|
Lecturer(s)
|
-
Hendrych Jan, doc. Ing. arch. akad. arch
-
Kolařík Radek, doc. Ing. arch.
|
|
Course content
|
The process of creating an architectural design respecting the design brief. The design must relate to the place, the purpose, the cultural and social context. Respecting the material and structural relations. The basics of architectural design and presentation. 1. Analysis of the design brief 2. Analysis of the design brief 3. Conceptual design 4. Conceptual design 5. - 12. Elaboration on the final design 13. Preparation of the final presentation 14. Preparation of the final presentation
|
|
Learning activities and teaching methods
|
Working activities (workshops), Individual creative and artistic activities, Independent creative and artistic activities, Individual consultation, Students' self-study
- Class attendance
- 560 hours per semester
- Preparation for credit
- 250 hours per semester
- Semestral paper
- 100 hours per semester
|
|
Learning outcomes
|
With the bachelor thesis, the student demonstrates creative maturity and acquisition of knowledge and skills needed to architectural design at the level of a bachelor's degree graduate. Proving the ability to independently solve architectural tasks of a moderately demanding nature. Architectural design respecting the assigned task. Relation of design to place, purpose, cultural and social contexts. Respecting material and construction relations. Architectural design and presentation at an advanced level. The bachelor's thesis, which is part of the semester studio course, serves as the culmination of the first stage of architectural education and verifies the student's ability to independently formulate, develop, and present an architectural concept. The course promotes an individual approach, the development of architectural thinking, and an emphasis on clear argumentation in architectural language. The key outputs are the quality of the concept, the ability to present it convincingly, and the student's orientation in the cultural, technical, and spatial contexts of architectural creation. The bachelor's thesis also aims to shape the graduate's profile as an independent and conceptually thinking individual who possesses the basic tools of critical self-assessment and, on this basis, is prepared for further professional development within a follow-up master's program in architecture.
Knowledge 1. Knows the methodology of independent project work in the field of architectural and urban design. 2. Understands the relationship between design and broader cultural, social, functional, and spatial contexts. 3. Has a command of the basic theoretical principles and knowledge related to the structural, material, and technological aspects of design. Skills Students: 1. Are able to independently analyze a given architectural and urban planning problem of medium difficulty. 2. Is able to formulate a design concept based on their own critical reflection on the location, purpose, and assignment. 3. Is able to develop a project from the conceptual phase to a design at a level corresponding to documentation for zoning proceedings or a conceptual design with detailed sections. 4. Is able to apply theoretical, technical, and legislative knowledge in design. 5. Is able to present a project at an advanced level in the form of drawings, visualizations, and oral presentations. General competencies Students: 1. Demonstrate the ability to work independently and systematically on complex tasks in the field of architecture and urban planning. 2. Demonstrate a creative and responsible approach to solving spatial, functional, and aesthetic relationships in design. 3. Demonstrate the ability to critically reflect on their own work and defend it in professional discussions. 4. Demonstrate the ability to integrate and apply knowledge from various fields of study (theory, construction, technology, urban planning, aesthetics, sustainability) into a single design whole.
|
|
Prerequisites
|
Architectural Design 1 - 7, all other undergraduate degree courses. In their bachelor's thesis, students demonstrate creative maturity and the acquisition of the knowledge and skills necessary for architectural and urban design at the level of a bachelor's degree graduate. They demonstrate their ability to independently solve moderately demanding architectural and urban design tasks. Architectural and urban design respecting the assignment. Relationship of the design to the location, purpose, cultural and social context. Respect for material and structural relationships. Architectural design and presentation at an advanced level.
KAR/A6
|
|
Assessment methods and criteria
|
Presentation of artistic and creative activities
1. Individual guidance and conceptual emphasis Teaching is based on regular individual consultations between the student and the thesis supervisor, who is an architect with both pedagogical and practical experience. The thesis supervisor is responsible for guiding the student throughout the semester and providing professional support in the process of creating an architectural design. The main emphasis is placed on developing and formulating a design concept, which the student must be able to express through drawings, models, graphics, and verbally, in architectural language. 2. Looser structure and choice of topic Unlike the diploma thesis, the teaching of the bachelor's thesis is less structured and allows more room for individual student profiling. Students choose their topic based on their interests and development ambitions. The teaching encourages an original approach, experimentation, and the search for personal architectural expression. Students are encouraged to explore the assignment in a broader cultural, social, and spatial context. 3. Argumentation and architectural language A key part of the teaching is developing the ability to present and defend one's design - both visually and verbally. Students are guided to be able to clearly articulate their architectural intent, defend their chosen concept and approach to the solution, including its relationship to context, typology, and user program. The teaching process is focused on strengthening architectural thinking and linguistic precision in both visual and verbal communication of the design. 4. Criticism, presentation, and feedback Teaching includes not only individual consultations, but also ongoing project presentations within the studio and a final defense before an expert committee. These outputs are conducted as opportunities to obtain feedback, publicly defend the concept, and cultivate the ability to respond to professional criticism. The teaching thus supports students' ability to engage in self-reflection and adaptive thinking.
|
|
Recommended literature
|
-
Books and magazines on architecture and fine arts (collection of the library of the Faculty of Art and Architecture of the TUL, c. 3000 titles focused mainly on modern and contemporary works..
-
Knihy a časopisy z oboru architektury a výtvarného umění (sbírka knihovny Fakulty umění a architektury TUL: cca 3000 titulů s těžištěm v oblasti moderní a současné tvorby..
|