UNIVERSITY OF KENT
KENT SCHOOL OF ARCHITECTURE
Module Specification
1
Module Title
AR802 Cultural Context
2
Department responsible for Module management
Kent School of Architecture
3
Module Start Date
September 2005
4
Number of students on Module
Up to 40
5.
Modules to be withdrawn on introduction of proposed Module
None
6
Level of Module
H
7
Number of credits the Module represents
15
8
Which Term is the Module to be taught in
Stage 4, Spring Term
9
Prerequisite and co-requisite modules
Admission onto the MArch Programme
10 The programmes of study to which the Module contributes
M.Arch (successful completion of all Stage 4 and Stage 5 modules) and ARB & RIBA Part 2
11 The intended subject specific learning outcomes and, as appropriate, their relationship to the
Programme learning outcomes (in bold)
A Understand the influences on the contemporary built environment of individual buildings, the design of
cities, past and present societies and wider global issues. (ARB & RIBA C/C) A3
B Understand the histories and theories of architecture and urban design, the history of ideas, and the
related disciplines of art, cultural studies and landscape studies and its application in critical debate (ARB
& RIBA C/C) A4
C Ability to critically appraise and form considered judgements about spatial, aesthetic, technical and the
social qualities of a design within the scope and scale of a wider environment (ARB & RIBA C/C) B3
12 The intended generic learning outcomes, and as appropriate, their relationship to the programme
learning outcomes
A Ability to formulate a research proposal with its appropriate methodology B6
B Ability to communicate and discuss cultural context topics effectively D7
13 Synopsis of the curriculum
This module aims to increase understanding of the built environment in terms of historical perspectives and the
history of ideas, cultural theory and the contemporary arts. Topics related to these are debated in seminar
sessions which follow the lectures.
The Module introduces methodological approaches to research and how to make a research proposal.
14 Indicative Reading List
Adler, G, 2004
Borden, I and Rendell, J. (eds.), 2000
Butler, C. 2002
Chambers E& Northedge A,
Forty, A. , 2000
Frampton, K.
Tessenow in Hellerau: The Materialisation of Space (Canterbury,
UKC), PhD Diss
Intersections: Architectural Histories and Critical Theories
(London: Routledge)
Postmodernism: A Very Short Introduction (Oxford: OUP)
The Arts Good Study Guide, (Open University)
Words and Buildings: A Vocabulary of Modern Architecture
(London: Thames & Hudson)
Studies in Tectonic Culture: the Poetics of Construction in
Heynen, H.
Jencks, C.& Kropf, K (eds),
Machado, R & Khoury, R.(eds),
Rowe, C.
Tschumi, B
Upton, D.
Vesely, D.
Weston, R
Nineteenth and Twentieth Century Architecture (Cambridge,
Mass: MIT, 1995)
Architecture and Modernity: a Critique (Cambridge, Mass: MIT,
1999)
Theories and Manifestoes of Contemporary Architecture (London:
Academy, 1997)
Monolithic Architecture (Munich: Prestel, 1995)
The Mathematics of the Ideal Villa and Other Essays
(Cambridge, Mass: MIT, 1976)
Architecture and Disjunction (Cambridge, Mass: MIT, 1996)
Architecture in the United States (Oxford: Oxford University
Press, 1998)
Architecture in the Age of Divided Representation: The Question
of Creativity in the Shadow of Production (Cambridge, Mass: MIT,
2004)
Materials, Form and Architecture (London: Lawrence King, 2003)
15 Learning and teaching methods, including the nature and number of contact hours and the total study
hours which will be expected of the students, and how these relate to achievement of the learning
outcomes
Learning and teaching Methods
Achievement of LOs
Contact
Hours
Per student
Directed Learning
Lectures on cultural context
Study Hours
Lectures
12 hours
Part Directed learning
Required readings on lecture topics
Students prepare lecture topic seminars in advance on
each lecture topic for presentation following the
lecture. This develops their research skills, their
knowledge base and understanding, and allows them
to practice their seminar skills.
Lecture topic
seminar
presentations
and
discussion
12 hours
Illustrated essay topic is agreed between student and
staff.
Essay topic is presented to the class as a seminar
Individual learning
Research and reading on seminar topics and essay
Essay topic
seminar
presentations
6 hours
SUB TOTAL:
30 hours
How this relates to the
module Learning
Outcomes
11 A B C
Required readings
20 hours
11 A B C
Research and prepare
lecture seminar topics
20 hours
11 A B C & 12 B
Research and prepare
illustrated essay and
seminar
80 hours
12 A B
11A B C
SUB TOTAL: 120 hours
OVERALL: 150 hours
17 Assessment methods and how these relate to the achievement of the intended learning outcomes
Assessment
Method
Essay * (100%)
3000 Words
Learning Outcome
Students will be able to:
11 A B C &12 A B
16 Implications for learning resources including staff, Library, IT and space
Staff and resources are available to teach this Module.
18 As far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of
assessment do not present any non-justifiable disadvantage to students with disabilities.
The department recognises and has embedded the expectations of SENDA, and supports students with a
declared disability or special (educational) need in its teaching, through the establishment of Inclusive Learning
Plans agreed between student, department and the Disability Support Unit. We will liaise with the Disability
Support Unit in order to provide specialist support where needed. Where a particular disability adversely affects
a student's ability to attain one of the module learning outcomes, the department will endeavour to ensure that
alternative arrangements are made where justifiably possible. More specific information can be found the at
University’s Disability Support Unit website http://www.kent.ac.uk/guidance/disabilitysupport.htm