Queen*s University Centre for Educational Development

Queen’s University Centre for Educational Development
Case Study: Active and Interactive Learning at Stage 1
One Architect: One Building
School of Planning, Architecture and Civil Engineering
Degree Programme BSc Architecture
Architectural Design I (i) ARC1017; Technology and Environment I (i) ARC1001;
Architectural Skills I(i) ARC1016
(the project is also useful for the essay in ARC1015)
Learning environment (eg. lecture, tutorial, lab., field work)
Studio and field work
Preferred room type
Timetabling of session
12 sessions
What do you do? (content, assessment etc.)
Students work in groups of 5 to carry out a comprehensive investigation and analysis
of one particular building of an architect or firm of architects in Belfast. Through
doing this, they explore:
 The architectural design process
 Considerations of technology
 The significance of architectural precedents.
The list of buildings reflects the diversity of building eras, materials, uses and history
of the city. Students complete in-depth research using journal articles, films and
interviews with architects who are still living. This helps students to reflect on their
own design process.
Learning outcomes for research element of ARC1017: students should be able
to: engage in critical discussion related to architectural design and practice;
understand the structure and process of design research based on a single case
Assessment: research is reviewed through a PowerPoint presentation witnessed by
all groups during the January exam period. Marks are awarded as follows:
 30% for the originality of the research materials
 70% for depth of analysis, intellectual discussion and argument of the design
process, (rather than the final product).
The total mark for this research element is 10% of overall module marks.
Learning outcomes for research element of ARC1001: students should be able to
define structural elements from structural members, construction materials and
technological aspects of contemporary constructions; they should have developed
basic understanding of how to conduct a research task that involves data gathering,
field investigation and analysis of technological aspects of design; they should have
understood the relevance of using technology to achieve sustainable building
Assessment: each team needs to answer questions about:
a. Structural system (scaled model and structural analysis (50%) – what are the
main structural elements of the building and how did they come together?
What are the benefits of the chosen structural systems? Advantages and
b. ONE building material (50%) – the use and function of selected building
material? Its environmental performance (thermal transmission, water
tightness, etc.)
c. Latest technology
Based on the presentation and submitted sheet, this project is worth 10% of overall
module marks.
Learning outcomes for research element of ARC1016: students should be able to:
develop technical drawings, sketches and models that describe an existing building;
understand the value of studying an existing building by visiting it and by reviewing
printed sources; understand the benefits and limitations of the use of the precedent.
Assessment: the following elements which are assessed:
a. Technical drawing (quality and precision) 15% of final mark
b. Sketching (quality and originality) 15% of final mark
c. Model (quality, originality and precision) 20% of final mark
How do you do it? (method including tips)
Why do you do it that way?
Technology (if any) used to support activity (brief description)
How do you know it works? (measures you adopted, student feedback outcomes,
staff feedback)
Module reviews score 4.75.
The writing portfolio is unique.
Staffing limits the amount of time that can be devoted to small group teaching.
Advice and Tips
If using background readings, keep them short!
Some of the architects are repeated in the list that is given to students, so they are
advised to co-ordinate with other groups, in an effort to avoid over-burdening the
practitioners with too many interviews. Students are also advised to be on time and
well prepared for any meetings and to send a formal ‘thank you’ card afterwards.
Looking forward
More studio sessions.
Increasing the relevance of the exercise.
Support Material (please upload/attach or give URL)
The search engine www.paddi.net is particularly helpful for this project
References (if available)
Contact Details
Dr. Sarah Lappin
Organisational Unit: Architecture
Rm: 0G.309 David Keir Building David Keir
E-Mail Address:
[email protected]
Phone (Internal):