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THEORIES OF ARCHITECTURE
AND URBANISM
(ARC61303)
MODULE OUTLINE
March 2018
https://mendeznicolasarchitecture.wordpress.com/
Writing inspired by “Life between buildings” of Jan Gehl, 1971
0|Page
SCHOOL OF ARCHITECTURE, BUILDING AND DESIGN
Centre for Modern Architecture Studies in Southeast Asia
Module Synopsis
The subject offers a thematic inquiry into architectural and urban theory in the broader context of
philosophical schools of thought and cultural and social conditions, which may include modernism,
postmodernism, phenomenology, semiotics, post-structuralism, deconstruction and critical
regionalism. These themes will guide the organization of weekly lecture and discussions, which will
proceed from the establishment of a basic theoretical apparatus to the examination of specific
cases. These will supply us with tools for the analysis of specific architectural situations. Students
will develop a written synopsis of a designated reading, and an in-depth and analytical research
paper on the designated topic.
The objectives of the module are translated into a number of Module Learning Outcomes (MLO),
mapped to Programme Learning Outcomes (PLO) and Taylor’s Graduate Capabilities (TGC).
No. MLO PLO TGC
Describe the theoretical issues related to design through study of 1.2
1 2
architecture and urbanism and its related studies 2.3
Identify the different architectural theories which inform the 1.2
2 2
development of architecture and urban forms 2.3
Analyze and critique the relationship between architecture and its social, 1.2
3 2
cultural, and intellectual context 2.3
1.2
Analyze architecture and urban forms in relation to relevant
4 2 2.3
architectural theories
2.3
Produce, orally and in writing, a critical interpretation of architecture 2.1
5 and urbanism in relation to relevant theories within the contemporary 2 2.2
discourse of architecture 2.3
TIMeS will be used as a communication tool and information portal for students to access module
materials, project briefs, assignments and announcements.
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s
Graduate Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive
capabilities and soft skills of its graduates.
4. Communication Skills
4.1 Communicate appropriately in various settings and modes
5. Interpersonal Skills
5.1 Understand team dynamics and mobilize the power of teams
5.2 Understand and assume leadership
6. Intrapersonal Skills
6.1 Manage oneself and be self–reliant
6.2 Reflection one’s action and learning
6.3 Embody Taylor’s core values
7. Citizenship and Global Perspectives
7.1 Be aware of and form opinions from diverse perspectives
7.2 Understand the value of civic responsibility and community engagement
8. Digital Literacy
8.1 Effective use of ICT and related technology
You will be graded in the form of formative and summative assessments. Formative assessment
involves participation in discussions and feedback sessions. Summative assessment will inform you
about the level of understanding and performance capabilities achieved at the end of the module.
Weightag
No. Assessment Components Type MLO
e
Group Reading (Texts 1-4) Formative
1 1,2 40%
Synopsis Submission (Group/Individual) Summative
Project Part A: Case Study Summative 20%
2 3,4,5
Project Pat B: Comparative Analysis Essay Summative 40%
3 Taylor’s Graduate Capabilities Portfolio Summative 1-5 Pass/Fail
Total 100%
Assessment Components
1. Synopsis (40%)
Subsequent to each thematic lecture, students are required to submit a synopsis in the form of
a reaction paper. Its aim is for the students to read a selected reading in relation to the theme
that has been discussed in class for the week and submit a reaction paper of the text. There
will be a total of 3 synopses. In preparation for the synopsis submission, students will be asked
to do group reading exercises to share input and points of view.
2. Project (Part A: Case Study of Asian Street & Part B: Comparative Analysis Essay) (60%)
Students are required to present an in-depth and analytical research study on the designated
topic. Students are to explore the idea of “Life Between Buildings Using Public Space” (1986) by
Jahn Gehl. The project consists of 2 parts; the first is a case study (week 4) and the second part
is to produce a comparative analysis essay (week 13). Students are expected to understand and
relate it to their current project in the Architectural Design Studio.
D+ 47 – 49 1.67
Marginal Evidence of nearly but not quite acceptable familiarity
D 44 – 46 1.33
Fail with module matter, weak in critical and analytical skills.
D- 40 – 43 1.00
Description 1: Week 3 to week 7 (inclusive) for long semester, or week 3 to week 5 (inclusive) for
short semester. A short semester is less than 14 weeks. Not applicable for audit and internship.
Description 2: After week 7 for long semester, or after week 5 for short semester. A short semester
is less than 14 weeks. Not applicable for audit and internship.
Week 3 2 1 5
Week 4 2 1 5
25 Apr Submission & Presentation Submission Project Making
*Download Written Presentation Project Part A: Synopsis: Text 1
Assessment sheet in
Project (Part 1): Case Study Case Study Reading & Synopsis for
the TIMeS Portal or
Briefing Tutorial-Discussion (Group A): Georg Simmel,
Facebook Group
Synopsis Writing & Group Reading “The Metropolis and Mental
life” (1903)
Lecture 1: Synopsis Text 1
(Group B): Louis Wirth,
Introduction to Theories of
“Urbanism as a way of
Architecture and Urbanism
life”(1938)
Week 5 3 1 5
2 May Lecture 2: Tutorial-Discussion Reading & Writing
*Download Project Modern & Post-Modern & Group Reading Synopsis: Text 2
Brief in the TIMeS
Theory Synopsis Text 2 (Group A):
Portal or Facebook
Frank Lloyd Wright, “In the
Group
Cause of Architecture”
(Group B):
Robert Venturi, et al,
“Learning from Las Vegas:
The Forgotten Symbolism of
Architectural Form (1977)
Week 6 2 1 5
9 May Lecture 3 Tutorial-Discussion Reading & Writing
Phenomenology: Of Group Reading, Synopsis 2: Text 3
Meaning and Places Synopsis Text 3 (Group A): Juhani Pallasma,
“The Eyes of the Skin:
Architecture and the Senses”
(2007), pp40-46
(Group B):
Juhani Pallasma, “The
Geometry of Feeling A Look
at Phenomenology of Archi-
tecture” (1996) pp448-452
Week 7 2 1 5
16 May Lecture 4 Tutorial-Discussion Project Making
Critical Regionalism Group Reading, Synopsis &
Week 9 3 1 5
30 May Briefing: Tutorial-Discussion Project Making
Project Part B: Comparative Comparative Analysis Project: Part B
Analysis Essay
Week 10 2 1 5
6 June Tutorial-Discussion Project Making
Comparative Analysis Project Part B
Week 11 2 1 5
13 June Online submission of Online tutorial Project Making
final draft Comparative Analysis Project 2: Part 2
Week 12 2 1 5
20 June Submission Project Making
*Download Project (Part B): Project 2: Part 2
Assessment sheet in
Comparative Analysis Essay
the TIMeS Portal or
Facebook Group
Week 13 2 1 5
27 June Preparation TGC Portfolio
TGC Portfolio Preparation
Week 14 - - 10
3 July
Submission
upload link in the
TGC Portfolio
Facebook Group
Week 15 - - -
Main References:
Additional References:
Student-centered Learning
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most
of the principles known to improve learning and to encourage student’s participation. SCL requires
students to be active, responsible participants in their own learning and instructors are to facilitate
the learning process. Various teaching and learning strategies such as experiential learning,
problem-based learning, site visits, group discussions, presentations, working in group and etc. can
be employed to facilitate the learning process. In SCL, students are expected to be:
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be
considered as absent. The lectures and tutorials will assist you in expanding your ideas and your
assessments. A minimum of 80% attendance is required to pass the module and/or be eligible for
the final examination and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are
expected to attend and participate actively in class. Class participation is an important component
of every module. Your participation in the module is encouraged. You have the opportunity to
participate in the following ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning module
revision.
You have opportunities to give feedback and issues will be addressed in response to that
feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and
used as an integral part of improvement in teaching and continuous improvement.
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a
medical certificate. Any work submitted after the deadline (which may have been extended) shall
have the percentage grade assigned to the work on face value reduced by 10% for the first day
and 5% for each subsequent day late. A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have
set if they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to
be used if the late submission was for a good reason.
Plagiarism
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging
the source, is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers
and also includes films and computer programs. The two most common types of plagiarism are
from published materials and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an
opinion or the results of a study or review, a standard system of referencing should be used.
Examples of plagiarism may include a sentence or two, or a table or a diagram from a book or
an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student
is copied from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be
viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to
avoid plagiarism, students should keep a detailed record of the sources of ideas and findings
Circulating relevant articles and discussing ideas before writing an assignment is a common
practice. However, with the exception of group assignments, students should write their own
papers. Plagiarizing the work of other students into assignments includes using identical or very
similar sentences, paragraphs or sections. When two students submit papers that are very similar
in tone and content, both are likely to be penalized.
http://taylorslibrary.taylors.edu.my/user_skills/user_support_students
Prince Favis Isip Dr. Keith Tan Kay Hin Mohd Adib Ramli
Remarks:
1. The Module Outline (MO) is to be distributed to the students in the first week of the
semester.
2. Any changes to the Module Outline (MO) shall be communicated (in writing) to the
Programme Director and the approved revised version must be communicated to the
students