UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
Intervention at Historic Buildings
2.
School which will be responsible for management of the module
Kent School of Architecture
3.
Start date of the module
September 2014
4.
The number of students expected to take the module
5 - 15
5.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
6.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
7.
The number of credits which the module represents
30
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Spring
9.
Prerequisite and co-requisite modules
None
10. The programme(s) of study to which the module contributes
MSc in Architectural Conservation
11. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of this module, students will have:
11.1 Expertise in the design of conservation-oriented interventions to historic buildings (A8, B4,
B5, B8)
11.2 An ability to use conservation statements and plans as a basis for conservation strategies
(B1, C3, C7).
11.3 Familiarity with the methods employed in the survey of historic buildings and sites (A6, C1,
C2).
11.4 An ability to manage a design proposal and to formulate design briefs (A2, A9, D6).
11.5 An ability to work in many different scales and conditions, ranging from building interiors to
building complexes and from urban areas to landscapes and gardens (A4, B2, C4).
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UNIVERSITY OF KENT
12. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On successful completion of this module, students will have:
12.1 An ability to guide and manage change to historic buildings (B3, B4, B5, B8)
12.2 An understanding of the entire process of conservation projects, including survey,
conservation statement, establishment of conservation strategy, formulation of briefs, design
development, procurement and implementation (A2, C4, C7, D1, D2)
12.3 An awareness of the impact of conservation principles on the way in which historic buildings
are preserved, reconstructed, or adapted to new uses (B3)
12.4 An inclusive, broad view of the urban environment and an understanding of historic buildings
as integral parts of an urban setting (B2, C4, D5)
12.5 An ability to integrate conservation attitudes with contemporary economic and social goals
(A3).
13. A synopsis of the curriculum
This module explores the various methods of promoting beneficial change to historic buildings. A
conservation project that will be supervised on a weekly basis offers the opportunity to design an
intervention to a historic site. The project will not only focus on one historic building but it will offer
the opportunity to investigate the role of conservation in the broader urban environment. In parallel
to this project, a series of lectures will investigate various stages in the delivery of conservation
projects, examining the methods of survey, appraisal, repair, strengthening, adaption, extension,
and monitoring of historic buildings and surrounding urban spaces. One of these lectures will be
delivered at Canterbury Cathedral, and will give students the opportunity to observe the ongoing
conservation of the monument guided by one of its chief conservators. During the course, special
emphasis will be put on issues related with the preservation and management of historic cities.
Encouraging the students to experiment with all the phases of a conservation project, this module
provides a synthesis of theory and practice, and promotes the development of a holistic approach
to architectural conservation.
14. Indicative Reading List
Cantacuzino, S., New Uses for Old Buildings, London, 1975
Charles, F.W.B., Conservation of Timber Buildings, Shaftesbury: Donhead, 1995
Croci, G., The Conservation and Structural Restoration of Architectural Heritage, Southampton:
Computational Mechanics Publications, 1998
Feilden, B.M., Conservation of Historic Buildings, Butterworth, 2003
ICOMOS, Guide to Recording Historic Buildings, Butterworth, 1990
Krier, L., Architecture, Choice or Fate, London: Papadakis Publisher, 1998
Larkham, P.J., Conservation and the City, London: Routledge, 1996
Roberts, P. & Sykes, H., Urban Regeneration, Sage Publications, 1999
Watt, D. & Swallow, P., Surveying Historic Buildings, Shaftesbury: Donhead, 1996
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UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how these
relate to achievement of the intended learning outcomes
Learning and teaching Methods
Achievement of Los
Contact Hours
Per student
Study Hours
Lectures: 6 hours
Research and
Reading: 60 hours
Presentation of
conservation plan:
5 hours
Preparation of a
conservation plan for a
historic site in Kent: 60
hours
Tutorials: 20 hours
Presentation of
conservation
project: 5 hours
Design-based
conservation project:
intervention to a
historic site in Kent:
144 hours
TOTAL: 36 hours
300 hours
TOTAL: 264 hours
How this relates to
the module
Learning
Outcomes
Directed Learning
Lectures
Part-directed learning
The students will elaborate a conservation
plan analysing the significance of a historic
site in Kent. This plan will be presented with
a PowerPoint presentation to the entire
class
Group tutorials: the students will present the
development of their conservation project
once every two weeks.
Individual learning
11.2, 11.3, 12.2,
12.5,
11.1, 11.4, 11.5,
12.1, 12.3
Research and reading in parallel to the
development of the intervention project.
TOTAL
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment
Method
Learning Outcome
Students will be able to:
Conservation Plan (25%)
Conservation Project (75%)
11,1-5, 12.1-5
17. Implications for learning resources, including staff, library, IT and space
Staff and resources are available to teach this Module on the University’s Canterbury
campus. One of the lectures will be delivered at Canterbury Cathedral.
18. The School recognises and has embedded the expectations of current disability equality
legislation, and supports students with a declared disability or special educational need
in its teaching. Within this module we will make reasonable adjustments wherever
necessary, including additional or substitute materials, teaching modes or assessment
methods for students who have declared and discussed their learning support needs.
Arrangements for students with declared disabilities will be made on an individual basis,
in consultation with the University’s disability/dyslexia support service, and specialist
support will be provided where needed.
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UNIVERSITY OF KENT
19. Campus(es) where module will be delivered
Canterbury; Canterbury Cathedral (1 Lecture)
If the module is part of a programme in a Partner College or Validated Institution,
please complete the following:
20. Partner College/Validated Institution
21. University School (for cognate programmes) or Faculty (for non-cognate
programmes) responsible for the programme
Not applicable
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
Director of Graduate Studies
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
Don Gray
..............................................
.................................................................
Date
Head of School
Don Gray
…………………………………………………….
Print Name
Module Specification Template
Last updated November 2011
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