
9.1
10
Free Study Activity 1: Architecture Study Trip to Stockholm and Finland............................ 34
Enclosures................................................................................................................................. 35
10.1
Enclosure 1: Plagiarism and correct referencing .................................................................. 35
10.2
Enclosure 2: Rules concerning written work ......................................................................... 35
10.3
Enclosure 3: Guidelines for difficulties in cooperation .......................................................... 36
10.4
Enclosure 4: Re-examinations .............................................................................................. 36
10.5
Enclosure 5: Generel submission requirements ................................................................... 38
10.6
Enclosure 6: Evaluation formats ........................................................................................... 40
2
Study Guide MSc01-AD E2011
1
Welcome to students, supervisors and lecturers
Welcome to 1st semester!
This Study Guide is valid for the 1st semester in the Architecture M.Sc. program at
Architecture and Design.
It is preconditioned that this guide is read before or immediately after the opening of
the semester by all involved students, supervisors and lecturers. The Study Guide is a
supplement and elaboration of the existing curriculum’s specifications concerning the
project module and the course modules.
The Study Guide is a support for students, supervisors, and lecturers in relation to the
planning and implementation of the project work and the individual course. The Study
Guide elaborates the learning goals that are established in the curriculum related to
the project module. Practical rules concerning plagiarism, exclusion of group
members- re-examination and general requirements for assignment submission are
placed at the end of this document as appendixes.
Enjoy!
Best regards,
Professor, Poul Henning Kirkegaard and Associate Prof., Adrian Carter
Semester coordinators
Cover Photo: http://www.dfab.arch.ethz.ch/
3
Study Guide MSc01-AD E2011
2
The Modular Construction of the Semester
This semester focuses on Tectonics and Nordic Architecture and the challenged to
these perspectives. The semester consists of a project module (20 ECTS) and two
course modules (2 x 5 ECTS).
The work load for one semester is 30 ECTS corresponding 900 hours of study work
for each student. The semester is conducted qua a series of project- and course
modules further described in this document.
The work load may vary throughout the semester and in the individual project- and
course modules. It is the semester coordinator’s responsibility in cooperation with the
steering committee to assure the total work load does not exceed 900 hours. Please
note, free study activities are offered as a supplement to each student and does not
take part of the approved curriculum.
The semester consists of four modules that will be examined individually. The course
modules are principally independent but together they establish a significant
foundation for the semester. The planning of the semester aims to support the
progression of the project module in the course modules.
Project module 1: Tectonic Error! Reference source
not found.
Design & Nordic
Architecture
Course module 2: Engineering Architecture
20 ECTS
5 ECTS
5 ECTS
7-point marking scale
7-point marking scale
Pass/Fail
See page 11
See page 16
See page 23
Henceforth, course module 1 will be named SET, course module 2 EA and project
module 1 TDNA.
This semester the following free study activities are announced:
Free Study Activity 1:
2 ECTS
Pass/Fail
See page 32
4
Study Guide MSc01-AD E2011
3
The modular execution of the Semester
The activities of the semester will be prosecuted by the following procedure:
September
36
37
October
38
39
40
4
1
4
2
43
Project module 1:
Tectonic Design &
Nordic Architecture
ST
ST
W
Course module 1: Studies and
Experimentation in Tectonic
Culture
W W
November
4 4
4 5
4
6
47
48
December
4
9
M
S
50
January
51
52
S
1
2
A
A
1
2
3
4
5
A
Course module 2: Engineering Architecture and Tectonic Design
W
W
36
37
S
38
39
40
4
1
4
2
43
4 4
4 5
4
6
47
4 4
8 9
50
51
52
3
4
5
W: Workshop
M: Midterm review
S: Submission
A: Assessment
S T: Study Trip: Free Study Activity 1: Architecture Study Trip to Stockholm and Finland
Modular work load for the student. Total for a semester are 900 hours:
Course module 1: Studies and Experimentation in Tectonic
5
Culture
EC
TS
15
0
ho
urs
Lecture
s
Teoreti
cal
assign
ments
Prepar
ation
Worksh
op
Excurti
on
Project
work
Total
5
EC
TS
5
Lecture
s
5
lecture
s (2*
45 min
+ 40
min)
60
hours
7,
5
h
34,5
hours
34
,5
h
48
h
6 days
of 8
hours
-
8
lecture
s (2*
60
h
-
15
0
h
17
h
20
Study Guide MSc01-AD E2011
Course module 2: Engineering Architecture and Tectonic Design
15
0
ho
urs
Teoreti
cal
assign
ments
Prepar
ation
Worksh
op
Excurti
on
Project
work
Total
Project module 1: Tectonic Design & Nordic Architecture
20
EC
TS
60
0
ho
urs
Lecture
s
Teoreti
cal
assign
ments
Prepar
ation
Worksh
op
Excurti
on
Project
work
Total
4
45 min
+ 40
min)
60
hours
mi
n
40
hours
5 days
(33
hours)
40
h
33
h
150
15
0
h
6,
5
h
3
lecture
s (2*45
min +
40 min
of
individ
ual
study)
60
h
Portsm
outh
600 h
Semester Calendar 2011
Subject to changes. Always check the semester calendar online.
Minutes are required from all meetings in the steering group. A student
(typically the deputy chairman) takes minutes the semester coordinator
approves them before sending to the semester secretary and Study Board for
Architecture and Design (adstudyboard@create.aau.dk).
Date
Subject, deadline, etc.
Room
6
Study Guide MSc01-AD E2011
07.06.11
Planning group meeting – Semester evaluations of
previous semester and planning of the semester
30.06.11
Planning group meeting and introduction to “quality
handbook”
02.09.11
Semester Start
12.09.11
Steering group meeting 1
26.09.11 - 04.10.11
Nordic Study Trip
06.10.11
Introduction to main project
06.10.11
Group formation
14.10.11
Midterm review (group room)
18.10.11
Steering group meeting 2
31.10.11
SET course module submission
31.10.11
Steering group meeting 3
04.11.11
Submission of program
10-11.11.11
Midterm review (auditorium)
14.-18.11.11
Examination of SET module
21.11.11
Steering group meeting 4
28.11.11
EA course module submission
05.12.11
Steering group meeting 5 (introduction to exam rules)
21.12.11
Submission of main project
03.01.12
Steering group meeting 6 (semester evaluation)
03.01.12-13.01.12
Examination of main project
7
Secretary
Secretary
Study Guide MSc01-AD E2011
5
List of Contacts
Function
Semester coordinator
Semester co-coordinator
Person
E-mail
Professor, Poul Henning Kirkegaard
phk@civil.aau.dk
MSc-student, Hans Ramsgaard Møller hans@hansrm.dk
Kristina Wagner Røjen
kwro@create.aau.dk
Coordinator
E-mail
Associate Prof, Adrian Carter
carter@create.aau.dk
Supervisors
Professional competencies
Contact
Associate Prof, Adrian Carter
Architectural design, tectonic studies,
design methods.
carter@create.aau.dk
Assistant Prof., Marie Frier
Hvejsel
Architectural design, tectonic studies,
interior studies, design and research
methods.
mfri@create.aau.dk
Assistant Prof., Alberto
Pugnale
Architectural design, tectonic studies,
design and research methods,
engineering architecture.
apu@civil.aau.dk
Assistant Prof. Dario Parigi
Architectural design, tectonic studies,
design and research methods,
engineering architecture.
dp@civil.aau.dk
Coordinator
E-mail
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
Lecturers
E-mail
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
Associate Prof., Adrian Carter,
carter@create.aau.dk
Assistant Prof., Alberto Pugnale
apu@civil.aau.dk
Coordinator
E-mail
Semester secretary
Project module 1:
Tectonic Design &
Nordic Architecture
Error! Reference
source not
found.(SET)
ECTS
20
ECTS
5
ECTS
Assistant Prof., Alberto Pugnale
Course module 2: Engineering Architecture and Tectonic Design
5
(EAT)
apu@civil.aau.dk
Lecturers
E-mail
Assistant Prof., Alberto Pugnale
apu@civil.aau.dk
Research Assistant, Nathalie Balfroid
nb@civil.aau.dk
Assistant Prof., Dario Parigi
dp@civil.aau.dk
Assistant Prof., Marie Frier Hvejsel
mfri@create.aau.dk
8
Study Guide MSc01-AD E2011
9
Study Guide MSc01-AD E2011
6
Project module 1: Tectonic Design & Nordic
Architecture
20 ECTS
Tektonisk Design og Nordisk Arkitektur
At first the objectives regarding this project module from the curriculum are outlined.
These objectives define the framework of the module and the examination thereof. It
is a prerequisite for a successful completion of the semester that the student works
systematically and focused to achieve the knowledge, skills and competencies
defined in the curriculum.
Following (in section 6.6) the project module is further described with respect to
theme, procedure and expectations.
Coordinator
Associate Prof., AD:MT
Adrian Carter
6.1
Formalities
Curriculum p. 33-34
Prerequisites
A BSc degree (Bachelor) i Architecture and Design or similar
Objective
The aim of the tectonic design approach is to achieve an authenticity of architectural
expression by ensuring a continuity and integrity between form and construction. As
well as through the emphasis upon materiality and detail during studies of materials.
The study of tectonic design is linked to the underlying theme of Nordic architecture.
The emphasis is on a phenomenological understanding, on the relationship between
landscape and climate and a concern with place, combined with honesty in the use
of materials and simplicity of design as the basis for an authentic Nordic approach to
architecture.
Students who complete the module:
Knowledge
 Must have knowledge and a critical understanding of tectonic theory and
methods
 Must have knowledge and a critical understanding of Nordic architecture.
 Must have a well-developed aesthetic and phenomenological understanding
of the interplay between form, structure, materials and detail in relation to
the integrity of architectural ideas
 Must have knowledge of complex spatial structures, including an
understanding of the structural functionality of various construction systems
using shells, plates, frames, beams, etc. This must be combined with the
ability to understand and competently assess the aesthetic significance of
the various systems in connection with the architectural ideas behind a
project
 Must have knowledge and an appreciation of the tactile qualities of
materials, in combination with practical and technical knowledge of the
processing and use of materials. This includes the creative application of
materials, structural systems and assembly techniques
Skills


Must be able to analyze and design buildings that emphasize the interplay
between form, structure, materials and detail in relation to the integrity of an
architectural idea
Must be able to evaluate and analyze the complex functional, architectural,
10
Study Guide MSc01-AD E2011


constructive and structural problems connected with building design
Must be able to synthesize complex room programmes, functional and
aesthetic demands, and be able to integrate constructional and tectonic
design in a coherent architectonic project solution of substantial quality
Must be able to apply critical reasoning to the design issues that arise in the
course of the project development and to demonstrate independent thinking
and informed judgment
Competencies
 Must be able to design a building of high complexity and substantial scale,
such as community centers, galleries, museums, terminal buildings, concert
halls, theatres or similar
 Must be able to prepare a competition design proposal for a tectonic building
of substantial aesthetic, architectural, constructive, structural and functional
qualities
 Must be able to present the project in a professionally competent way by
means of relevant media and techniques
6.2
Literature
Literature
Beim, A., (1999), Tectonic Visions in Architecture, 1st edition, Royal Danish
Academy of Fine Arts, School of Architecture, Copenhagen.
Frampton, K., (2001), Studies in Tectonic Culture: The Poetics of Construction in
Nineteenth and Twentieth Century Architecture. MIT Press, Cambridge, Mass.
Lund, N-O, (2008), Nordic Architecture. Arkitektens Forlag.
Murray, P., Stevens, M. A. & Cadman, D. (1996), Living Bridges: the inhabited
bridge, past, present and future, London: Royal Academy of Arts.
Weston, R., (2001), Utzon, 1st edition, Germany, Edition Bløndal.
Further readings
Carter, A. & Kirkegaard, P.H. (2010), The Nature of Tectonic Spatial Structures.
Proceedings of IASS 2010. November 8-12, 2010, Shanghai, China.
1. Carter, A. & Mullins, M. (2008), The Work of Jørn Utzon : a paradigm for
contemporary regional architecture. Proceeding of Regional Architecture and Identity
in the Age of Globelization. red. / Jamal Al-Qawasmi ; Abdesselem Mahmoud ; Ali
Djerbi. Vol. I CSAAR - The Center for study of architecture in the Arab Region, 2008.
s. 67-79.
Schmidt, Anne Marie Due and Kirkegaard, Poul Henning (2005) Navigating towards
digital tectonic tools. Proceeding from the Conference of the
Association for Computer Aided Design In Architecture, October 13-16, 2005,
Savannah (Georgia), Smart Architecture: Integration of Digital and Building
Technologies, p. 114-127.
6.3
Submission
Submission Requirements
The project should be delivered to the semester secretary, between 8:00 - 10:00the
21st December 2011, and must comply with the general submission requirements
defined by the study board: http://studieweb.aod.aau.dk. On submission the
11
Study Guide MSc01-AD E2011
following must be turned in to the semester secretary:




One project report and drawings for each main supervisor
One project report and drawings for each secondary supervisor
One project report and drawings for each external examiner
One project report and drawings for the library
The project report (paper edition + CD-ROM)
The report comprises approx. 50 pages and consists of an analysis, a description of
the architectural concept and principles in terms of design, function and construction.
It is recommended that there is a fairly even relationship between
theory/concept/analysis and design/project presentation in the report. The report
must contain documentation of the design process and testing of the various
concepts from the working process. In addition calculations carried out must be
submitted. The report shall present the project in a professionally competent way by
means of relevant media and techniques.
The project reports must contain the following information:







Project title
Semester
Field of study
Group number
Year
Names of the group members
Declaration of confidentiality
If the project-report is covered by a confidentiality agreement this must be clearly
emphasised on the front page. All group members must submit to the secretary a
signed form certifying whether or not the Study Board is permitted to use the
presentational poster, minor illustrations and excerpts from the project with clear
references to the authors on its website, in brochures and other public relations
material and exhibitions. The form is available on the internet:
http://www.aod.aau.dk/uddannelse/studienaevn/blanketter.htm
Drawings (paper edition + CD-ROM)
• Site plans 1:500, including the surrounding context
• Plans 1:200 including landscaping
• Sections 1:200 showing the relation of the bridge to the topography of the site
• Floor plans (furnished) 1:100
• Elevation drawings 1:100
• Perspectives, exterior and interior
• Cross-sections 1:100
• Construction drawings and details 1:50, 1:20, 1:10 or 1:5 of significant parts of the
building, with plan view, section and elevation
Diversions from the submission requirements may occur but only as part of an
explicit agreement with the supervisor.
To be delivered to semester secretary after examination:
 1 A0 Poster suited for public exhibition presenting the main characteristics of
the project and including limited but precise text and key figures on size,
energy consumption etc.
 1 CD with poster in pdf-format, 3 powerpoint slides summarizing the project
as well as project report and appendixes in pdf-format.
12
Study Guide MSc01-AD E2011
6.4
Assessment
Evaluation format C – Project module with external examination
The module is assessed by an oral assessment based on written material, typically a
jointly prepared (or in exceptional cases, prepared by the individual student) project
module report (containing the report/analyses/posters/drawings/models or similar). It
is further presumed that the student has regularly and actively participated in
evaluation seminars and the like.
The module is assessed with external examination.
The written material for submission is submitted in physical form to the semester
secretary.
The project is concluded with a project closing of max. 45 min. It is a precondition for
participation in the examination that students have participated in the project closing.
The entire project is presented with equal participation of all the group members.
The starting point for the examination is the project report and the project closing
presentation, cf. Examination Policies and Procedures: http://www.teknat.aau.dk/digitalAssets/18/18291_eksamensordning-_engelsk.pdf)
The allotted time for assessment is in practice 20-30 min. per examinee depending
on group sizes, as there must be time for voting.
The starting point of the exam is the evaluation criteria as they appear in the
curriculum and this study guide. The assessment is based on a combined evaluation
of the report and the oral performance.
Examiner and external examiner are involved in the assessment along with the
examinee.
Grading is according to the 7-point marking scale.
6.5
Note
The students are assumed to participate active in a democratic learning environment
together with the semester coordinator and they have to be aware of the responsible
for their own learning and behaviour within the frames decided by the study board
and elicited in the study regulations. On-going possible adjustments of the project
module will take place due to students feed-back at steering group meetings or by
direct contact to the semester coordinator.
6.6
Project description: An Inhabited or “Living Bridge” connection over Limfjorden, Aalborg
Content and
theme
Theme
According to Kenneth Frampton, author of "Studies in Tectonic Culture", architecture
is first an act of construction, hence it is ontological, a presence or a 'thing', as
opposed to a 'sign'. For Frampton, the essence of architecture is the poetic
manifestation of structure as expressed by the Greek term "poiesis". However, when
using the notion of tectonic design it not only embraces the ‘thing’ itself and the
structural reality of it, but likewise includes an in depth phenomenological and poetic
understanding of how that structure is actually experienced as real space at a given
scale. It is this in depth phenomenological and poetic conception/consideration of
construction that is the cultural background of the semester project.
13
Study Guide MSc01-AD E2011
In this framework, a tectonic approach strives to achieve a continuity and integrity
between form and construction, with an emphasis on materiality and detail. It also
reflects a phenomenological interest in the ‘thingness’ of architecture in a
Heideggerian sense, which can be seen particularly notably in the architecture of the
Nordic countries and in the work of many internationally recognised architects,
including Alvar Aalto, Tadao Ando, Sverre Fehn, Steven Holl, Louis Kahn, Rafael
Moneo, Juhanni Pallasmaa, Reima Pietilä, Jørn Utzon, and Peter Zumthor.
Complimenting the study of tectonics is the theme of Nordic architecture. A particular
regard to landscape, a concern with place, honesty in the use of materials and
simplicity of design, as well as an appreciation of Northern light and nature has been
the basis for an identifiable and authentic regional tradition, which is the cultural and
physical context of the semester project and of this master education.
Brief for the Project: An Inhabited or 'Living Bridge' connection over
Limfjorden, Aalborg
There has been much recent local discussion about the need for a new third
connection over or possibly under Limfjorden, between Aalborg and Nørresundby.
This project proposes a more radical alternative to an exclusively vehicular and
pedestrian crossing. An idea that has ancient precedents, which interpreted in a
contemporary and dynamic tectonic manner, could greatly compliment the local
infrastructure and provide a defining iconic new landmark for the Aalborg
harbourfront. The brief is to design an Inhabited or ‘Living Bridge’ across the
Limfjorden.
The ‘Living Bridge’
The Inhabited or ‘Living Bridge’ can be defined as a bridge which not only provides
a link between two points for pedestrian and vehicular traffic, but also supports
superstructures that can serve residential and commercial purposes, thereby
creating a continuity in the urban fabric from one side of a body of water to the other.
From the 12th century to the end of the 18th century there were many inhabited
bridges in Europe, including such famous examples as the Ponte Vecchio in
Florence, the Ponte di Rialto in Venice, Old London Bridge and the bridges which
once linked the Île de la Cité to both left and Right Banks in Paris. Though the
building of inhabited bridges ceased in the 18th century due to the needs of
increased traffic, as well as for economic and aesthetic reasons, the idea of the
inhabited bridge has continued to fascinate architects and city planners well into the
20th century. Within the last two centuries hundreds of projects for inhabited bridges
have been proposed, but not realised, including the Pont d’Iéna by Gustave Eiffel
(1878), Sir Edwin Lutyen’s proposal (1913) for an art gallery on a bridge in Dublin,
Melnikov’s propsed garage for a 1000 cars on a bridge over the River Seine in Paris
(1925), Richard Roger’s futuristic design for Hungerford Bridge (1986) over the River
Thames in London, that was intended to contain shops, cafés and restaurants and
Cezary Bednarski’s Millenium Bridge (1996) over the River Tiber in Rome, which
would have provided accommodation for visitors to the Eternal City.
In the last few years the idea of the inhabited bridge has enjoyed a considerable
degree of renewed enthusiasm and serious consideration of the viability of building
such bridges. This interest was greatly encouraged by the stunning exhibition "Living
Bridges. The Inhabited Bridge: Past, Present and Future” at the Royal Academy of
Arts, London in 1996, which presented both a visual history of the inhabited bridge
and also the exciting entries to the Thames Water Habitable Bridge Competition,
made by some of the world’s leading architects including Zaha Hadid, Daniel
Libeskind and Future Systems. Though this was an ideas competition, Zaha Hadid’s
visions for a Living Bridge, have at least now been dramatically manifested in the
14
Study Guide MSc01-AD E2011
newly completed Zaragoza Bridge, Spain, built for the Zaragoza Expo 2008.
Zaha Hadid’s remarkable Zaragoza Bridge, may well herald a new era of Living
Bridge-building. Certainly for any city, divided by water as many are, the idea of
building a Living Bridge is an exciting means of creating an iconic landmark, that
links communities both physically and symbolically, as a continuous urban
experience.
The Site and Programme
The proposed site for the ‘Living Bridge’ is on the Aalborg Harbourfront, adjacent to
the coming proposed House of Music, designed by Coop Himmelb(l)au and
connecting across the Limfjorden to Nørresundby. The new link across Limfjorden
shall comprise a high quality hotel with approximately 200 beds and related
conference rooms, shopping, dinner and sports facilities. Rather than a high-rise
building this building will be a distinctive architectural landmark that horizontally
defines a connection between the cultural and commercial centre of Aalborg and the
recreational areas of Nørresundby.
Methods
The design methods and works of Jørn Utzon are used as inspirational paradigm for
a tectonic architecture. Utzon’s concept of what he called an 'Additive Architecture'
provides the basis for a design approach that implements the use of a limited range
of relatively simply designed pre-fabricated elements that can be put together in
various combinations to create more complex architectural configurations of
considerable scale.
Two course modules, "Studies and experimentations in Tectonic Culture" and
"Engineering Architecture", run in parallel with the project module giving the students
the possibility of developing a wider and more general knowledge about the topics
stressed by the semester design activity, especially focusing on tectonics. Both
modules are divided in theoretical lectures and practical works, and their main
purpose is to reason on the unification of form, material and technique, which is the
core of tectonic design, starting from different and complementary points of view.
Project and course modules should be approached as separated learning activities
that present the heterogeneity, wideness and complexity of issues involved in
tectonics, in a mix of theoretical and practical activities to be used as acquired
knowledge for the development of the 'living bridge' project.
Organization and learning goals
The project module runs from October 6th to December 21st and has two phases with
a midway critique November 10th -11th.
The first phase commences 6th October until 28th October. Following the
establishment of groups, the individual groups each develop a master plan for the
site, including an outline definition of the bridge and its location, together with sketch
proposals and models of the proposed bridge, illustrating its intended aesthetic and
structural character. During the first phase, consideration should be given to:




the existing and planned built context: neighbouring developments, traffic
infrastructure, the existing local environment and planned landscaping;
the integration into the urban fabric and relation to other public amenities;
the projects significance as a public landmark and access;
tectonic theory and methods, particularly focusing on the ‘Additive
15
Study Guide MSc01-AD E2011


Architecture’ by Utzon. This includes the creative application of materials,
structural systems and assembly techniques.
critical study of Nordic architecture, developed illustrating and comparing
different projects and their relationship with other international architectures;
the relationship between form, structure, materials and construction
techniques in the conception of an integral architectural idea;
The focus in the first phase of the project is an overall master plan and building
programme for the site, together with a conceptual architectural design proposal for
the buildings and consideration of the local context in terms of landscape and
infrastructure. The building programme and the conceptual architectural design shall
include functional, architectural, constructive and a conceptual structural idea. In
week 41 a workshop takes place together with students from Portsmouth University
where students from two different education will explore conceptual design
proposals.
The second phase is from the 31st October until 21st December. In the second phase
the master plan must be further developed in terms of its architectural design and
technical resolution. It is the aim of the project that the design of the ‘living bridge’
displays a strong tectonic quality. During the second phase, consideration should be
given to:




6.7
analysis and design of a ‘living bridge’ that emphasize the interplay between
form, structure, materials and detail in relation to the integrity of an
architectural idea;
evaluation and analysis of the complex functional, architectural, constructive
and structural problems connected with ‘living bridge’ design;
synthesize of the complex room programmes, functional and architectural
demands, and integration of constructional and tectonic design in a coherent
project;
the application of critical reasoning to the design issues that arise in the
project development and demonstrate independent thinking and informed
judgment.
Project related instructions
Four lectures will be a part of the project module and one workshop:
Instruction 1: Analysis of Silkeborg Art Museum
Lecturer
Format
Assistant Prof., Department of Development and Planning
Lars Botin
Lecture
The lecture introduces to a project by Jørn Utzon, namely the Silkeborg Art museum.
We will look into the ontology of Utzon, which is highly present in this particular
project. The project will be historically, philosophically and artistically contextualized,
and furthermore compared to a similar project by Le Corbusier.
Literature
Lars Botin (2003), Ontologies in a project by Jørn Utzon: The Silkeborg Art
Museum." in Proceedings at the Utzon Symposium 2003.
Instruction 2: Inspirations from the work of Jørn Utzon
Lecturer
Associate Prof.,
Adrian Carter
16
Study Guide MSc01-AD E2011
Format
Lecture
On Jørn Utzon’s poetic, humane and tectonic approach to architecture which has
provided a timeless and universal source of inspiration.
Literature
Weston, R. (2005) Inspiration, vision and architecture.
Instruction 3: Living Bridges
Lecturer
Format
Cezary Bednarski
Lecture
A lecture presenting how the inhabited or ‘Living Bridge’ has fascinated architects
and city planners to use the concept in historical as well as contemporary
architectural architecture.
Literature
Murray, P., Stevens, M. A. & Cadman, D. (1996), Living Bridges: the inhabited
bridge, past, present and future, London: Royal Academy of Arts.
Instruction 4: Nordic Architecture
Lecturer
Format
Niels Ole Lund
Lecture
A lecture presenting Nordic architecture.
Literature
Lund, N-O, (2008), Nordic Architecture. Arkitektens Forlag.
Workshop:
Lecturer
Format
Adrian Carter
Workshop
We have a long and well established collaboration with the School of Architecture, at
Portsmouth University, of more than ten years; it being the first education that we
had a student exchange arrangement with. In recent years this collaboration has
been further developed to include combined study trips, parallel design projects, joint
teaching and research programmes, as well as visiting positions for staff.
In week 41 the intention is being to develop and further research based teaching,
within the field of tectonic design and a phenomenological understanding of
architecture that the first semester Masters in Architecture at Aalborg University and
the Diploma Level Emergent Studio at the University of Portsmouth, both specifically
focus upon. Together with a particular emphasis upon the work of Jørn Utzon, as a
significant paradigm for a tectonic and phenomenological approach in architecture.
The combined workshop with students and staff from the University of Portsmouth,
will provide the students with a broader range of expertise and insights within these
fields, as well as serve as a common introduction to the “Living Bridge Project” that
will be made in parallel at both educations and which is planned to result in a joint
publication. It will also provide students and staff with the opportunity to see how the
idea of paradigm can be used effectively in architectural design and what are the
results; aesthetically, theoretically and technically, of differing educational
approaches within the scope of the same design task.
17
Study Guide MSc01-AD E2011
7
Course module 1: Studies and Experimentation in
Tectonic Culture
5 ECTS
Tektoniske studier og eksperimenter
Coordinator
Assistant Prof., AD:MT
Marie Frier Hvejsel
Formalities
Curriculum p.
35
Prerequisites
A BSc degree (Bachelor) i Architecture and Design or similar.
Objective
The aim of the course is to provide a broad critical introduction to, and
understanding of tectonic culture through the presentation and analysis of relevant
theories, architectural and cultural movements, combined with physical tectonic
studies and experimentation.
Students who complete the module:
Knowledge
 Must have knowledge of design thinking, architectural theory, methods and
models that are directly applicable to tectonic design.
Skills


Must be able to analyze and critically reflect on the application and use of
forms, structures and materials in tectonic design.
Must be able to design and model tectonic constructions.
Competencies
 Must be able to present part of a tectonic design on the basis of sketches,
physical models and a critical account of the process
Submission
Submission Requirements
Each student must participate actively in lectures, exercises and successfully
complete the workshop ‘FURNItecture, tectonic theory and experimentation in
practice’. The workshop addresses the subject of tectonic design both theoretically
and practically focusing particularly on the notion of scale in relation to the analysis
and design of tectonic architecture. The workshop contains both individual and
group work but is assessed individually. The specific framework and hand-in
requirements for the workshop are described below. In addition a detailed
description of the workshop is given in the section describing course unit 6. During
the module there will be two submissions:
Individual written paper demonstrating your ability to;
Critically analyze and reflect upon the tectonic quality of an individually chosen
work of architecture in relation to the notion of scale. You could for example
choose a work which you will be able to experience on the planned study trip.


The limit of the paper is 17.000 characters (with space); a maximum of 10
pages including illustrations.
The paper must be layouted according to the template which will be
provided in Lecture 1.
Group design which demonstrates your ability to;
Critically design a tectonic ‘place to sit’ in 1:1 which experimentally explores the
18
Study Guide MSc01-AD E2011
particular tectonic potential of plywood at a scale which interrelate furniture and
architecture.



The design must be self standing, structurally stabile and able to withstand
the load of a person.
The design must be fabricated in 1:1 as a finished spatial element
The footprint of the ‘place to sit’ is limited to 2 m 2
Timeline and submission date
During September 2011 we will work mainly on the individual paper writing with
appertaining lectures while preparing for the group design which will take place in
October 2011.
The individual paper must be digitally uploaded and the group design submitted
before 10:00 on October 31. 2011 to the directory assigned by the semester
secretary. The exam period will be from November 16. – November 18. 2011.
Asseessment
Evaluation format La – Course module, oral assessment
The module is assessed with an oral assessment based on written material
prepared by the individual student such as a portfolio presentation or a (possibly
jointly prepared) project module report (containing the
report/analyses/posters/drawings/models or similar). It is further presumed that the
student has regularly and actively participated in evaluation seminars.
Oral assessment with aid and without preparation time. The module is assessed by
internal assessment.
The module is assessed and graded individually on the basis of the quality of the
individual written paper and the quality of the group design, herein the ability of the
student to;
 Critically master a theoretical discussion of tectonic design
 Critically master a tectonic design process in practice
Instruction
The course module will be organized as 5 lectures and a workshop introduced in
Lecture 1.
It is advised that you purchase Frampton, K. (1997), Studies in tectonic culture,
MIT Press, Cambridge which provides a detailed introduction to the topic of
tectonic studies in architecture.
19
Study Guide MSc01-AD E2011
Content and
Theme
‘Just as many pieces of furniture are like moulds of the human body, empty forms
waiting to receive it (the chair and the sofa are its pedestals, the bed a sheath, the
mirror a mask that awaits the human face in order to come to life, and even in
those pieces where integration with a human counterpart is less evident, like the
wardrobe or the chest of drawers, a symmetry similar to that of the human body
still dominates, for handles and knobs are aligned like eyes and ears on the head)
so finally the whole room or apartment becomes a mould of the spirit, the case
without which the soul would feel like a snail without its shell.’ (Praz 1964b p. 2425).
In continuation of the general knowledge and comprehension of tectonic design
acquired from courses on earlier semesters (Teknologi and Arkitektonik 3 and 5),
the course ‘Studies and experimentation in Tectonic Culture’ introduces an
analytical and critical approach to the unification of form, material and technique
which lies at the core of tectonic design. Hence this particular course spurs the
subject of tectonics into a more detailed theoretical but also practical
understanding of tectonic design through detailed studies of selected tectonic
theories as well as practical experimentation with the properties of a particular
material in practice in pursuing an exploration of its tectonic potential. At a general
level the course combines lectures, exercises, group discussions with a specific
theoretical and practical tectonic workshop.
Subtitled ‘FURNItecture’ the course adopts a particular focus on scale in providing
a broad critical introduction to, and understanding of tectonic culture. By discussing
the relation between the architectural construct itself and the spatial qualities and
invitations for interaction resulting from this construct at a particular intimate
furnishing scale, the course presents and analyses selected tectonic theories in
relation to contemporary cultural movements and in relation to the conditions and
challenges of contemporary construction practice. Introducing a tectonic relation
between furniture, architecture and construction the course herein suggests a
critical approach to contemporary architectural practice in which the sensuous and
spatial qualities of form are often lost in the search for effective and economical
20
Study Guide MSc01-AD E2011
solutions. Hence in attaining a problem based approach to these challenges of
contemporary architectural practice this critical analytical approach to the
architectural construct is to be explored theoretically and practically through the
workshop ‘FURNItecture, tectonic theory and experimentation in practice’. This
workshop, described in detail below, combines practical group work with individual
theoretical reflections in relation to tectonic design in developing an individual
positioning to the subject. It is the intention to:

provoke a theoretical discussion of the architect’s role within contemporary
practice, herein a critical and reflective approach to the use of forms,
structures and materials in tectonic design,
explore future potentials for how to approach this practical realm
tectonically through the development of a tectonic design in practice.

7.1
Course Descriptions
Note
The students have to organize materials and tools for the SET course module
workshop together with the coordinator.
Course 1
Tectonic culture and scale – analysis and design
Instruction
Lecture and workshop introduction
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
Content
This course unit introduces the notion of scale in relation to tectonic analysis and
design, herein discussing the purpose of our constructions at a given scale and
whether it is possible to use this notion of scale in a critical tectonic analysis of a
particular work of architecture as well as in our design processes? In this matter
particular examples are discussed and analyzed in plenum.
In addition the lecture introduces the workshop ‘FURNItecture, tectonic theory and
experimentation in practice’.
Literature
Literature
Frampton, K. (1997), Studies in tectonic culture, MIT Press, Cambridge, pp. 1-28
Frascari, M. (1984), Tell the tale detail, Via no. 7 pp. 22-37
Further readings
Frampton, K. (1990), ‘Rappel à l ‘ordre: the case for the tectonic’, Architectural
Design Vol. 60, no. 3, pp. 19-25
Blaser, W. (1995), Wood Pioneer Architecture, Waser Verlag, Zürich
Course 2
Dressing– the origins of construction
Instruction
Lecture
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
Content
This lecture discusses the origins of construction using Gottfried Semper’s account
for the necessary intimacy and sensuous approaching of the construct to the
21
Study Guide MSc01-AD E2011
human body as a point of departure. Arguing that construction sprang from the
technique of weaving and from the sensuous act of dressing the human body,
Semper’s theories offers a means for critically addressing contemporary
architectural construction, in which the sensuous and spatial qualities of form are
often lost in the search for effective and economical solutions.
Literature
Literature
Semper, G. (1989; 1851), The Four Elements of Architecture and other writings,
Cambridge University Press, Cambridge, pp. 74 – 129
Semper, G.(2004; 1861), Style in the Technical and Tectonic Arts; or Practical
Aesthetics, Getty Publications, Los Angeles, pp. 242-253
Further readings
Her angives øvrige kilder, undervisers publikationer mm.
Course 3
System– the realm of contemporary construction
Instruction
Lecture
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
Content
Using Werner Blaser’s writings and works as a point of departure, this lecture
discusses the challenges of contemporary and future architectural construction in
relation to the tectonic, herein the need for economy and system and its relation to
the tectonic solution of the constructive joint itself.
Literature
Literature
Blaser, W. (1992), Joint-Connection, Birkhäuser, Basel, pp. 8-177 (there is a lot of
images and only a few textpages!)
Blaser, W. (1985), Architektur im Möbel: vom Altertum zur Gegenwart = Furniture
as architecture, Waser Verlag, Zürich, pp. 7-204 (there is a lot of images and only
a few textpages!)
Anne Beim, Tectonic Visions in Architecture Standards of Ideal Construction
Elements – Jørn Utzon pp. 123-137
Further readings
Blaser, W. (1984), Element - System – Möbel: Wege von der Architektur zum
Design, Deutsche Verlags-Anstalt, Stuttgart
Course 4
Furnishing the joint?
Instruction
Lecture
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
Content
This lecture discusses the tectonic relation between furniture, architecture and
construct by pursuing means for pursuing a critical theoretical and physical
practical linkage of the sensitivity and poetry of the furniture scale with a critical
positioning towards the necessary economy and system logic of the practical realm
of architectural construction through the tectonic act of joining structural elements.
22
Study Guide MSc01-AD E2011
Literature
Literature
Praz, M. (1964), An Illustrated History of Interior Decoration : From Pompeii to Art
Nouveau, Thames and Hudson, London, pp. 13-68.
Brayer, M. & Simonet, B. (2002), Chair, Cupboard and Carpet: Inhabitang the
Household Archipelago’ in ‘Archilab’s Futurehouse,Thames & Hudson, London, pp.
42-49
Hvejsel, M. F. (2011), INTERIORITY- a critical theory of domestic architecture,
AD:MT, ISSN 1603-6204, Skriftserie 44, pp. 124-145
Rahim, A. (2010) Interiorities, Architectural Design, Volume 80, Issue 2, John
Wiley & Sons, Ltd. pages 24–31
Rappaport, N. (2010) A Deeper Structural Theory, Architectural Design. Volume:
80, Issue: 4, John Wiley & Sons, Ltd., Pages: 122-129
Further readings
Rice, C. (2007), The Emergence of the Interior: Architecture, Modernity,
Domesticity, Routledge, London
Course 5
Material aesthetics: Plywood as an example
Instruction
Lecture
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
Content
Through a detailed exploration of the properties of plywood this lecture provides a
particular insight into its particular tectonic potential. The lecture herein serves as
an example, as to how a detailed understanding of a particular material can be
exploited tectonically in architectural construction. Whereas this knowledge is
directly applicable in the course workshop here, you should think of it as an
example of an approach to materials in general to be pursued in your future design
processes.
Literature
Literature
Nielsen, A. G. (2002), Materialeæstetik - en undersøgelse af krydsfiner æstetiske
potentialer, Aarhus Arkitektskole, pp.11 – 185 (there is a lot of images and only a
few textpages!)
Further readings
Ngo, D. & Pfeiffer, E. (2003) Bent Ply- The Art of Plywood Furniture, Princeton
Architectural Press
Vitra ed. (2007) Jean Prouvé – Charles & Ray Eames: Constructive Furniture, Vitra
Design Museum, Weil am Rhein
Course 6-12
Instruction
Workshop (individual written paper + group design)
Lecturer
Assistant Prof., AD:MT
Marie Frier Hvejsel
23
Study Guide MSc01-AD E2011
Content
This description elaborates upon the particular content of the workshop which
makes up course unit 6-12:
In opposition to the building envelope itself, furniture posses a particular ability to
directly address the human body. The chair can invite us to sit up straight and
focused as on a lecture room stool, it can embrace us as in the soft upholstery of a
lounge chair; it can also direct our attention towards other persons, perhaps even
imply a kiss such as in the ‘tete à tete’.
As implied in the subtitle of the course, ‘FURNItecture, tectonic theory and
experimentation in practice’, this workshop experimentally explores the tectonic
relation between furniture, architecture and construction theoretically and
practically. Through the workshop the individual student is intended to pursue this
experiment theoretically in preparing a written paper demonstrating your ability to
critically analyze and reflect upon the tectonic quality of an individually chosen
work of architecture in relation to the notion of scale. Simultaneously each group is
intended to practically pursue this experiment through the design of ‘a place to sit’
exploiting the particular properties of plywood.
Individual written paper
Analyzing an existing piece of architecture in detail represent a potential to
sharpen one’s attention and hereby to clarify your understanding of this particular
work and of the architectural field in general. It is this potential which you are to
explore and develop through the paper writing process which constitutes the
theoretical part of the ‘FURNItecture’ workshop.
Here each student must as mentioned above prepare a written paper on tectonic
design reflecting upon the tectonic quality of an individually chosen work of
architecture in relation to the notion of scale considering the intimacy of furniture in
particular. As implied in the title of the workshop ‘FURNItecture’ we are here
pursuing a critical understanding of the relation between architecture, furniture and
construction which can be activated in a future approaching of the economy and
level of system governing contemporary and future architectural practice. It is
herein the task of each individual student to pursue a theoretical positioning,
utilization and application of the analytical and critical approach to the unification of
form, material and structure discussed in the lectures through the workshop and
herein to critically reflect upon the architect’s role within contemporary and future
practice through the analysis of the chosen example.
Group design
It lies at the core of the formulated workshop to pursue a critical theoretical and
physical practical linkage of the sensitivity and poetry of the furniture scale with a
critical positioning towards the necessary economy and system logic of the
practical realm of architectural construction through the tectonic act of joining
structural elements. Thus, in approaching the group design you should be
conscious that what you are designing is not a chair in the usual detached sense of
the word, but a spatial element which addresses its context architecturally in
creating ‘a place’ uniting furniture, architecture and construct. The design of this
‘place to sit’ should herein be considered a possible basis for the design of larger
tectonic structures (such as the LIVING bridge project which you are designing in
the main project of the semester), but takes its point of departure in the immediate
intimacy and proximity to the human body which is explicit of furniture design. It is
herein the task of each group to pursue a practical utilization and application of the
analytical and critical approach to the unification of form, material and technique
discussed in the lectures through the workshop.
The design must consist mainly in plywood plates, which can be cut into lamellas,
used as shear walls and plates, bended, milled etc., hence, it is a part of the task
24
Study Guide MSc01-AD E2011
to explore and exploit the particular potential of plywood. In addition hereto it is
allowed to use one other material in detailing and joining the tectonic elements of
the design. Each group has two 1220x2440 mm plywood plates at their disposal, in
designing and fabricating such ‘place to sit’ on the basis of sketches, physical
scale models and a critical account of the process. Hence, each group must
consider carefully the use of material and prepare precise construction drawings
before jumping to action in the workshop. The final design must by fabricated in 1:1
as a carefully finished tectonic design; not as a model! After the evaluation 5
designs will be selected for exhibition.
A schedule stating the workshop ‘slots’ for each group as well as a supervision
schedule will be provided in Course Unit 1. Using these schedules as a basis it is
the responsibility of each group to structure their design process and the
responsibility of each individual student to structure their reading and writing
process. We look forward to spending time discussing tectonic theory and practice
with you in the workshop as well as in the library! For precise evaluation and hand
in criteria see ‘Submission requirements’ above.
Literature
Literature
See the lecture descriptions above
25
Study Guide MSc01-AD E2011
8
Course module 2: Engineering Architecture and
Tectonic Design
5 ECTS
Tektonisk design
Coordinator
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Formalities
Curriculum p.
36
Prerequisites
A BSc degree (Bachelor) i Architecture and Design or similar.
Objective
The aim of the course is to enable students to acquire the understanding required
to develop tectonic designs which respect the overall integrity of an architectural
idea, particularly with regard to structural systems and architectural room
acoustics. Finite element design is used as a tool for analyzing complex structures
and for the dimensioning of structural elements. The student must create a
synthesis between aesthetic and constructive form-making using physical, virtual,
and calculation modeling techniques.
Students who complete the module:
Knowledge
 Must have knowledge of computational tools and strategies for analysing
large, complex architectural bodies with respect to engineering and
constructive principles
 Must have knowledge of aesthetic and constructive form-making, in a
process of physical, virtual, and calculation-modeling techniques,
especially with reference to more recent computational design tools and
methods
Skills


Must be able to use computational tools for analyzing large complex
architectural bodies, in order to adapt the design of the project according
to the engineering and constructional implications and requirements
Must be able to use computational tools as an integral part of the creative,
form-generating process by applying such design tools in the conceptual
design phase of architectural proposals
Competencies
 Must be able to create a synthesis of aesthetic and constructive formmaking using physical and virtual modeling techniques
 Must be able to present a design development that explores the potentials
and limitations of computer-based form generation in the architectural
design process
Submission
Submission Requirements
The students must present at the exam individual documentation and reflections
on the construction workshop, together with a group report on "Reading structure
and construction in architecture". This report is a short document of maximum 30
pages based on a provided template including:
 20.000 - 30.000 characters including spaces of theoretical 'reading' of the case
study (architecture, structure, materials and construction techniques in the
historical context);
 10-15 technical drawings, 10-15 sketches and 10 diagrams related to the
26
Study Guide MSc01-AD E2011

assigned case study, providing a personal reading of the project in all its
design phases. The use of pictures and printed/published material is not
allowed and the attached graphical documentation should be arranged in order
to be read with the text;
a simple FEM calculation of the case study, of or a significant part of it in order
to go back over the architectural and structural conception of the building and
learn how to present the result of such calculation technique.
The oral exam is then based on the discussion of the presented material, as well
as on the ability of the student to relate this work with a wider architectural and
structural historical and theoretical framework.
According to the taxonomy parameters, the assessment criteria for this course are
aligned with the teaching activities based on PBL, which are also aligned with the
Intended Learning Outcomes (ILOs), as reported in the Curriculum for the Master
program.
Date
The report must be digitally uploaded November 28 at 10:00 to the directory
assigned by the semester secretary.
Assessment
Evaluation format V – Course module
The module is passed by the student’s regular and active participation in teaching/
evaluation seminars or the like and by compliance of the submission requirements.
The module is assessed by internal assessment.
The written material for submission must be digitally uploaded to the directory
assigned by the semester secretary.
In case of re-examination evaluation format V will be superseded by evaluation
format La.
The assessment is based on the submitted material, i.e. an individual
documentation and reflections on the construction workshop and group report
about "Reading structure and construction in architecture" (see 'Submission
requirements'), which is also used as support to verify the achievement of the
semester requirements (see 'Formalities').
Instruction
The course module ‘Engineering Architecture’ is a technical module aimed to
provide the students basic structural and acoustic principles to be used for the
development of tectonic architectural projects. It includes the Finite Element
Method for the design and analysis of structures with Autodesk ROBOT, as well as
the discussion of the evolution of the concept of 'form-finding' during the last
century. ‘Form-finding’ is introduced focusing on the strong relationship between
form and structure and dealing with physical and computational techniques of
morphogenesis/optimization.
The course "Engineering Architecture" is calibrated to require the students an effort
of 150 working hours. According to the Problem-Based Learning (PBL) method,
implemented in all teaching/learning activities at Aalborg University, the course is
organized in lectures and workshops, but also exercises, individual studies and
preparation of material and documentation for the exam. Such structure allow the
students to focus on simulations of real (architectural) (design) problems related to
the topics of the course, learning simpler declarative knowledge, as well as more
complicated functional one, by means of individual/group working for the solution
of the assigned tasks. In order to achieve the previous goals (reorganized starting
from the study guide) this contribute could be structured as follow:
 8 lectures (12 hours + 40 of preparation) divided in:
o 2 lectures of Structures and Building technology, intended to discuss
main structural principles and typologies, as well as related
27
Study Guide MSc01-AD E2011


Content
construction techniques. Besides the lectures the students are called
to prepare a group 'reading' of a famous architecture in terms of
structural system and calculations (see next course activity for details).
The results of such works are collectively discussed during a seminar;
o 2 lectures related to FEM, aimed to present the theory of Finite
Element Method used by digital structural solvers, thus focusing in the
use of Autodesk ROBOT. Such lectures should be provided before the
last lecture of the previous point in order to allow the students to use
FEM knowledge for the preparation of their group works;
o 2 lectures related to Form-Finding and morphogenetic techniques
used for the design of shape-resistant structures. In this context, the
original concept of form-finding of structures could be extended to the
optimization of geometrical and construction aspects of structures,
such as the planarity of PQ grid-shells, as well as of acoustic
behaviour of architectural elements, such as roofs and ceilings. These
lectures should be provided after a basic knowledge of main structural
principles, typologies and digital calculation of structures. The purpose
is to show the students some design tools but, at a higher level, to
reason about the development of the concept of form-finding from its
pioneering use by Gaudì until the last research directions stimulated
by the invention of parametric design, digital fabrication and
computational techniques. Integral part of these lectures is the
discussion of the relationship between technology, intended in its
wider meaning, thought and design practice, with a particular
reference to digital technologies
o 2 lectures related to the principle of reciprocity in timber structures,
aimed to give the students an introduction of the following workshop,
dealing with the design and construction in actual scale of timber
reciprocal structures. Such activity should be
coordinated/synchronized with the design and construction workshop
included in the course "Studies and experimentations in tectonic
culture";
1 group exercitation with final seminar related to the 'reading' of a
famous/innovative architecture (60 hours) in terms of understanding of the
overall structural system and the repetition/hypothesis of original structural
calculations. Different case studies (Kimbell Art Museum by Kahn, Fallingwater
by Wright, Expo '98 by Siza, Centre Pompidou by Piano, Rogers and Rice,
Sport palace in Rome and Palazzo del Lavoro in Torino by Nervi, the Church
of Longuelo by Pizzigoni, Kakamigahara crematorium by Ito and Sasaki,
Kresge auditorium at MIT campus, Bonnefanten museum by Rossi, etc) are
provided to the students, who work in groups and prepare a document in which
they describe and illustrate the overall structural system and behaviour of the
building, make the structural calculations, reflect on the relationship between
architecture and structural/technical choices on their specific project.
1 design and construction workshop (Reciprocal structures and sequence of
spaces) of 5 days (34 hours of workshop with individual study and design)
dealing with timber reciprocal structures. The attention is focused on the
potential of such a principle to create architectural spaces and long, light and
complex structures. Furthermore, on the possibility of developing effective
timber joints and connections, design shape-resistant structures with the aid of
physical and computational techniques, and experiment in actual scale the
construction of a prototype of a piece of architecture.
Theme
"Engineering Architecture" attempts to group different technical aspects of the
architectural project using the word 'engineering' to refer to structural, acoustic,
material and construction principles and techniques.
28
Study Guide MSc01-AD E2011
The learning goals and stressed topics are summarized as follow:
 On structures and computation (morphogenesis and optimization):
o knowledge of structures in terms of describing and comparing
structural principles and structural typologies (shells, plates, frames,
etc), as well as of making (FEM) calculation and using form-finding
and computational techniques for the development of tectonic
architectural projects;
o knowledge of technical vocabulary, involving the use of precise
terminology to refer to structural typologies, optimization techniques
and calculations during oral presentations and written reports;
 On technology, thought and design practice:
o at a high level, the students should use computational tools and
techniques as an integral part of the architectural creative process,
experimenting their potential and limits in terms of conceptual supports
for designers;
o development of higher consciousness on how technology (to be
intended in its wide significance) modifies the mechanisms of human
thought in order to perform a more rational use of them during the
design activity (traditional design tools and techniques, such as papers
and pens, sketches, geometrical projections, perspectives, physical
models, CAD drawings and simulations, etc);
 On materials, construction techniques and details:
o knowledge of construction techniques, involving the use of timber,
concrete and, if necessary, prefabricated systems for the design of
architectural project.
8.1
Course Descriptions
Note
The students have to organize materials and tools for the EA course module
workshop together with the coordinator.
Course 1
The principle of reciprocity: history, properties and design issues - part 1
Instruction
Course holder
Content
Lecture with exercise
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
This lecture introduces the construction workshop about timber reciprocal
structures, describing the concept of reciprocity and its peculiarities, with a
historical
overview
and
physical/computational
techniques
of
formfinding/morphogenesis.
Material for Assessment:
Documentation and reflections related to the construction workshop as explained
in the description of the report.
Literature
Literature
Pugnale A., Parigi D., Kirkegaard P.H., Sassone M (2011), The principle of
reciprocity, all article, and further developments of the text). In proceeding from
IASS 2011.
Popovic Larsen O. (1997), Reciprocal Frame Architectures (all book)
Further readings
Further readings can be found in the reference list of: Pugnale A., Parigi D.,
29
Study Guide MSc01-AD E2011
Kirkegaard P.H., Sassone M. (2011), The principle of reciprocity. In proceeding
from IASS 2011.
Course 2
Instruction
Course holder
Content
Literature
The principle of reciprocity: history, properties and design issues - part 2
Lecture with exercise
Assistant Prof., Department of Civil Engineering
Dario Parigi
This lecture is the second part of lecture 1.
See literature for lecture 1
Course 3
New technologies in architectural design - overview, terminology and
research fields (form-finding, parametrics, digital fabrication)
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Content
The general aim of this lecture is to provide a brief state of the art about the
present use of new technologies inside the architectural design process. Taking as
reference the exhibition “Non-Standard architectures”, taken in 2004 at Centre
Pompidou in Paris, the attention will be focused on the different approaches and
research fields of the exposed projects, such as file to factory, parametric design,
free-forms and BLOBs, and computational morphogenesis. The final part of this
lecture will be dedicated to a practical example of what previously described,
taking advantage of a well known case study – the parametric wall developed at
ETH in Zurich.
Literature
Literature
BALMOND, C., SMITH, J., BRENSING, C., JENCKS, C., & KOOLHAAS, R. (2002). Informal.
Berlin, Germany: Prestel. (all book)
BEAUCÉ, P., & CACHE, B. (2006). Vers un mode de production non-standard.
Géométrie complexe et architecture. Archithese (4), 50-55. (all article)
GRAMAZIO, F., KOHLER, M. (2010). Digital Materiality in Architecture. Lars Mueller
Publishers. (all book)
Migayrou, F. (Ed.). (2003). Architectures non standard. Paris, France: Centre
Pompidou. (all catalogue)
SPUYBROEK, L. (2004). Nox. London, United Kingdom: Thames & Hudson. (all
book)
www.som.com (section ‘ideas’)
Pugnale A. (2010), Engineering Architecture, PhD thesis(Chapter 1)
Further readings
SEDLMAYR, H. (1948). Verlust der Mitte. Salzburg-Wien.
Course 4
The 'philosophy of structures' - conception, typologies, calculation, formfinding and construction
30
Study Guide MSc01-AD E2011
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Dario Parigi
Content
This lecture is inspired to the old Torroja's approach for teaching structures in
architecture schools. However, this method based on intuitive understanding and
use of typologies is just an inspiration to introduce and explain the structural
functionality of various construction systems build up as shells, plates, frames,
beams etc., competently understanding and assessing the architectural
significance of such typologies in connection to the idea of a project. The lecture is
completed with a focus on form-finding, a technique developed for shape-resistant
structures, considering the evolution of this concept from early pioneering
experiments by Gaudì until the more recent research directions with digital tools.
Material for Assessment:
Introduction to the group working on the 'reading' of the structural
conception/system and construction techniques of some assigned case studies.
Literature
Literature
TORROJA, E. (1958), Philosophy of structures (1st ed.). (J. Polivka, & M. Polivka,
Trans.) Berkeley, California, USA: University of California Press.
Bechthold, M. (2008), Innovative Surface Structures – Technologies and
Applications. Taylor and Francis (all book).
OTTO, F., & RASCH, B. (1996), Finding Form: Towards an Architecture of the
Minimal. Edition Axel Menges (all book).
SASAKI, M. (2005), Flux Structure. Tokyo, Japan: TOTO (all book)
Ochsendorf J., Guastavino (2010), Vaulting: The Art of Structural Tile, Princeton
Architectural Press.
Further readings
Further readings are provided during the course on the basis of personal interests
of the student.
Course 5
Towards a Computational Morphogenesis in architecture - Tools, strategies
and outstanding references part 1
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale,
Content
This lecture provides a more detailed focus on Computational Morphogenesis.
Here, other possible roots of Computational Morphogenesis are discussed
presenting the early studies and experimentations with computer technologies and
Evolutionary Algorithms. Then, they are put in relationship with the previously
evolution of structural form-finding researches with the aid of three recent
architectural applications of Computational Morphogenesis (structure, acoustics,
geometry). Furthermore, the lecture presents some of the major international
architectural experiences in which Computational Morphogenesis has been an
integral part of the form-generation creative process. Famous firms projects will be
described, such as the works of SOM and UnStudio, as well as other less known
interesting case studies.
Literature
Literature
31
Study Guide MSc01-AD E2011
FRAZER, J. H. (1995), An Evolutionary Architecture. London, United Kingdom:
Architectural Association Publications.
POTTMANN, H., ASPERL, A., HOFER, M., & KILIAN, A. (2007), Architectural Geometry
(1st ed.). (D. Bentley, Ed.) Bentley Institute Press.
Kirkegaard, P.H. , 2005, Buiding and Room Acoustics. Aalborg University Press.
(pp. 1-52).
Egan, M.D., (1988), Architectural Acoustics (pp. 172-196).
Pugnale A. (2010), Engineering Architecture, PhD thesis, (Chapters 4-5-6).
Further readings
Further readings are provided during the course on the basis of personal interests
of the student.
Course 6
Towards a Computational Morphogenesis in architecture - Tools, strategies
and outstanding references part 2
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Content
In the second part of this lecture architectural design is considered as a practice
characterized by an intense and sometimes unconscious use of ‘technologies’ that
inevitably interacts, modifies and sometimes even defines the designer’s mental
structures. In this conceptual frame, technology implicitly acts as an expansion of
human natural skills, therefore becoming a central aspect and subject of
experimentation itself.
Literature
Literature
Pugnale A. (2010), Engineering Architecture, PhD thesis, (chapter 7, and further
writings provided during the lecture).
ONG, W. J. (2002). Orality and Literacy: The Technologizing of the Word (2nd ed.).
New York, USA: Routledge (all book).
LAWSON B. (2006). How Designers Think: The design process demystified, 4th ed.,
Oxford: Architectural Press. (all book).
Goel V., Sketches of thought, 1991 (all book).
Further readings
Further readings are provided during the course on the basis of personal interests
of the student (possible authors: Minsky, Dennett)
EDWARDS, B. (1999). The New Drawing on the Right Side of the Brain (Rev. Exp.
ed.). Los Angeles, California, USA: Tarcher.
Course 7
Introduction to the Finite Element Method (FEM)
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Content
This lecture introduce the theory of FEM with a historical overview and definition of
the concept (stiffness matrix, etc). In addition, it prepares the students for the
following lecture about modelling with a FEM program (work procedure,
Eurocodes, etc). An Autodesk ROBOT tutorial with exercises is provided at the end
32
Study Guide MSc01-AD E2011
of the lecture for individual studies in order to use the following lecture only for an
advanced workshop and specific questions on modelling and analysis in Autodesk
ROBOT.
Material for Assessment:
Exercises on FEM, to be included in the exam report .
Literature
Literature
Smith I.M., Griffiths D.V., Programming the Finite Element Method (4th editions).
Chapter 1+2.
Further readings:
Further readings are provided during the course on the basis of personal interests
of the student.
Course 8
Finite Element Design - Modelling, analysis and presentation of results
Instruction
Lecture with exercise
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Content
This lecture focuses on the use of Autodesk ROBOT as FEM solver. It is required
the completion of some exercises in order to attend the lecture, and the class time
is used for dealing with more complex case studies, analysis of results and
dimension of structures.
Material for Assessment:
FEM exercises and calculations on assigned case studies to be included in the
final report.
Literature
Literature
Eurocode 0, Eurocode 1
Course 9
Reading structure and construction in architecture
Instruction
Seminar
Course holder
Assistant Prof., Department of Civil Engineering
Alberto Pugnale
Content
This lecture is organized as a seminar in which the students present the results of
their group works on the assigned case studies at lecture 2. The presentations are
collectively discussed.
Material for Assessment:
Report with the 'reading' of an assigned case study
Literature
Literature
Eisenman P. (1963), The formal basis of modern architecture, PhD dissertation,
(look at the general organization of the thesis and the method of 'reading'
architectures)
Further readings
Further readings are provided directly by the students using the references and
citations from their reports and material for the seminar.
33
Study Guide MSc01-AD E2011
34
Study Guide MSc01-AD E2011
9
Conditions:
Free Study Activities and Study Trips
Completion of free study activities requires enrollment of minimum 25 students.
9.1
Free Study Activity 1: Architecture Study Trip to Stockholm and Finland
(3 ECTS)
Coordinator
Associate Prof., AD:MT
Adrian Carter
Lecturers
Associate Prof., AD:MT
Adrian Carter
Purpose
Objectives
Literature
Submission
Assessment
Instruction
Content
Destination
Preparation
Materials
Associate Prof., AD:MT
Peter Mandal
Architecture Study Trip to Stockholm and Finland.
The study trip provides an introduction to Modern and Contemporary Nordic
architecture and serves as source of inspiration for the semester project module.
Literature
Lund, N-O, (2008), Nordic Architecture. Arkitektens Forlag.
Evaluation of the study trip will be through the submission of personal sketch
books at the completion of the trip. Specific buildings are marked in the study trip
programme and these at least should be illustrated in the sketch books. A
minimum of 15 minutes is allocated in the programme at each specific location for
this purpose. It is recommended that the sketch books should be A5 size, but this
is up to personal choice.
The module is passed by the student’s regular and active participation in one or
more evaluation seminars. Further the students have to present a sketchbook
The study trip takes place in the period 24.9.11-05.10.11
To be announced. Will be available at the semester homepage before semester
start.
Sweden and Finland
A guest lecture ‘Introduction to Nordic Architecure’ Wednesday 21st September
with Niels-Ole Lund
Sketch and notes books, Camera etc.
35
Study Guide MSc01-AD E2011
10
Enclosures
10.1 Enclosure 1: Plagiarism and correct referencing
Important guidelines regarding plagiarism and correct referencing.
Use of Internet makes it easy finding references concerning project relevant
questions. Unfortunately Internet makes it easy abusing references, as everything
can be copied into your documents. However, that is illegal plagiarism.
You may not use an author’s phrase, unless there is a specific reason therefore. In
these cases the phrases must be clearly marked using italic or quotation marks
combined with references to the author/source. If you omit doing that, it is
plagiarism. Although it was not your intention to cheat.
Rewriting of an author’s work must be supplied with correct referencing. It is not
allowed to present another author’s work without referencing to the author. If
omitted, it is plagiarism. Diagrams, figures, tables, photos and other graphic
representations based on a source must be supplied with correct referencing. If
omitted, it is plagiarism. It still stands, even though it is a reproduction of the
relevant representation.
We have adjusted a rule of thumb from Oxford University “if 6 contiguous words (or
more) are the same as a source” they must be marked as a quotation as described
above and supplied with correct referencing. Furthermore “less than 6 words must
be in quotation marks when borrowing an especial incisive phrase.”
If using correct referencing it demonstrates you as a well-read student knowing the
subject area of the study.
Plagiarism is totally unacceptable and will cause rejection of the submitted material
and expulsion of the student from Aalborg University. Aalborg University has a
program to scan assignments for plagiarism; and it is used by random sampling.
Further reading on plagiarism, see: http://plagiat.aau.dk/
Comprehensive use of correct references quotations from individual sources, from
1/3 page and more with the argument “they write it better, than we can” is not
plagiarism and thereby not illegal. Meanwhile it is bad judgment and is evaluated
as poor student work. Comprehensive use of correct referenced quotations from
individual sources can be relevant under certain circumstances, e.g. if discussing
an EU-directive, where it is appropriate to utilize e.g. an entire page to the actual
text.
Use a reference system consequently during the entire assignment and process. A
careless reference management during preparation of drafts causes problems in
the final assignment, and quotations may lose the references, whereby they will be
considered plagiarism. Aalborg University’s Library offers students a course in
reference management by Refworks. Further information at:
http://www.aub.aau.dk/studerende/refworks/.
If not using a program for reference management, you are encouraged to use the
Chicago stile (Harvard’s successor). Further information at:
http://wwwlib.murdoch.edu.au/find/citation/chicago.html
If you have any queries, ask your supervisor.
10.2 Enclosure 2: Rules concerning written work
Curriculum p. 70
5.1 Rules concerning written work, including the Master’s thesis
In the assessment of all written work, regardless of the language it is written in,
weight is also given to the student's spelling and formulation ability, in addition to
the academic content. Orthographic and grammatical correctness as well as
stylistic proficiency are taken as a basis for the evaluation of language
performance. Language performance must always be included as an independent
dimension of the total evaluation. However, no examination can be assessed as
‘Pass’ on the basis of good language performance alone; similarly, an examination
36
Study Guide MSc01-AD E2011
normally cannot be assessed as ‘Fail’ on the basis of poor language performance
alone.
The Board of Studies can grant exemption from this in special cases (e.g., dyslexia
or a native language other than Danish).
The Master’s thesis must include an English summary. If the project is written in
English, the summary must be in Danish. The summary must be at least 1 page
and not more than 2 pages. The summary is included in the evaluation of the
project as a whole.
10.3 Enclosure 3: Guidelines for difficulties in cooperation
Cooperation difficulties in the group
If serious cooperation difficulties in the group occur, Architecture and Design study
board will estimate if there is a reason for intervention based on a written request
from the group or one/more students accompanied with a written statement from
the supervisor. At worst the group will be spilt up or one/more student may be
excluded from the group.
Request for estimation of cooperation difficulties should reach the Architecture and
Design Study Board no later than Dec. 1st or May 1st.
Cooperation difficulties between group and supervisor(s)
If serious cooperation difficulties occur between the group and supervisor(s),
Architecture and Design study board will reach for solutions hereunder estimate if
there is a reason to provide new supervisor(s) based on a written request from the
group or supervisor(s).
Request for estimation of cooperation difficulties should reach the Architecture and
Design Study Board no later than Nov. 15th or April 1st.
10.4 Enclosure 4: Re-examinations
(Examination Policies and Procedures p. 19-23)
http://www.tek-nat.aau.dk/digitalAssets/18/18291_eksamensordning-_engelsk.pdf
8. Re-examinations and make-up examinations
Re-examinations, re-examinations following an appeal and/or make-up
examinations in a program activity are held in the time between ordinary exams if
there are students who require this in accordance with the provisions in section 8.2
or 8.4. Make-up exams are held as a rule at the same time as re-examinations.
If the student has failed a program activity at the ordinary examination, or at the reexamination or the make-up examination immediately following it, the student must
re-take the program activity (under normal circumstances for the 3rd attempt). In
such cases, the normal rules for the examination format apply and the student
must register for the activity via the STADS self-service system.
With the 3rd, 4th and 5th attempts on internal examinations that are assessed
solely by one internal examiner, the student can demand, with written request to
the study board, that more than one assessor be involved. The communication
must be received by the study board no later than 3 weeks before the examination
is to be held.
8.1. Number of examination attempts etc
Examinations that have been passed cannot be re-taken.
A student has the right to a total of 3 examination attempts.
The study board, upon application, can permit a 4th or 5th examination attempt if
there are special circumstances. In this context, the lack of academic aptitude is
not a special circumstance.
The Dean, in exceptional cases, for students who are registered for a Bachelor’s or
Master’s program, and, moreover following the same conditions stated above, can
allow more than 5 examination attempts. This applies especially with an eye
toward the student who needs only to pass a single examination in order to have
37
Study Guide MSc01-AD E2011
completed the study program. An application for this is submitted to the faculty
office.
For students who are registered for a Professional Bachelor’s program or a
Diploma program, the Ministry of Education can allow more than 5 examination
attempts if there are special circumstances. An application for this is submitted to
the faculty office who handles the case.
8.2. Holding and taking re-examinations and make-up examinations
Students can only take a re-examination if they have taken the ordinary
examination in the same semester or with permission from the study board.
Students can only register for a make-up exam if a doctor’s certificate has been
submitted in accordance with that which is stated in section 8.3.
Re-examinations or make-up examinations are only held if there are students who,
with reference to the above, have the right to take the exam.
The date the re-exam and/or make-up exam is to be held, as well as the location
and the starting time for the exam, is announced in accordance with the provisions
in section 1.1. Students who are required to attend the re-exam or make-up exam
must have the possibility within the following time periods:
1) For ordinary exams held during the spring semester (summer exam): No later
than August
2) For ordinary exams held during the fall semester (winter exam): No later than
February
8.3. Documented illness and make-up examinations
In the case of illness, the program secretary must be contacted as quickly as
possible.
For absence due to illness, the student is registered as ―absent‖ unless a doctor’s
testimonial, that documents that the student was ill at the time the exam was held,
is submitted to the program secretary. The same applies if it was necessary for the
student to leave an examination room due to illness during the exam and is entitled
to a make-up exam.
In general, the doctor’s certficate can only be accepted as documentation of a valid
reason for absence if the student has consulted with the doctor on the actual day
of the exam. Any expenses for obtaining the certificate are paid by the student.
The doctor’s certificate must be submitted no later than 2 weeks after the exam is
held. With submission of the doctor’s certificate on time, the absent student is
registered as ―ill‖ and the absence thus does not count as an examination
attempt.
Make-up examinations are held under the conditions that apply for reexaminations.
8.4. Re-examination and re-assessment following an appeal
A re-examination following an appeal is understood as an extraordinary holding of
an examination (i.e., outside the ordinary exam periods) in a program activity,
where the holding of the exam is due to the student having been offered a reexamination in connection with a complaint or an appeal, or is due to an exam in
connection with a complaint or an appeal, or because of an irregularity in an exam,
an exam is annulled and a re-examination is arranged.
Re-assessment means a re-evaluation of the case file, including the assignment,
the answer to the assignment, the complaint, the statement of the original
assessors, the complainant's statement, the complainant's comments and the
university's decision by new assessors prompted by the student having been
offered re-assessment of a written test in connection with a complaint or an appeal.
A re-examination or re-assessment in connection with an exam appeal can result
in a lower grade than that which was given for the examination which the appeal
concerns.
A re-examination or re-assessment following an appeal must be completed as
soon as possible.
8.5. Re-examination in projects
Re-examination in a project can take place in the following ways:
a) The student is assessed according to the rules corresponding to those of the
previous examination on the basis of the original project report.
38
Study Guide MSc01-AD E2011
b) The student submits a project report that, in relation to the original report, is
revised and/or extended. The revised project report is handed in before the
expiration of a time limit agreed upon with the main supervisor. The student is
assessed according to the rules corresponding to those of the previous
examination, but on the basis of the new project report.
c) The student is assessed on the basis of a new project.
If a re-examination is due to the fact that the student has not passed an exam, a
short written statement must be prepared on the initiative of the main supervisor
and sent to the student and the study board no later than 8 days after the exam is
held. The statement must include information on the reason that the student’s
performance could not be considered as fulfilling the objectives of the project, and
a substantiated recommendation stating in which of the above ways the reexamination should take place. In connection with this, guidance is given to the
student as to what improvements will lead to the student being able to fulfil the
objectives of the project.
The study board makes a decision on the way the re-examination is to take place.
The decision is made on the basis of a recommendation, if any, from the main
supervisor and a statement from the student obtained with at least one week’s
notice.
The time period for holding the exam is stipulated by the study board on
recommendation from the main supervisor and the student with 4 weeks’ notice.
The time limit can be shorter than 4 weeks if this has been accepted by the
student.
Particularly for Master’s theses, the student hands in a project report with a revised
formulation of the subject matter within a stipulated deadline, after which an exam
is held on the basis of the new project according to rules corresponding to those of
the previous exam. See also the regulations on this in the Framework Provisions
(Section 5.1.2.3)
A similar procedure is used with any additional re-examinations.
8.6. Re-examination in courses
A re-examination in a course is normally held no later than 8 work weeks after the
ordinary exam. The date the exam is to be held is communicated to the students in
accordance with the provisions in section 1.1. An individual, written registration is
submitted to the program secretary.
The examiner can decide that a re-examination in a course can have another
examination or assessment format than the ordinary exam. If another examination
or assessment format is selected, this must be communicated to the students no
later than the announcement of the date the exam is to be held.
Students who must have their class participation evaluated a second time can
demand to take an exam instead. Class participation that involves practical
exercises, however, cannot be replaced with an examination.
10.5 Enclosure 5: Generel submission requirements
(http://studieweb.aod.aau.dk/studieinfo/projektaflevering)
The student must be aware of a range of submission requirements. Below are
outlined, numbers of reports and further requirements to be fulfilled at submission.
Students doing internship or study exchange should follow the requirements in
their respective pre-approvals.
General submission demands
The study board has the following general demands for project modules:
Number of reports
1 report for each primary supervisor
1 report for each co-supervisor
1 report for each examiner
1 report for the library (not for students substitution assignments)
OBS: All reports must include an abstract. If the report is written in Danish, the
39
Study Guide MSc01-AD E2011
abstract is in English. If the report is written in English, the language of the abstract
is optional.
Following must be at the front page of all reports:
- Project title
- Semester
- Specialization
- Group number
- Year
- Number of characters
- Optional: Names of the group members
- Optional: confidential declaration
- E.g.”Diver, MSc2-ARK8, 2011” or ”Flipside, BSc3-16, 2011” 54.587 characters.
Confidential declaration
Acknowledgement if the Study Board can use of the project material for PR,
exhibitions, etc. Along with the project reports a confidential declaration must be
submitted, whether the study board can use the project material for PR, exhibitions
etc. The form must be signed by all group members.
Formular - Dansk, Form - English
Upload to the digital project library
Before submission, the project must be uploaded to the university’s digital project
library via: http://projekter.aau.dk/projekter/. Login is your STADS username and
password. The receipt of upload must be handed in with the project.
While uploading it is possible to mark if the project is confidential. If confidential,
the project will only be accessible for the person(s) with authorization to the
individual education’s archive. If not marked as confidential, the project will be
present at the project library at http://www.projekter.aau.dk immediately after the
assessment. For upload and further information about the digital project library,
see the homepage.
The form is (almost) self-explaining. Though, please note the following.
•There must not be any CPR-numbers in the uploaded files.
• Confidential: Always chose whether a project is confidential or not.
• Contact information: Write one of the authors’ names and e-mail address.
• Publisher: Write ”Arkitektur & Design, Aalborg Universitet”/”Architecture & Design,
Aalborg University” or just ”Aalborg Universitet”/”Aalborg University”.
• Year of publication: The field is prefilled with the actual year. In case of year-end,
fill the actual year.
• Keywords: Added one at a time, not in a long line.
• Files: Pdf-files are recommended.
Receipt: After filling the project library a receipt appears on screen, print it
immediately, as it cannot be recreated after logging out. The receipt must be
handed in to the secretary together with your project report.
Semester evaluation
Together with the project submission the semester evaluation form must be
submitted. The evaluation form is submitted by group, and one form must be
submitted for each project module and course module. Note: The form must be
printed in A3.
The information in the evaluation form will not be passed on to the supervisors
before the exam.
Each project module and course module must be evaluated individually.
Evalueringsskema (print A3!) Evaluation form (English) (print A3!)
Poster for exhibition - Demands for fall semesters (BSc01, BSc03, BSc05,
MSc01 and MSc03) and (BSc06 and MSc04)
After the exam 1 A0-poster in portrait (841 x 1189 mm) on 5 mm foamboard must
be submitted to the secretary with the following content:
• Name
• Semester
• Year
40
Study Guide MSc01-AD E2011
• Project title
• Synopsis
• Abstract of the project. Min 300 words.
• Illustrations
Demands for BSc06 and MSc04
Project title form
Along with the report a title form must be submitted with the title of the project. The
title must be in both Danish and English – independent of the written language.
Titelblanket BSc6
Title form – MSc4
Further specific submission demands
Beside the above defined demands, the individual semester might have specific
demands outlines in the respective study guides.
Label for CDs
If a CD must be submitted together with the report according to the semester
specific demands, following label must be used:
Label - CD
Please notice: The assessment result will not be notified before all requirements
are fulfilled.
10.6 Enclosure 6: Evaluation formats
Curriculum p. 71
A&D – Evaluation formats under BSc and MSc curricula
Evaluation format C – Project module with external examination
The module is assessed by an oral assessment based on written material, typically a
jointly prepared (or in exceptional cases, prepared by the individual student) project
module report (containing the report/analyses/posters/drawings/models or similar). It is
further presumed that the student has regularly and actively participated in evaluation
seminars and the like.
The module is assessed with external examination.
The written material for submission is submitted in physical form to the semester
secretary.
Evaluation format P – Project module with internal assessment
The module is assessed by an oral assessment based on written material, typically a
jointly prepared (or in exceptional cases, prepared by the individual student) project
module report (containing the report/analyses/posters/drawings/models or similar). It is
further presumed that the student has regularly and actively participated in evaluation
seminars and the like.
The module is assessed with internal assessment.
The written material for submission is submitted in physical form to the semester
secretary.
Evaluation format L – Course module with internal assessment, oral or written
assessment. Below here:
Evaluation format La – Course module, oral assessment
The module is assessed with an oral assessment based on written material prepared by
the individual student such as a portfolio presentation or a (possibly jointly prepared)
project module report (containing the report/analyses/posters/drawings/models or similar).
It is further presumed that the student has regularly and actively participated in evaluation
seminars.
41
Study Guide MSc01-AD E2011
Oral assessment with aid and without preparation time. The module is assessed by
internal assessment.
The written material for submission must be digitally uploaded to the directory assigned
by the semester secretary.
Evaluation format Lb – Course module, oral assessment
The module is assessed with an oral exam based on the objectives for the course
module. The examinee pulls a known and predefined question, after which the
assessment begins.
Oral assessment without aid and without preparation time. The module is assessed by
internal assessment.
Evaluation format Lc – Course module, oral assessment
The module is assessed with an oral exam based on the objectives for the course
module. The examinee pulls a question, gets preparation time, after which the
assessment begins.
Oral assessment without aid and with preparation time – aid is allowed in the preparation
time. The module is assessed by internal assessment.
Evaluation format Ld – Course module, written assessment
The module is assessed with a written assignment based on central parts of the
objectives for the course module through one or more written assignments (including
reports/analyses/posters/drawings/models or the like).
A written assignment is developed during the execution of the course module. The
module is assessed by internal assessment.
The written material for submission must be digitally uploaded to the directory assigned
by the semester secretary.
Evaluation format Le – Course module, written assessment
The module is assessed with a written assignment based on central parts of the
objectives for the course module.
A written assignment given by the end of the course module and completed within a
defined time frame. The module is assessed by internal assessment.
The written material for submission must be digitally uploaded to the directory assigned
by the semester secretary.
Evaluation format V – Course module
The module is passed by the student’s regular and active participation in teaching/
evaluation seminars or the like and by compliance of the submission requirements.
The module is assessed by internal assessment.
The written material for submission must be digitally uploaded to the directory assigned
by the semester secretary.
In case of re-examination evaluation format V will be superseded by evaluation format La.
42
Study Guide MSc01-AD E2011
43