UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATION
1.
Title of the module
Conservation Principles (AR844)
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Modules to be withdrawn on the introduction of this proposed module and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)
Autumn
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 An understanding of the knowledge required to analyse historic monuments in Europe,
especially Britain, and of the significance of the conservation of buildings (A2, A3, A4, A5,
A6, B1, B2, B4)
11.2 An understanding of attitudes towards architectural heritage and their historical
development (A2, A4, B1, B2, B7)
11.3 An understanding of the current overarching philosophical framework of conservation
(A2, A3, A4, B1, D1)
11.4 An understanding of the concept of historical environments (B1, B2)
11.5 An understanding of the various approaches to the documentation and monitoring of
historic buildings (A3, A4, A5, A6, B1)
11.6 An understanding of different research methodologies for the study of the development of
architectural forms, with an emphasis on European architecture (A4, A5, A6, C7)
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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 Ability to critically apply theories, research and analysis to the ideas, development and quality
of projects (B1)
12.2 Ability to communicate effectively, using a range of communication skills (A4, D1, D2, D3)
12.3 Ability to comprehensively understand the nature of differing types of documentation used in
planning and analysis. (A5, B4, D1, D7)
13. A synopsis of the curriculum
This module introduces the students to the research in architectural history and to the study of
conservation philosophy that underpins past and present attitudes to architectural heritage.
The introductory lectures will provide an opportunity to investigate the development of architectural
form from Antiquity to the 20th century, focusing on the European traditions. They will also
introduce the students to the various approaches to the research and documentation of historic
buildings. Cultivating a multifaceted understanding of architectural heritage while offering access to
the relevant research methodologies, the module provides the expertise necessary to evaluate
historic buildings and to decide what should and could be conserved and why. As well as an
introduction to architectural history, lectures and seminars will investigate the field of conservation
philosophy. This part of the module will examine the evolution of the attitudes to architectural
heritage from the 19th to the 21st century. Special emphasis will be put on the theoretical problems
of maintenance, restoration, and the way in which 20 th-century international charters addressed
these problems. Examining a wide range of case-studies, the module will also investigate various
theoretical approaches to the adaptation of new buildings to the historic environment.
14. Indicative Reading List
General Surveys:
Brandi Cesare, Basile Giuseppe, Theory of Restoration, Rome: Istituto Centrale per il Restauro
2005
Curtis, William J.R., Modern Architecture since 1900, London: Phaidon Press Ltd, 3rd ed. 2006
Earl John, Saint Andrew, Building Conservation Philosophy, London: Taylor & Francis 2003
Fazio Michael, Moffett Marian, Wodehouse, Laurence . A World History of Architecture. London:
Laurence King (1st ed. 2003; 2nd ed. 2008)
Jokiletho Jukka, A History of Architectural Conservation, London: Routledge 2002
Lowenthal, David, The Heritage Crusade and the Spoils of History, Cambridge University Press
1998
Tyler, Norman, Historic Preservation: An Introduction to Its History, Principles, and Practice, W. W.
Norton 2000
Watkin, David (2011, 5th ed. – earlier eds. will be fine). A History of Western Architecture. London:
Laurence King
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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
How this relates to the
module
Learning
Outcomes
Directed Learning
Lectures
12 hours
Lectures
11.1, 11.2,
11.5, 11.6
Part Directed learning
Required readings on lecture topics
Seminars and assignments: before each
lecture, students prepare assignments
based on the lecture topics. These
assignments will be presented in seminars
following the lecture. This develops their
research skills, their knowledge base and
understanding, and allows them to practice
their presentation skills.
Lecture
seminar
presentations
discussion
12 hours
topic
and
Essay of 4000 words is agreed between
student and staff.
The subject is presented to the class as a
seminar
Work in progress to
be presented at
seminar - 8 hours
Site Documentation Study: The students will
visit a part of Canterbury identifying the date
/ period of its buildings. They will present
their findings using sketches and diagrams.
Work in progress to
be presented at
seminar – 4 hours
Individual learning
TOTAL: 36 hours
Research and reading on lecture, seminar
topics and essay
TOTAL
300 hours
11.3,
Required
readings
88 hours
11.1, 11.2, 11.3, 11.4
Research and
prepare
lecture
seminar topics
88 hours
12.1,12.2, 12.3
Research,
Writing,
and
preparation of
illustrated
presentation
88 hours
TOTAL:
hours
11.4,
12.1, 12.2, 12.3
264
16. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
Assessment
Method
Essay 4000 words (80%)
Site Documentation Study (20%)
Learning Outcome
Students will be able to:
11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 12.1, 12.2, 12.3
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.
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 delivered1
Canterbury
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
Gordana Fontana-Giusti
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
Last updated November 2011
Specification
Template
1
Required for information purposes only. Changes of campus will not require re-approval of the
module specification.
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