Course guide of Architectural Projects 8 (2091151)

PREREQUISITES AND RECOMMENDATIONS
Those contemplated by the University of Granada in the access and admission section for undergraduate students in Architecture, as well as the indications and regulations specified in the Syllabus. (Must have completed the courses Graphic Ideation and Introduction to Architectural Design, Design Studio 1, Design Studio 2, Design Studio 3, Design Studio 4, Design Studio 5, Design Studio 6, and Design Studio 7).

SKILLS
GENERAL SKILLS
• CG01 - Capacity for analysis and synthesis
• CG02 - Capacity for organization and planning
• CG03 - Oral and written communication in the native language
• CG04 - Knowledge of a foreign language
• CG05 - Information technology (IT) skills relative to the field of study
• CG06 - Information management skills
• CG07 - Problem-solving skills
• CG08 - Decision-making
• CG09 - Teamwork
• CG10 - Ability to work in an interdisciplinary team
• CG11 - Ability to work in an international context
• CG12 - Interpersonal skills
• CG13 - Appreciation of diversity and multiculturalism
• CG14 - Critical thinking / Critical reasoning
• CG15 - Ethical commitment
• CG16 - Autonomous learning / Ability to work autonomously
• CG17 - Ability to adapt to new situations
• CG18 - Creativity
• CG19 - Leadership
• CG20 - Knowledge of other cultures and customs

SUBJECT-SPECIFIC SKILLS
• CE05 - Ability to: a) Apply technical and construction regulations; b) Maintain building structures, foundations, and civil works; c) Maintain finished works; d) Value and appraise works.
• CE08 - Knowledge of: a) Professional ethics, professional association organization, professional structure, and civil liability; b) Administrative procedures, management, and professional processing; c) Organization of professional offices; d) Methods of measurement, valuation, and expert assessment; e) Site health and safety plans; f) Real estate management and direction.
• CE09 - Ability for the conception, practice, and development of: a) Schematic and detailed design projects, sketches, and preliminary designs; b) Urban projects; c) Construction management / Site supervision.
• CE10 - Ability to: a) Develop functional programs for buildings and urban spaces; b) Intervene in, maintain, restore, and rehabilitate built heritage; c) Remove architectural barriers; d) Exercise architectural criticism; e) Solve passive environmental conditioning, including thermal and acoustic insulation, climate control, energy performance, and natural lighting; f) Catalogue built and urban heritage and plan its protection.
• CE11 - Capacity to: a) Carry out safety, evacuation, and protection projects in buildings; b) Draft civil engineering projects; c) Design and execute urban layouts and urbanization, gardening, and landscape projects; d) Apply urban planning regulations and ordinances; e) Prepare environmental, landscape, and environmental impact mitigation studies.
• CE12 - Adequate knowledge of: a) General theories of form, composition, and architectural typologies; b) General history of architecture; c) Methods for studying symbolization processes, practical functions, and ergonomics; d) Methods for studying social needs, quality of life, habitability, and basic housing programs; e) Ecology, sustainability, and principles of energy and environmental resource conservation; f) Architectural, urban, and landscape traditions of Western culture, as well as their technical, climatic, economic, social, and ideological foundations; g) Aesthetics and the theory and history of fine arts and applied arts; h) The relationship between cultural patterns and the social responsibilities of the architect; i) The foundations of vernacular architecture; j) Urban sociology, theory, economics, and history; k) Methodological foundations of urban planning, territorial, and metropolitan development; l) Drafting and management mechanisms of urban plans at any scale.
• CE13 - Knowledge of: a) Civil, administrative, urban planning, building, and industrial regulations related to professional practice; b) Feasibility analysis and the supervision and coordination of integrated projects; c) Real estate appraisal.
• CE27 - Ability for the conception, practice, and development of: a) Schematic and detailed design projects, and preliminary architectural designs; b) Urban projects.
• CE28 - Ability to: a) Develop functional programs for buildings and urban spaces; b) Intervene in, maintain, restore, and rehabilitate built heritage; c) Remove architectural barriers; d) Exercise architectural criticism.
• CE29 - Capacity to: a) Design urban layouts and urbanization, gardening, and landscape projects.
• CE30 - Adequate knowledge of: a) General theories of form, composition, and architectural typologies; b) Methods for studying symbolization processes, practical functions, and ergonomics; c) Methods for studying social needs, quality of life, habitability, and basic housing programs; d) Ecology and sustainability; e) Architectural, urban, and landscape traditions of Western culture, as well as their technical, climatic, economic, social, and ideological foundations; f) The relationship between cultural patterns and the social responsibilities of the architect; g) The foundations of vernacular architecture.
• CE31 - Knowledge of: a) Civil, administrative, urban planning, building, and industrial regulations related to professional practice; b) Feasibility analysis and the supervision and coordination of integrated projects; c) Real estate appraisal.
• CE55 - Ability for the conception, practice, and development of: a) Detailed design projects; b) Urban projects; c) Construction management and site direction.
• CE56 - Ability to: a) Develop functional programs for buildings and urban spaces; b) Intervene in, maintain, restore, and rehabilitate built heritage; c) Remove architectural barriers.
• CE57 - Capacity to: a) Carry out safety, evacuation, and protection projects in buildings; b) Draft civil engineering projects; c) Design and execute urban layouts and urbanization, gardening, and landscape projects; d) Apply urban planning regulations and ordinances.
• CE58 - Adequate knowledge of: a) Methods for studying the processes of practical functions and ergonomics; b) Methods for studying social needs, quality of life, habitability, and basic housing programs; c) Ecology, sustainability, and principles of energy and environmental resource conservation; d) The relationship between cultural patterns and the social responsibilities of the architect; e) Drafting and management mechanisms of urban plans at any scale.
• CE59 - Knowledge of: a) Civil, administrative, urban planning, building, and industrial regulations related to professional practice; b) Feasibility analysis and the supervision and coordination of integrated projects; c) Real estate appraisal.

The project as interpretation/transformation of reality. Architectural projects and practice of architecture. Knowledge, information, memory and invention. The materials of architecture and their integration through the project. Place and heritage. Subject and culture. Fundamentals of living and material culture. Generation processes of the architectural form: City and Society. Modification, transformation. Permanences and discontinuities. Materiality, technique and architectural project. Sustainable environment and heritage destination. Urban projects, landscape projects. Heritage intervention projects. The architectural project as an integrator of the disciplines that concur in architecture. The construction process of the project.

Descriptor according to Study Plan

The architectural project in relation to integration, systems and technology.

Applied technique, reason and intention. Complex programs. Project and execution of works. Management systems and organization of works. Building pathologies. Specialization. The terrain, geotechnics and foundations. Soil consolidation. Normative

The course "Design Studio 8", taught in the final year of the Degree in Architecture, aims to bring students closer to architectural reality, where the solutions adopted respond to real-world problems. These are answers to people's needs in a manner consistent with the site, integrating technologies and materials to provide a precise response to them. It addresses contemporary challenges such as energy efficiency and the obsolescence of a large portion of urban buildings.
It offers an approach to the architectural project based on the same criteria required in a Final Master Project: criteria of rationality, creativity, and technical, spatial, formal, utilitarian, economic, and sustainable qualities, as well as the optimization of resources and opportunities. All of this is paired with adequate technical development and the integration of systems and technology. The adopted solution—in accordance with the general criteria and considerations it must address and factor into its formulation, as listed in the previous paragraph—must be sufficiently defined in the submitted documentation, both written and graphic.
Objectives:
• To intervene in existing contexts and propose the rehabilitation of urban areas as an alternative to the consumption of new land.
• To act upon existing realities, reorder urban spaces, eliminate redundant elements, or insert intelligent new proposals capable of giving new meaning to the area.
• To explore the possibility of acting on the buildings themselves through transformation or adaptation operations, or by reordering the existing space.
• To understand the use of scales as a project element.
• To put into practice urban transformation strategies, based on the capacity of architecture to organize and qualify urban space.
• To delve into the spatial, utilitarian, and formal control aspects of open spaces, their possible basic typologies, and the role they play as both an object and a setting for architecture.
• To understand the project as a complex integration process, whose purpose is to serve the materialization of the imagined architecture and, therefore, must integrate all other knowledge and disciplines that make it viable.
• “A comprehensive understanding of architecture and its learning as processes unequivocally oriented towards the construction of reality.”
• The documentation to be submitted, which will define the adopted solution, shall adhere to principles of clarity, rigor, precision, specificity, and coherence with the proposal as a whole.

The syllabus is made up of the material that the activity of students and teachers produces throughout the course, and whose assimilation and application by students to their work will allow the teacher to evaluate them.

This approach gives great importance to class participation, personal contribution and sharing reflections, doubts and proposals, in short, creating a collective space for the production of architecture, or in other words, a project workshop.

The content of the subject (The architectural project in relation to integration, systems and technology.), Together with the objective of understanding construction as a tool for planning, will lead to a selection of didactic material, in the form of master classes, expert interventions , visits to certain places and buildings, or critical study of built architectures, etc., which throughout the course will build the theoretical body of the subject. These activities will be carried out in coordination with the evolution of the students' work and may give rise to complementary exercises.

Critical knowledge of architecture provides the architect with a good part of the raw material necessary to project. Architecture can be understood, therefore, as project material. The comparative study of different references, the reflection and study of different alternatives, the discussion and argument about one's own ideas and those of others, the search for a balance between reason and emotion, mark the learning process.

Understanding the relationships between program, form and place, assessing the fit between material reality and visual reality and judging the meaning and consistency of the architectural form analyzed will be of great help in developing one's own ability to face the project and make a judgment. critic of architecture.

The scope of the collective will be the preferred scenario where the course of projects will focus its activity. The analysis of what exists, its transformation and public space and facilities will focus thematic attention.

During the semester (15 weeks) TWO EXERCISES will be developed, which

They must be carried out individually, based on four milestones or levels of definition, with the following percentages in the final grade:

EXERCISE 1: General planning and adaptation of public spaces: 30%

EXERCISE 2: Residential building or residential complex 70%

PRACTICES/DEVELOPMENT MILESTONES:

• Analysis and prior information (practical work to be carried out by groups)
• Progress of ideas (Ideation and definition at the draft level)
• Basic Project (general definition of the conceptual, formal and functional characteristics)
• "Definition" project (definition of the conceptual, formal, functional and technical aspects that allow verifying the feasibility of the proposals. Their possibility of becoming a "built reality".)

It is recommended that each student reflect in the documentation of each phase or milestone or, failing that, have a DRAWING NOTEBOOK in which the development work during the course is captured. This notebook, like a diary or album of images, will collect the research and reflections carried out regarding the exercises: travel photos, drawings, class notes, and everything that has been of personal interest to propose each exercise.

At the beginning of the course, students will be provided with the statement of the subject with the two exercises and the practices/development milestones foreseen. This statement will be uploaded to the PRADO teaching platform.

LEARNING OUTCOMES

The course "Design Studio 8", taught in the final year of the Degree in Architecture, aims to bring students closer to architectural reality, where the solutions adopted respond to real-world problems. These are answers to people's needs in a manner consistent with the site, integrating technologies and materials to provide a precise response to them. It addresses contemporary challenges such as energy efficiency and the obsolescence of a large portion of urban buildings.
It offers an approach to the architectural project based on the same criteria required in a Final Master Project: criteria of rationality, creativity, and technical, spatial, formal, utilitarian, economic, and sustainable qualities, as well as the optimization of resources and opportunities. All of this is paired with adequate technical development and the integration of systems and technology. The adopted solution—in accordance with the general criteria and considerations it must address and factor into its formulation, as listed in the previous paragraph—must be sufficiently defined in the submitted documentation, both written and graphic.
Objectives:
• To intervene in existing contexts and propose the rehabilitation of urban areas as an alternative to the consumption of new land.
• To act upon existing realities, reorder urban spaces, eliminate redundant elements, or insert intelligent new proposals capable of giving new meaning to the area.
• To explore the possibility of acting on the buildings themselves through transformation or adaptation operations, or by reordering the existing space.
• To understand the use of scales as a project element.
• To put into practice urban transformation strategies, based on the capacity of architecture to organize and qualify urban space.
• To delve into the spatial, utilitarian, and formal control aspects of open spaces, their possible basic typologies, and the role they play as both an object and a setting for architecture.
• To understand the project as a complex integration process, whose purpose is to serve the materialization of the imagined architecture and, therefore, must integrate all other knowledge and disciplines that make it viable.
• “A comprehensive understanding of architecture and its learning as processes unequivocally oriented towards the construction of reality.”
• The documentation to be submitted, which will define the adopted solution, shall adhere to principles of clarity, rigor, precision, specificity, and coherence with the proposal as a whole.

RECOMMENDED LEARNING RESOURCES/TOOLS
THEORETICAL FRAMEWORK
The syllabus is constituted by the material produced throughout the course by both students and professors. The students' assimilation and application of this material to their work will allow the professor to evaluate them.
This approach places great importance on class participation, personal contribution, and sharing reflections, doubts, and proposals—ultimately creating a collective space for architectural production, or in other words, a design studio workshop.
The course content (The architectural project in relation to integration, systems, and technology), combined with the objective of understanding construction as a design tool, will lead to a selection of educational material. This will take the form of lectures, expert presentations, site and building visits, or the critical study of built architecture, which will progressively build the theoretical core of the course. These activities will be coordinated with the evolution of the students' work and may lead to complementary exercises.
A critical knowledge of architecture provides architects with a significant portion of the raw material needed to design. Architecture can therefore be understood as design material. The comparative study of different references, the reflection on and study of various alternatives, the discussion and debate over one's own and others' ideas, and the search for a balance between reason and emotion define the learning process.
Understanding the relationships between program, form, and place; assessing the alignment between material reality and visual reality; and judging the meaning and consistency of the analyzed architectural form will be of great help in developing an independent capacity to tackle projects and a critical judgment regarding architecture.
The collective sphere will be the primary setting where the design course centers its activity. The analysis of existing conditions, their transformation, and public spaces and amenities will be the focus of the thematic agenda.

PRACTICAL FRAMEWORK
During the semester (15 weeks), two individual projects will be developed. These will be structured around four milestones or levels of definition, contributing to the final grade with the following percentages:
• Project 1: Site planning and adaptation of public spaces.
• Project 2: Public/institutional building or residential complex.
Practical Work / Development Milestones:
• Analysis and preliminary research: Practical work to be developed in groups.
• Schematic Design / Preliminary Ideas: Ideation and definition at a schematic design level.
• Design Development / Basic Project: General definition of conceptual, formal, and functional characteristics.
• Detailed Design / Comprehensive Project: Definition of conceptual, formal, functional, and technical aspects to verify the feasibility of the proposals and their potential to become a "built reality."
It is recommended that students either reflect their progress within the documentation of each phase/milestone or, alternatively, maintain a sketchbook that captures their development work throughout the course. This sketchbook, functioning as a journal or visual album, will gather the research and reflections carried out for the projects: travel photos, drawings, lecture notes, and anything of personal interest used to approach each assignment.
At the beginning of the course, students will be provided with the official course assignment brief, detailing both projects and the scheduled development milestones. This brief will be uploaded to the PRADO virtual learning platform.

RECOMMENDED READING
ESSENTIAL READING
AAVV Glosario de reciclaje urbano, valencia 2014
PARICIO Y XUST, La vivienda contemporánea ITEC Barcelona, 2000.
GARCÍA VÁZQUEZ, Carlos, la ciudad hojaldre Gustavo Gili, Barcelona 2005.
SMITHSON, Meter y Alison, Cambiando el arte de habitar, Barcelona 2001.
MORALES, José, La disolución de la estancia. Transformaciones domésticas, Editorial Rueda S.L. Madrid 2005
FRAMPTON, Kenneth, Estudios sobre cultura tectónica, AKAL Arquitectura, Madrid 1999
AA.VV., La Casa, el arquitecto y su tiempo, COAM, Madrid 1990.
ARNUNCIO PASTOR, Juan Carlos, elogio de la arquitectura moderna. Lección inaugural 2004-2005. Valladolid 2004
CANDELA, Félix, En defensa del formalismo y otros escritos, Xarait ediciones, Bilbao 1985.
CANO LASO, Julio, Conversaciones con un arquitecto del pasado, Fundación Esteyco, Madrid 1996.
CARLOS MARTÍ ARÍS, La cimbra y el arco, Silencios elocuentes. Ed UPC. Barcelona 2002.
CARLOS MARTÍ ARÍS. Silencios elocuentes. Ed UPC. Barcelona 2002.
DE LA SOTA. Alejandro de la Sota, Arquitecto. Editorial Pronaos 1997
DELCLAUX, Federico, el silencio creador, Rialp, Madrid 1996.
ESPUELAS, Fernando, El claro del bosque, Arquithesis 5 edición caja de arquitectos, Barcelona 1999
GUITTON, Jean, El trabajo intelectual, rialp, Madrid 2000
JUNICHIRO TANIZAKI. El elogio de la sombra. Ed, Siruela. Madrid 1994.
KANDINSKY, De lo espiritual en el arte. Editorial Labor. Colombia 1993 (1912).
KOOLHAAS, R., Conversations with students, Princeton Architectural Press, Houston (Texas)/ N. York 1996.
LOOS, Adolf. Escritos II. El Croquis. Madrid, 1993.
LLEÓ, Blanca. Sueño de habitar. Fundación Caja de Arquitectos. Barcelona, 1989.
MARÍAS, Julián, Breve tratado de la ilusión, Alianza Forma, Madrid 1993.
MARINA, José Antonio, Teoría de la Inteligencia Creadora, Anagrama, Barcelona 1993.
MARTINEZ SANTAMARÍA, Luis, Intersecciones, editorial rueda, Madrid 2005.
MARTIENSSEN, R.D, La idea de espacio en la arquitectura griega, Nueva visión Buenos Aires 1977
NAVARRO BALDEWEG, Juan, La habitación Vacante, editorial pretextos, Girona, 1999
NEUMEYER, Fritz: Mies van der Rohe, la palabra sin artificio, El Croquis editorial, Madrid,1995
NORBERG- SCHULZ, Christian. Louis I. Kahn, idea e imagen. Xarait ediciones. Madrid 1981
PIÑÓN, Helio, curso básico de proyectos, Ediciones UPC, Barcelona, 1998
RODRIGUEZ CHEDA, J.M., Alejandro de la Sota. Construcción, idea y arquitectura, COAG, Santiago de Compostela 1994.
SIZA, A., Imaginar la evidencia, ABADA editores, Madrid 2003.
SOLAGUREN-BEASCOA DEL CORRAL, F., Arne Jacobsen, Gustavo Gili, Barcelona 1989.
SOSA DIEZ-SAAVEDRA José Antonio, Contextualismo y abstracción.Universidad de las Palmas, 1995
TORRES CUECO, Jorge, Le Corbusier: visiones de la técnica en cinco tiempos edición caja de arquitectos, Barcelona 2004
VALERO RAMOS, Elisa, La material intangible, reflexiones sobre la luz en el proyecto de arquitectura, Ediciones Generales de la construcción. Valencia 2004
WORRINGER Abstracción y Naturaleza. Breviarios del Fondo de Cultura Económica. México. Buenos Aires. 1966(1908).

COMPLEMENTARY READING
AA.VV., Joseph Beuys, Catálogo de la exposición del mismo nombre, edit. Museo Nacional de Arte Reina Sofía, Madrid, 1994
AA.VV., Herzog & de Meuron, Revista El Croquis nº 60, edit. El Croquis, Madrid
AA.VV., Steven Holl, Revista El Croquis nº 78+93+108, edit. El Croquis, Madrid
AA.VV., Toyo Ito, Revista El Croquis nº 123, edit. El Croquis, Madrid
ARGULLOL, R., Naturaleza; la conquista de la soledad, edit. Fundación César Manrique, Lanzarote, 1995
DE LAS RIVAS, J.L., El espacio como lugar. Sobre la naturaleza de la forma urbana, edit. Universidad de Valladolid, 1992
DE LAS RIVAS, J.L., El paisaje construido sobre el nuevo espacio residencial, en Revista “Mediambiente” de Castilla y León nº 1, verano-otoño, 1994
DE LAS RIVAS, J.L., La naturaleza en la ciudad-región: paisaje, artificio y lugar, en “El paisaje. Arte y naturaleza 2”, edit. Diputación de Huesca, Huesca, 1996
DORFLES, G., Naturaleza y artificio, edit. Lumen, Barcelona, 1972
GILLLES DELEUZE, Crítica y clínica, edit. Anagrama, Barcelona, 1996
GÓMEZ AGUILERA, F., Arte, ciudadanía y espacio público, edit. On the W@terfront y
Fundación César Manrique, marzo, 2004
LYAAL, S., Landscape. Diseño del espacio público. Parques, plazas, jardines, edit. Gustavo Gili, Barcelona, 1991
LYNCH, K., Environmental adaptability, en American Institute of Planners Journal, 1958
LYNCH, K., y HACK, G., La planificación del sitio, edit. Gustavo Gili, Barcelona, 1984
LYNCH, K., Echar a perder. Un análisis del deterioro, edit. Gustavo Gili, Barcelona, 2005
MADERUELO, J., El arte público, edit. Diputación de Huesca, Huesca, 1994
MARS, W.M., Landscape Planning. Environmental applications, edit. John Wiley and Sons, Inc. New York, 1991
McHARG, I.L., Design with nature, edit. John Wiley and Sons, Inc. New York, 1992 (1ª edición 1967)
SARAVIA, M., “El planeamiento urbano otra vez en crisis”, en AA.VV., El malestar urbano en la gran ciudad, Madrid, Fundación COAM, 1998-SENNET, R., La conciencia del ojo, edit. Versal, Barcelona, 1991
SMITHSON, R., Un recorrido por los monumentos de Passaic, edit. Gustavo Gili, Barcelona

SPECIFIC BIBLIOGRAPHY
The specific bibliography for the course will be detailed within the assignment brief for the projects, which will be distributed at the beginning of the semester.

RECOMMENDED LEARNING RESOURCES/TOOLS
Digital Bibliography
• Afasia
• Archzine
• ArchDaily
• El croquis
• Colección de casas olvidadas

TEACHING MEATHODS
• MD01 - Lectures / Expository teaching
• MD02 - Discussion and debate sessions
• MD03 - Problem-solving and practical case studies
• MD05 - Fieldwork / Field practices
• MD07 – Seminars
• MD08 - Simulation exercises
• MD09 - Analysis of sources and documents
• MD10 - Group work / Collaborative assignments
• MD11 - Individual work / Independent assignments

ASSESSMENT METHODS (Instruments, criteria and percentages)
ORDINARY EXAMINATION DIET
The evaluation of this course will be carried out in accordance with the current Student Evaluation and Grading Regulations of the University of Granada.
Ordinary Examination
For the ordinary examination session, preference will be given to completing this course through Continuous Student Evaluation. However, under exceptional circumstances, a Single Final Evaluation is contemplated, provided that the student requests it within the deadlines established by said regulations, stating and proving the reasons that prevent them from following the continuous evaluation system.
Continuous Evaluation
The continuous evaluation system based on each student's work allows for the assessment of their progress throughout the academic year and the maturation of their ideas through a series of exercises guided by the professor in relation to the course contents. To pass the course, students must meet the submission schedule and development stages for each exercise proposed in the course brief.
Due to its inherently practical nature, the ordinary final exam will consist of the Submission of the projects developed in the studio during the course, at the time and place specified in the official exam calendar approved by the Faculty Board (Junta de Centro).
The Assessment Criteria for the exercises will be based on the following aspects:
• Attendance and Participation: Studio teaching requires the continuous attendance of both professors and students. Continuous evaluation, public exchange of information, exercise reviews, and critique sessions are meaningless without the steady presence and participation of the studio's professors and students. Students are expected to use part of the class hours to complete their proposals. Each professor will establish the minimum mandatory attendance at the beginning of the academic year based on their specific course syllabus.
• Critical Attitude: All learning requires a personal disposition towards the knowledge being addressed. In this case, this disposition does not refer solely to specific teaching contents, but rather to an attitude towards things and the effects that this attitude has on each person's character. The goal, therefore, is to encourage the student to develop a certain critical awareness towards the work they produce.
• Interpretation and Argumentation: Every design project starts from a program of needs and a base territory, which leads to the necessity of acquiring a critical and personal judgment about the site and the specific circumstances in which the architectural project is developed. It is necessary to interpret both reality and the program—to position oneself in front of the activity (what is it about?)—in order to formulate arguments around it. A logical sequence must be established between the proposal and the final concept of the project.
• Representation: Academic activity in studios is a simulation of construction activity; drawing is the first construction of an idea and, therefore, an indispensable means of expression in architecture. Drawing will have two profiles: one that seeks to establish a universal language to communicate with others, and a more personal profile to test one's own ideas. In both, the architect's expressive capacity is equally important. Likewise, the development of other techniques through which the student can express the project's arguments or certain developments of it is considered essential.
In any case, the submitted documentation must allow for the complete understanding of the project through a sufficient definition of the geometry and construction of the designed building, valuing clarity, precision, rigor, consistency, and specificity.
• Constructive Logic: Materials and their diverse characteristics, the force of gravity, building services, and construction systems constitute an inevitable framework for the project; the logical adaptation to these limitations represents an essential value in the consideration of each proposal.
• Economy of Means: In both the physical and intellectual realms, "economy of means" can be understood as the attitude to eliminate everything that is superfluous or non-essential to the pursued goal, including within this concept the greater or lesser complexity of each proposal.
Project Quality in Relation to the Following Aspects:
1. The general consistency and appropriateness of the project in its formal, functional, and technological aspects regarding the objectives and intentions stated by the author.
2. The appropriate relationship between the project and its context, understood in its broadest sense: geographical, urban, cultural, social, architectural, technological, etc. The proper site planning and integration of the architecture in relation to topography, climate, or orientation, as well as other environmental conditions (zoning regulations, protection, accessibility, and other technical requirements).
3. The correct solution to the spatial and functional program.
4. The timeliness, suitability, feasibility, effectiveness, and interest of the proposed architecture.
5. Attention to construction techniques and their use as a project-generating material, based on criteria of rationality and sustainability.
6. The suitability in the choice of systems that shape the designed architecture and the degree of coherence among them: form, structure, building envelope, spatial organization, construction, building services, finishes, etc.
7. Attention to the aesthetic component and the perceptual control of the proposed architectural form and its relationship with its surroundings.
8. The degree of innovation in the project, in any of its aspects.
Creativity, architectural culture, technological knowledge, skill, and artistic sensitivity visible in the project will also be highly valued.
Numerical Grading
At the end of each exercise submitted by the student throughout the course during the different partial submissions, the professor will provide a critical review of their work and communicate the provisional grade obtained.
• Exercise 1: Master planning and public space adaptation: 30%
• Exercise 2: Public/Institutional facility building or residential complex: 70%
The final grade for the course will be obtained on the day of the ordinary exam following the complete and revised presentation by the student of all exercises completed during the course, according to the critical assessment previously made by the professor. This final grade will be the weighted average of the different exercises; however, depending on the student's trajectory, attendance, attitude, and participation in class, the final grade could exceed this weighted average. To pass the course, a minimum passing grade of 5 (out of 10) must be obtained.
Mandatory Requirement: To pass the course, it is an essential requirement that the student has attended at least 80% of the classes and scheduled activities throughout the academic year, as well as having submitted all coursework on the dates established for the various deadlines.

EXTRAORDINARY EXAMINATION DIET
Extraordinary Examination
All students who have not passed the course in the ordinary examination session may sit for this exam, regardless of whether or not they have followed the continuous evaluation process.
The examination will consist of two parts:
• A) A first part consisting of the submission and oral presentation of all the coursework along with the work processes (sketchbook, drawings, architectural models, perspectives, etc., explaining the projects developed by the student to reach the final solution), in accordance with the contents and development established in the course brief (60% of the grade).
• B) And a second part consisting of an in-person, timed design exercise related to the course theme, which students will present to the professors that same day at the end of the test (40% of the grade).
The assessment criteria for the work produced in both parts of the exam will be the same as those established for the continuous evaluation (excluding the "Attendance and Participation" section).
The final course grade will be the weighted average of the two parts that comprise the exam (60% for part A and 40% for part B). In any case, to pass the exam, students must obtain a minimum grade of 5 (out of 10) in the first part, as well as in the in-person design exercise of the second part.
Compliance with UGR Regulations
For everything covered and not covered in this Course Syllabus regarding Evaluation, Examination Sessions, Grading, Systems, Publications, and Reviews, it shall be interpreted and/or directly bound by the provisions established in the Student Evaluation and Grading Regulations of the University of Granada.
Following the recommendations of the CRUE (Spanish Universities Rectors' Conference) and the Secretariat for Inclusion and Diversity of the UGR, the competency acquisition and evaluation systems included in this course syllabus will be applied in accordance with the principle of universal design (design for all), facilitating learning and the demonstration of knowledge.

SINGLE FINAL ASSESSMENT (evaluación única final)
All students who have not passed the course in the ordinary examination session may sit for this exam, regardless of whether or not they have followed the continuous evaluation process.
The examination will consist of two parts:
• A) A first part consisting of the submission and oral presentation of all the coursework along with the work processes (sketchbook, drawings, architectural models, perspectives, etc., explaining the projects developed by the student to reach the final solution), in accordance with the contents and development established in the course brief (60% of the grade).
• B) And a second part consisting of an in-person, timed design exercise related to the course theme, which students will present to the professors that same day at the end of the test (40% of the grade).
The assessment criteria for the work produced in both parts of the exam will be the same as those established for the continuous evaluation (excluding the "Attendance and Participation" section).
The final course grade will be the weighted average of the two parts that comprise the exam (60% for part A and 40% for part B). In any case, to pass the exam, students must obtain a minimum grade of 5 (out of 10) in the first part, as well as in the in-person design exercise of the second part.

• MD01. Lección magistral/expositiva 
• MD02. Sesiones de discusión y debate 
• MD03. Resolución de problemas y estudio de casos prácticos 
• MD05. Prácticas de campo 
• MD07. Seminarios 
• MD08. Ejercicios de simulación 
• MD09. Análisis de fuentes y documentos 
• MD10. Realización de trabajos en grupo 
• MD11. Realización de trabajos individuales 

For the ordinary call, it will be preferable to take this subject through CONTINUOUS ASSESSMENT of the student, although, in exceptional cases, a SINGLE FINAL ASSESSMENT is contemplated as long as the student requests it within the deadlines established by said regulations, alleging and accrediting the reasons that assist him. to not be able to follow the continuous evaluation system.

- Continuous assessment

The continuous evaluation system on the work of each student allows for assessing its evolution throughout the course and the maturation of their ideas through a series of exercises directed by the teacher in relation to the contents of the subject. To pass the subject, the student must comply with the delivery schedule and development stages of each exercise proposed in the course statement.

By its very practical nature, the ordinary final exam will consist of the DELIVERY OF THE WORKS CARRIED OUT IN THE WORKSHOP during the course, on the date and place indicated in the official exam calendar approved by the Center Board.

The EVALUATION CRITERIA of the exercises will be carried out according to the following aspects:

• Permanence and participation. Workshop teaching requires the continuous attendance of teachers and students in class. The continuous evaluation, the public exchange of information, the recapitulations of the exercises, and the critical sessions do not make sense without the permanence and constant participation of teachers and students of the workshop. It is intended that students use part of class hours to complete their proposals. Each professor will establish at the beginning of the course the minimum compulsory attendance based on their specific course program.

• Critical attitude. All learning requires a personal disposition towards the knowledge treated. A disposition that, in this case, does not only refer to specific teaching contents but has to do with an attitude towards things and with the effects that this attitude causes in the personality of each one. It is, therefore, to encourage the student to develop a certain critical awareness towards the work they do.

• Interpretation and argumentation. All project activity starts from a program of needs and a base territory, which leads to the need to acquire a critical and personal judgment about the workplace and the conjunctural circumstances in which the architectural project is developed. It is necessary to interpret reality and the program, situate oneself in front of the activity, what is it referring to?, in order to be able to argue about it. Establish a logical sequence between the proposal and the final idea of ​​the project.

• Representation. The academic activity in workshops is a simulation of the constructive activity, the drawing is the first construction of an idea and, therefore, an essential means to express ourselves in architecture. The drawing will have two profiles: the one that tries to establish a universal language that serves as communication with other people; and a more personal profile, with which to check your own ideas. In both, the architect's capacity for expression is equally important. The development of other techniques with which the student can express the arguments of the project or certain developments of it is also considered important.

• In any case, the documentation presented must allow the understanding of the project through a sufficient definition of the geometry and construction of the projected building, valuing clarity, precision, rigor, coherence and specificity.

• Constructive logic. The materials and their various characteristics, the force of gravity, the facilities and the construction systems constitute an inevitable pattern of the project, the logical adaptation to these limitations supposes an essential value in the consideration of each proposal.

• Economy of means. In the physical and intellectual environment, one can speak of "economy of means" as the attitude to eliminate everything that is superfluous or non-essential for the purpose pursued, including in this concept the greater or lesser complexity of each proposal.

• Quality of the project in order to the following aspects:

1. The coherence and general adequacy of the project in its formal, functional and technological aspects with respect to the objectives and intentions stated by the author.

2. The appropriate relationship between the project and its context, understood in its broadest sense: geographic, urban, cultural, social, architectural, technological, etc. The adequate implantation of the architecture in the place in relation to the topography, the climate or the orientation, as well as with the other environmental conditions (urban planning, protection, accessibility, and other techniques).

3. The correct solution of the program of uses.

4. The opportunity, suitability, feasibility, effectiveness and interest of the proposed architecture.

5. Attention to construction techniques and their use as generating material for the project, with criteria of rationality and sustainability.

6. The adequacy in the choice of the systems that make up the projected architecture and the degree of coherence between them: shape, structure, envelope, spatial organization, construction, installations, finishes, etc.

7. Attention to the aesthetic component and the perceptual control of the proposed architectural form and its relationship with its environment.

8. The degree of innovation in the project, in any of its aspects.

Also valuing creativity, architectural culture, technological knowledge, skill and artistic sensitivity visible in the project.

Numerical evaluation

At the end of each exercise presented by the student throughout the course in the different partial deliveries, the teacher will make a critical assessment of their work and notify the student of the provisional grade obtained in each of them.

The final grade for the subject will be obtained on the day of the ordinary exam after the complete presentation and review by the student of all the exercises carried out during the course according to the critical evaluation previously carried out by the professor. This final grade will be the weighted average of the different exercises, although depending on the trajectory followed by the student, their attendance, attitude, and participation in class, the final grade could exceed this weighted average. To pass the subject, the minimum grade of pass 5 must have been obtained.

To pass the subject, it will be an essential requirement that the student has attended at least 80% of the classes and the activities scheduled during the course, as well as having presented all the work on the dates established for the different deliveries during the course.

All students who have not passed the subject in the ordinary call may attend it, regardless of whether or not they have followed the continuous assessment process.

The exam will consist of two tests:

A) A first test consisting of the presentation and oral exposition of all the course work together with the work processes (sketch notebook, drawings, models, perspectives, etc. that explain the projects carried out by the student until reaching the solution final), according to the contents and development established in the statement of the subject (60% of the grade).

B) And a second test consisting of carrying out an exercise with face-to-face development related to the theme of the course during the time established for the exam, which the students will present to the teaching staff that same day at the end of the test (40% of the qualification).

The evaluation criteria of the work carried out in both tests of the exam will be the same as those established for the continuous evaluation (except for the section "Permanence and participation").

The course grade will be the weighted average of the two tests that make up the exam (60% for A) and 40% for B)). In any case, to pass the exam, students must obtain a minimum grade of 5 in the first test, as well as in the exercise with face-to-face development of the second test.

Compliance with UGR Regulations

For everything included and not included in this Teaching Guide regarding Evaluation, Announcements, Qualifications, System, Publications, and Review, it will be interpreted and/or will be as directly established in the Regulations for Evaluation and Qualification of Students of the University of Granada.

Following the recommendations of the CRUE and the Secretariat of Inclusion and Diversity of the UGR, the systems of acquisition and evaluation of competencies included in this teaching guide will be applied in accordance with the principle of design for all people, facilitating learning and demonstration of knowledge.

ADDITIONAL INFORMATION
The design project is an activity that inherently implies both theory and practice. Therefore, theory cannot be severed from praxis; it is a single, complete action with a broad dimension. From a pedagogical standpoint, approaches to building the project are carried out through the development of different activities such as program presentations, information production, critical analysis, orientation sessions, and debates, etc. All of these activities are aimed at constructing the body of the project:
• Presentation of the Course Program and phases.
• Presentation of exercises.
• Critical Analysis: Sessions dedicated to the graphic and oral analysis of architectural projects. Reflection on concepts related to the course content.
• Recapitulaciones (Reviews): Orientation sessions and group debates on the proposals under development.
• Critical Sessions (Juries/Crits): Graphic and oral review of the results of each exercise. Collective debate regarding the work.
• Trips, workshops, seminars, lectures, site visits…
Visits to the project sites are essential and constitute an approach to what is understood as real or imaginary physical territory. Information obtained from surveying the physical space where the intervention will take place, along with its potential, is fundamental for the construction of the project. Conducting a mapping process as a broad census of a medium's sensitivities constitutes the baseline argument for the reformulation of new programs. The course is completed with other possible cultural visits and trips that help foster the student's training.
Lectures will offer a specialized or complementary perspective on the working topic and will be delivered by specific course instructors or other guests invited for the occasion.
The distribution of credits is non-homogeneous among these activities. However, the average percentage of credits for each of them is around 15% for the theoretical sessions of the course; 75% for the development of individualized and group work, including critical analysis and reviews; and the remaining 10% for collective exhibitions in the studio and critical sessions with jury participation.
Activity Program
A work process based on successive approximations is proposed, leading to the corresponding project milestones (Course duration: 15 weeks).
During the first quarter, the analysis, information gathering, supporting theoretical presentations, critical review of the program of needs, and initial ideas phase will take place. The work will be tackled in the preliminary design phase (anteproyecto), focusing on its relationship with the city and the nearby urban fabric, proposing a spatial and architectural organization that responds to the set objectives.
Following this first phase, work will move into the schematic design phase (proyecto básico), proposing a concrete and complete solution regarding the program defined in the exercise brief.
In the second half of the course, the development of the proposal will progress to the detailed/definition design phase (proyecto de definición).
• Preliminary Design Phase (Anteproyecto): Approximate duration of five weeks.
• Schematic Design Phase (Proyecto Básico): Approximate duration of five weeks.
• Detailed/Definition Design Phase (Proyecto de Definición): Approximate duration of five weeks.
Each part will include a submission that will lead to a public exhibition and general critical sessions. Prior to the submission of projects, the guidelines for their presentation will be provided.
The project will be fully defined, without structural or building services calculations, but addressing the pre-dimensioning of both and including the constructive development of the most prominent or unique aspects of the design. In addition to the scheduled submissions or milestones, each student will collect throughout the course in a Sketchbook the notes, drawings, sketches, etc., made in relation to the subject, which will be submitted at the end of the academic year.
Compliance and Student Support
Following the recommendations of the CRUE and the Secretariat for Inclusion and Diversity of the UGR, the competency acquisition and evaluation systems included in this course syllabus will be applied in accordance with the principle of universal design (design for all), facilitating learning and the demonstration of knowledge.
In the case of using AI tools for the development of the course, the student must adopt an ethical and responsible use of them. The recommendations contained in the document "Recommendations for the use of artificial intelligence at the UGR" must be followed, published at this location: https://ceprud.ugr.es/formacion-tic/inteligencia-artificial/recommendations-ia#contenido0
Information of interest for students with disabilities and/or Specific Needs for Educational Support (NEAE): Management of services and support (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).

FREE SOFTWARE
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Información de interés para estudiantado con discapacidad y/o Necesidades Específicas de Apoyo Educativo (NEAE): Gestión de servicios y apoyos (https://ve.ugr.es/servicios/atencion-social/estudiantes-con-discapacidad).

Not used