Theory of Architecture 2

MODULE IN
THEORY OF ARCHITECTURE 2
AR 2141
Department of Architecture
SCHOOL OF ENGINEERING AND ARCHITECTURE
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
TABLE OF CONTENTS
Course Introduction 3
Module and Unit Topics
MODULE 1: Architectural Design Processes and Methodologies 4
MODULE 2: Various Conceptualization Techniques and Architectural Concepts 4
MODULE 3: Functional Concepts and the Interior Environment 4
MODULE 4: Architectural Styles 4
MODULE 5: Famous Personalities Under Modernism and Beyond Modernism 5
Course Study Guide 5
Additional Guidelines for Offline Students: 7
Study Schedule 8
Evaluation 14
Formative Assessment Activities 14
Summative Assessment Activities 14
Contact Information of the Facilitators 16

COURSE INTRODUCTION
This course is a 2-units Lecture course in the Architecture curriculum that offers a
comprehensive study on design theories with emphasis on evaluation of current
concepts, goals, processes and methodologies applicable to architectural design.
In this course, the would-be Architect will acquire sufficient knowledge in assessing
current thoughts on Architectural Design. The student would understand and apply the
analytical tools in determining the relevance of Architectural Design theories to cultural
development. The student will be able to comprehend and utilize the critical methods
for analyzing design concepts in relation to national development .
Property of and for the exclusive use of SLU. Reproduction, storing in a retrieval system, distributing, uploading or posting online, or transmitting in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise of any part of this document, without the prior written permission of SLU, is strictly prohibited.
3
Module and Unit Topics
To ensure that you will demonstrate the above cited course learning outcome at the
end of the semester, this course designed to be delivered in 34 contact hours was
structured into five modules. Each module contains several units with its own topic
learning outcomes and topic outline. Each unit contains activities designed using the 5E
constructivist model of learning, developed by Rodger Bybee, that encourages students
to engage, explore, explain, elaborate, and evaluate their learning of topics covered
therein. This means that at the end of each unit, each module, and the course as a
whole, you will be assessed on your progress in attaining the course learning outcomes.
Outcomes based education dictates that only when you can clearly demonstrate the
course learning outcomes by the end of this course, can you be given a passing mark.
The modules that form the building blocks to help you attain the course learning
outcomes are as follows:
MODULE 1: Architectural Design Processes and Methodologies.
MODULE 1 UNIT 1: ARCHITECTURAL DESIGN PROCESS
This module explores the design process and methodologies. This process is used to
define the steps needed to tackle each project, and will make you remember your
ideas, and sketches throughout the process. This module will help you become
accustomed with the architectural process and be able to perform well in producing a
design.
MODULE 1 UNIT 2: ARCHITECTURAL PROGRAMMING.
This is a formative module geared towards equipping you with comprehensive

knowledge on Architectural Programming which is a process that leads to the statement
of an architectural program and the requirements to be met in offering a solution.
Programming is problem seeking and design is problem solving. At the end of this
module, you would be able to understand the art and science behind architectural
programming and be able to apply it as well.
MODULE 1 UNIT 3: INFORMATION INDEX

An Information Index may be designed to be very specific and tailored to one building
type; but as with all such checklists, it would soon be obsolete. A general character
prolongs its usefulness.
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MODULE 2: Various Conceptualization Techniques and Architectural Concepts
Architectural Concepts have been the designer's way of responding to the design
situation presented in the program. This module will help you as a designer to come up
with ideas that may provide solutions in satisfying the clients' needs.
MODULE 2: UNIT 1: ARCHITECTURAL CONCEPTS
In order to have a successful architectural project you have to consider many principles
while designing and all the way through the process, the Form and the function of a
building is one of the major principles we have to consider while designing. The topic of
“form and function” is often being discussed and debated over and over again
throughout architectural studies and even though when working in real industry. So,
what is the meaning of “form” and “function” in architecture today and what are the
relationship between them?
MODULE 2: UNIT 2: PROGRAMMATIC CONCEPTS VS DESIGN CONCEPTS
Programmatic Concepts refers to abstract ideas, programmatic relate to performance

problems while Design Concepts relate to Architectural Problems.
MODULE 3: Functional Concepts and the Interior Environment

Functionalism in architecture is the idea that the architects must design a building or
structure based on what purpose of that building will be. It’s the doctrine that the form of
the building should be determined by practical considerations such as use, material,
and structure.
MODULE 3: UNIT 1: FUNCTIONAL CONCEPTS, SPATIAL CONCEPTS and

GEOMETRICAL CONCEPTS
Functional Design deals with the development of a plan arrangement to serve in a

purely mechanical way the functions of a building. It discovers the proper sizes of room
and their relations to each other. It furnishes the elements of comfort: Light, Heat and
Ventilation. While Space is the volume required by Activities, Geometry is on circulation,
form and image.
MODULE 3: UNIT 2: CONCEPT OF LINKAGES
The concept on linkages is when finding a solution to a problem using points through
where they become related to each other, it’s when all group of requirements have
been solved conceptually, they can be combined together, according to the groups
that are most interlinked and new higher, set of schematic diagrams formed.
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MODULE 3: UNIT 3: VALUES, ASPIRATIONS, CULTURE
Values as defined by Webster “that which is desirable or worthy of esteem for its own
sake; thing or quality having intrinsic worth”. In the sociological context “acts, customs,
institution, etc. regarded in a particular especially favorable way by a people, ethnic
group, etc.”
MODULE 3: UNIT 4: ENVIRONMENTAL CONCEPTS, ENERGY CONSERVATION

CONCEPTS
Environmental Design combines multidisciplinary areas, the term has recently been
expanded to include ecological issues and sustainability. The research discusses the
characteristics, elements, concepts of environmental design and color coordination
which are all integrated to improve communication with the viewer. Success of the
integration between the different disciplines and the clear definitions of concepts are
important factors for achieving efficiency in environmental design.
MODULE 4: Architectural Styles

This module is on the Architectural Styles mainly on functionalism, expressionism and
decorativism. Learning on the background information on architectural styles and types
will aid you as the designer in the development of your plans. You will be tasked to
research on images of structures that is under the given style.
MODULE 5: Famous Personalities Under Modernism and Beyond Modernism
This module will aid you in learning the most famous architects in history, their
achievements, their distinct style and their influences. At the end of the module, a final
plate is given that of which would help you determine the famous personalities of this
time.
Course Study Guide
Finishing this course successfully relies heavily on your self-discipline and time
management skills. The course modules were prepared for you to learn diligently,
intelligently, and independently. Keeping yourself motivated to follow the schedules
specified in the learning plan, maintaining excellence in the expected student outputs,
and mastering the different technologies and procedures required in the delivery and
feedback for this course, will instill in you important qualities you will need in the future as
an engineer practicing your profession. The following course guides and house rules are
designed for you to practice decorum consistent with standards expected within a
formal academic environment. These guides shall lay the groundwork for consistency,
coherence, cooperation, and clear communication among learners and instructors
throughout the conduct of this course:
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1. MANAGE YOUR MINUTES. Create a study routine and stick to it. Keep
requirement deadlines and study schedules always in mind by providing visual
cues posted in your place of study or listed in your reminders (electronically,
online, or on paper). Remember that there are other daily activities that take up
your time, not to mention other courses you may be concurrently taking.
Choose a time of day when you are most likely to maximize learning.
Communicate your schedule to other members of your household so they could
help you keep it. It would also help to prepare a dedicated space in your
residence conducive for learning.
2. MIND YOUR MANNERS. Treat the distance learning environment as an
academic space not too different from a physical classroom. Do not do in the
distance learning environment, acts you would not normally do in a face-to-
face classroom set up. Avoid asking questions that have already been
answered in the lessons or in the instructions previously discussed or provided.
This reflects your poor focus and uninspired preparation for this course.
Practice Electronic Conversation Etiquette in group chats, open forums, and
similar electronic venues.
a. Use appropriate language and tone, correct grammar and spelling,
and complete sentences acceptable in an academic forum. Avoid
text-speak, slang, and all caps in your posts.
b. Express your opinions politely and do not dominate the conversation.
c. Avoid lengthy as well as offensive posts by sticking to the topic of the
discussion.
d. Take time to understand the salient points of the discussion, and
provide a meaningful and well-thought response to the posts of
other participants.
e. For a live meeting or video/voice conferencing set-up, mute your
microphone when you are not speaking to keep the focus on the
main speaker.
3. MASTER THE MEDIUM. The distance learning courses will be delivered making
use of the institutional Google Suite account of Saint Louis University. It would
be worthwhile on your part to devote some time and effort to learn the
applications you will need to access your course materials, interact with me
and your classmates, and submit course requirements. Applications of note
are Google Classroom, Google Drive, and Google Meet. There are also
available alternatives to Microsoft Office tools you might want to explore.
Certain requirements will require you to take a video on your smart phone,
save it, and submit it electronically. Work on this skill as well. If you are offline,
identify the most convenient means for express mail correspondence and
inform me as early as possible so we can make the necessary arrangements
ahead of time.
4. MAKE MASTERPIECES. Go beyond minimum requirements. The course learning

outcomes will serve as a guide to the minimum expected competencies you
are to acquire at the end of this course. It does not limit you from performing
beyond it. Keep in mind that the quality of your work reflects the amount of
thought and care you put into the process of completing it. It provides a very
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tangible measure of how much of the competencies you have developed
and fully obtained throughout this course.
5. CONNECT CONSTANTLY. There are more than sufficient online and offline
modes to ensure that you are well informed and provided on time with the
needed learning materials, instructions, requirements, and feedback either
from me or from your classmates. Exhaust all means possible to keep in touch
and updated. My contact details can be found at the latter part of this
document and will be made available and widely disseminated to enrollees of
this course.
6. OBSERVE ORIGINALITY. Your course outputs will largely be submitted in

electronic form. It is going to have a highly traceable and comparable digital
footprint that can be easily checked for originality. Cite your sources properly
for referenced statements you decide to use in your own work. Attribute
statements by persons other than you by using terms like according to, he
said/she said, and the like.
7. INSTIGATE INDEPENDENCE. You are the focus of this course. Nobody else. All
assessment and evaluation tools in this course are designed to measure your
competence and not anybody else’s. You may use all resources at your
disposal, and ask other people for advice. In the end however, it is going to be
your independent work that will be judged against the standards set for this
course. The only way for you to maximize this course to your advantage is to
learn as much from it as an individual. Make it count.
Additional Guidelines for Offline Students:

• If you are a student opting for the offline mode of distance learning, you will
be tasked to send back the accomplished requirements at given stages of
the course through express mail correspondence on or before the scheduled
date to me. Make sure you will follow it up with me through text or any other
media available for you.
• While waiting for my feedback of your accomplished requirements, continue
doing the task in the succeeding units of the module.
• If needed, do not hesitate to keep in touch with me through any available
means. Remember, if there is a will, there is a way.
 ATTENDANCE. Students who chose online-based learning are expected to

regularly, at the least weekly, log in their portals and University-provided emails for
updates from the University and schedules of online classes as applicable from
the faculty. Required online activities such as but not limited to mutually agreed
upon online class meetings, submission of school work and the like, uploading of
requirements, posting discussion and e-mailing professors, shall be used to verify
one’s class attendance. Faculty members should accomplish the digital SLU OSA
Faculty Referral Form once a student has not been responding to three
consecutive or five accumulated faculty instructions. A student seeking
readmission for absences should accomplish the digital SLU OSA Absence Slip
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specifying details of their absence/s and supporting documents if available or
email osa@slu.edu.ph.
 NETIQUETTE GUIDELINES. See to it to check google classroom/fb group/fb gc

every meeting (OBL) for updates and announcements from your instructors.
Password sharing, reproduction, storing in a retrieval system, distributing, uploading

or posting online, or transmitting in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise of any part of SLU-made
instructional materials, such as but not limited to modules and examinations,
without the prior written permission of SLU, are strictly prohibited. All members of
the SLU Community have a collective duty to uphold the Republic Act 8293 or
known as the Philippine Copyright Law and Republic Act 10173 or known as the
Data Privacy Act of 2012.
 ACADEMIC HONESTY. A reiteration of the SLU Student Handbook on the General
Academic Regulations and Procedures is provided as follows: a student, must at
all times, observe honesty during examination and as a general policy, a student
who is caught cheating during an examination is given a score of zero (0) for that
particular examination. A student who cheats during a quiz gets a zero (0) score
for that particular quiz. In the Code of Discipline, cheating during examinations
and quizzes, or plagiarism in connection with any academic work or abetting the
commission of the same is sanctioned accordingly, as follows:
Students caught allegedly cheating by their professors shall undergo the due
process at the Office of Student Affairs upon receipt of the incident report from
the professor. After careful processing, sanctions shall be meted following the
above cited disciplinary provisions.
Study Schedule
Below are details in the conduct of this course arranged in chronological order
vis-à-vis the topic learning outcomes and activities designed for you to undergo
the five stages of the 5E constructivist learning model.
Dates TOPIC LEARNING OUTCOMES ACTIVITIES

WEEK 1 Google Classroom Orientation Engage:
Aug 15-20, – Policies and Procedures Join Google Classroom
2022 Course and Modules Explore:
(2 Hours) Orientation Introduce yourself
Explain:
Read the course guide
Elaborate:
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Familiarize the study schedule
Evaluate:
Fill-in student profile
Aug 22 Student Profile
MODULE 1 Architectural Design Processes and Methodologies
WEEK 2 MODULE1:UNIT1:ARCHITECTU- Engage: Course Introduction
Aug 22- RAL DESIGN PROCESSES and initial insights about
27,2022 TLO 1: Grasp the science Architectural Design Process
(2 Hours) and art in Architecture, being Explore:
accustomed with Lecture /Readings on
Architectural Design Process Architectural Design Process
and Methodologies Explain and Elaborate:
Further understanding of the
design process which will help in
the Architectural Programming
relative to preparation of an
actual project
Evaluate:
Module 1 Evaluative Assessment
Aug 30, 2021. Module 1 Evaluative Assessment (A1:M1U1:TLO1:QZPR1)
Graded Quiz
MODULE 1 Architectural Programming

UNIT 2 Four Considerations in Programming (Function, Form, Economy,
Time)
WEEK 3 TLO 2: Understand the science Engage:
Aug and art behind Architectural Photo documentation of your
29(HOLIDAY) Programming existing living room, which will be
-Sept 3, 2021 . used as an example in your own
(2 Hours) programming.
Explore:
Lecture/Readings on
Architectural programming
Explain:
Study how the method in
preparing Architectural
Programming is done.
Elaborate:
PLATE #1: This is in relation to the
student’s design class,
Application of what you have
learned in the topics “Design
Process” and Architectural
Programming of your own living
10
room, assuming of its renovation,
provide the following on A3
sheet, Data/Matrix
Development, Bubble and
Interrelationship Diagram,
Statement of the Problem, Main
Objective, Space Analysis, and
image of the room. (Graded
using a Rubric)
Evaluate:
Module 1 – Unit 2 evaluative
assessment- Submission of Plate
No.01 (A2:M1U2:TLO2:PRPL1a)
M1:UNIT 3 The Information Index
WEEK 4 TLO 2: Understand the Engage:
September science and art behind Read and Relate the Information
5- 10,2022 Architectural Programming Index in relation to the
(2 Hours) architectural programming of
your living rooms’ renovation.
Explore:
Lecture/Readings on the
information index and come up
with your own index
Explain:
Read and prepare own
information index
Elaborate:
PLATE #2: On A3 size paper,
produce your own information
index which relates to the
renovation project of your living
room which you are working on.
Evaluate:
Module 1 – Unit 3 Evaluative
Assessment-Submission of Plate
No.02 (A3:M1U3:TLO3:PRPL1b)
September Module 1 – Unit 2 and 3 Evaluative Assessment
12,2022 Plate No. A3:M1U3:TLO3:PL1b Application of Programming and
Information Index
MODULE 2 Various Conceptualization Techniques and Architectural
Concepts
UNIT 1 Architectural Concepts
WEEK 5 TLO 3: Differentiate various Engage:
September cconceptualization techniques Research on the different
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12-17, 2022 of Architectural Design conceptualization techniques of
(2 Hours) Architectural design.
Explore:
Lecture/Readings on various
conceptualization techniques
Explain and Elaborate:
Study the different techniques
and relate it to the present times
Evaluate:
Students review their research
and have a
discussion with the instructor.
UNIT 2 Programmatic Concepts versus Design Concepts

September conceptualization techniques Research on programmatic
19-24, 2022 of architectural design concepts versus design
concepts
Explore:
Lecture/Readings
Make a comparison on
programmatic concepts versus
design concepts
Evaluate:
Module 2 Evaluative Assessment-
Submission of RSW-
(A4:M2U2:TLO3:RSWPR1)
WEEK 7 EXAMINATION WEEK FOR

September PRELIMS
26- Oct 1,
2022
September PRELIM EXAM

21-27, 2022
Module 3 Functional Concepts and the Interior Environment
UNIT 1 Functional Concepts, Spatial Concepts and Geometrical

Concepts
October 2-8 conceptualization techniques Read on conceptualization
2022 (2 of architectural design techniques according to
12
hours) according to functional functional, spatial and
concepts and the Interior geometric concepts
Environment. Explore:
Lecture/Readings
Relate how this concept is used
in design
Evaluate:
Research on the different
conceptualization techniques
according to functional, spatial
and geometric concepts and
relate through examples how it
was used in architectural design.
(A5:M3U1:TLO4:RSWMT01)
UNIT 2 Concept of Linkages

WEEK 9 TLO 5: Understand the ideas Engage:
October 10- and philosophies behind the Read on conceptualization
15,2022 conceptualization technique techniques according to
using activity and linkages Linkages
for efficiency in shelter. Explore:
Lecture/Readings
in design
Evaluate:
Seatwork: through a Drawing,
draw an example of how
linkages is presented and used in
design
(A6:M3U2:TLO5:SWMT01)
UNIT 3 Values, Aspirations, Culture

WEEK 10 TLO 6: Understand how Engage:
October 17- values, aspirations and Read on conceptualization
22,2022 culture affects Architectural techniques on how values,
Design aspirations and culture affect
design
Explore:
Lecture/Readings
in design
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Evaluate:
Research Plate: through
Drawings, illustrate how values,
aspirations and culture affects
design decisions in architecture.
(A7:M3U3:TLO6:RSPMT01)
UNIT 4 Environmental Concepts and

Energy Conservation
Concepts
WEEK 11 TLO 7: Recognize the Engage:
October 24- Environmental concepts and Research on the different
28, 2022 Energy Conservation in Building techniques on environmental
Design. concepts and energy
conservation concepts
Explore:
Research/ readings
Study sample works
Evaluate:
WEEK 12 Module 4 Evaluative Assessment
(ACADEMIC (A8:M3U4:TLO7:GROUP WORK
BREAK
Oct.29-31,
Nov.1-2, 2022
WEEK 13
MIDTERM
EXAMINA-
TION (Nov.7-
9,2022)
MODULE 4 Architectural Styles

UNIT 1 Architectural Styles under Functionalism, Expressionism,
Decorativism
WEEK 14 TLO 8: Understand the ideas Engage:
November and philosophies behind the Read on the different
14-19, 2022 architectural styles under the architectural styles and sample
works (Functionalism,
three generics of
Expressionism and Decorativism)
Functionalism, Expressionism
Explore:
WEEK 15 and Decorativism. Review on the different
November architectural styles under –
21-26, 2022 functionalism, expressionism, and
decorativism.
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Plate no. 1, on an A3 size paper,
present through a table, the
following (further instructions may
be given by your instructor)
make a comparative analysis of
the architectural styles with the
following headings:
a. Functionalism
b. Expressionism
c. Decorativism
Provide one of the best
examples under that
architectural style presenting:
1. Image of the example
chosen
2. Name of the structure
3. Location
4. Architect (image and
WEEK 16 details)
UNIVERSITY 5. Genre
FOUNDATION 6. Analysis
WEEK Evaluate:
(Nov.28- Submission of Plate
Dec.3 2022) (A8:M4U1:TLO8:FNPL-01)
MODULE 5 Famous Personalities Under Modernism and Beyond Modernism
WEEK 17 TLO 9: Identify the famous Engage:

(Dec.5- personalities, understand the Read on the famous
10,2022) ideas, philosophies, and design personalities under movements
process behind the on Modernism and Beyond
movements on Modernism and Modernism and understand their
Beyond Modernism. ideas and philosophies
WEEK 18 Explore:
(Dec.12- Review how each is classified
13,2022), and compared
(Dec.14-  Final Plate Requirement: The
17,2022)- plate will be done on an A3
Final Exam size of paper, provide 2
Schedule tables with the heading
Foreign and Local, provide
at least 6 Famous Architects,
with its following details: you
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can be as creative in
presenting your plate.
1. Name of the Architect, with
picture.
2. Life and Works
3. Philosophies and Famous
Dictum/ Slogan of his style
4. Most Famous Works (not less
than 3-HAND DRAWN)
Scan or take a photo and save your

output with the file name SURNAME,
First Name_AR2141AssignmentNo
(e.g., DELA CRUZ, Juan_AR
2141Ass#08-PL-MT-02
For ONLINE submission: Turn in
output by uploading file as an
attachment in our google
classroom
Evaluate:
Submission of Final Plate
WEEK 18-19
December Final Week
12-20,2022
December
Submission of Final Plate Requirement
13,2022
December
Final Examination
20,2022
Evaluation
The course modules rely on formative and summative assessments to determine your
learning progress in each module. To obtain a passing grade in this course, you must:
1. Read and make notes on all course lessons (readings);
2. Participate in scheduled learning strategies;
3. Answer pre-assessment quizzes, self-assessment activities, and reflection
questions;
4. Submit all assignments (plates, research work etc.) on time;
5. Take the Prelims, Midterm and Final Examinations;
6. Obtain a minimum raw score equal to 50% of the total score assigned in
any assessment requirements.
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Formative Assessment Activities
Formative assessments for this course are applied to ungraded activities that are used to
monitor your learning experience and provide feedback to improve both your learning
approach as well as my instructional approach.
• It would be best if you answered the self-assessment activities, reflection questions
(questions in Google Classroom or questions raised during GMeets or in-person
classes). You must perform note-taking in reading activities and participate in the
discussion (or Comment) anytime within the scheduled days. Your scores in these
activities are not included in the computation of your final grade. However, these
will still be part of your course completion.
• The reflection questions are designed to help you critically analyze the course
readings for better understanding. In contrast, the self-assessment activities are
intended as a review management tool to prepare you for the examinations and
design problems.
• Note-taking is a way of increasing your literature on the assigned topics and
develop an understanding of the architectural concepts and theories. Notes are
your permanent records of what you have read or listened to help you make
sense of the text. Taking notes helps you concentrate.
• Answering formative questions and requirements will prompt you to study further
or move on to the next unit or the module.
• You may seek help from your family and friends in doing formative assessment
activities.
Summative Assessment Activities

The evaluative assessments are graded activities designed to determine if your
acquisition of learning and performance in tests is at par with standards set at certain
milestones in this course.
• Assignments, Quizzes, and Examinations
Graded assignments, short quizzes, and examinations are essential to determine
whether your performance meets the minimum goal in this course. Your score
must be equal to at least 50% of the total assigned score. The scores obtained in
the graded activities will contribute to your final grade with corresponding
weights discussed in the succeeding sections of this text. Direct scoring applies to
precise requirements like short answers and multiple-choice responses. For
solutions that are typically lengthy, like essays and design projects that require
complex and creative thinking on your part, scoring rubrics will be used. Course
requirements and submissions will be in Google Classroom (for online classes) and
also in-person at designated physical classrooms (for face-to-face classes).
• Case study plates and slideshows are classified assignments. Reading materials
and resources will be uploaded on the same page. Plates that require extensive
drawings or graphical presentation outputs are CS for case study applications on
specific buildings or design problems and RS for research data. Other references
that increase your database will be uploaded in Google Classroom. Quizzes,
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examinations and similar activities may also be submitted in-person in school.
All course requirements will be assigned a control number for ease of recording and
filing, ex. A1_M1_U1_T1_”Title” (assessment #_module #_unit #_topic learning outcome
#).
• Final Course Requirement

Submit FINAL PLATE in Portable Document Format or pdf to achieve the learning
outcomes for this course. The capstone is accomplished individually according to
the study plan.
Attendance
Students in online-based learning are expected to enter their Google Classrooms every
meeting. Required online activities such as but not limited to mutually agreed upon
online class meetings, submission of school work and the like, uploading of requirements,
posting discussion and e-mailing professors, shall be used to verify one’s class
attendance. Students in in-person learning are required to attend classes every meeting.
Faculty members should accomplish the digital SLU OSA Faculty Referral Form once a
student has not been responding to three consecutive or five accumulated faculty
instructions. Students in in-person classes will be dropped after incurring the maximum
number of absences. A student seeking readmission for absences should accomplish the
digital SLU OSA Absence Slip specifying details of their absence/s and supporting
documents if available or email osa@slu.edu.ph.
Netiquette Guidelines
Always check Gmail/Google Classroom/FB Group/Group Chat every meeting for
updates and announcements from your instructors. Password sharing, reproduction,
storing in a retrieval system, distributing, uploading or posting online, or transmitting in
any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise of any part of SLU-made instructional materials, such as but not limited to
modules and examinations, without the prior written permission of SLU, are strictly
prohibited. All members of the SLU Community have a collective duty to uphold the
Republic Act 8293 or known as the Philippine Copyright Law and Republic Act 10173 or
known as the Data Privacy Act of 2012.
Academic Honesty
A reiteration of the SLU Student Handbook on the General Academic Regulations and
Procedures is provided as follows: a student, must at all times, observe honesty during
examination and as a general policy, a student who is caught cheating during an
examination is given a score of zero (0) for that particular examination. A student who
cheats during a quiz gets a zero (0) score for that particular quiz. In the Code of
Discipline, cheating during examinations and quizzes, or plagiarism in connection with
any academic work or abetting the commission of the same is sanctioned accordingly,
as follows:
1st Violation Warning with invalidation of grade

2nd Violation Censure to suspension with invalidation of grade
3rd Violation Suspension to dismissal/non-readmission with invalidation of grade
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Students caught allegedly cheating by their professors shall undergo the due process at
the Office of Student Affairs upon receipt of the incident report from the professor. After
careful processing, sanctions shall be meted following the above cited disciplinary
provisions.
Technological Tools
To be able to accomplish all the tasks in this course, you will need the following
resources. Please take note of the optional tools that are not necessary; hence please
do not force your parents to buy these things for you:
1.Drafting table/board, tools and paper (A4, A3 paper, etc.)
2.Desktop computer or laptop with the following software applications:
a. Word processing (Google Docs or equivalent)
b. Spreadsheet (Google Sheets or equivalent)
c. Presentation program (Google Slides or equivalent)
d. AutoCAD or SketchUP (remote access: ArchiCAD)
e. Any desktop publishing software
f. Any photo (and video) editing app
g. Cloud storage (Google Drive)
h. Stable and reliable internet connection
i. Smartphone or digital camera for documentation and video recording
j. Telephone or mobile phone & messenger.com for communications
k. Printer and scanner (OPTION ONLY). If you do not have these at home, you
can avail of printing and scanning services from computer shops near you;
however, please observe the health protocols for COVID-19. You can also
use your smartphone scanner app to document plates.
For all students, access to the institutional Google Classroom will be provided through
your institutional account. An invitation to join the Google Classroom will be sent to you
through the SLU Student Portal and your SLU Gmail Account, which you should check
daily. Turn on your Gmail, Classroom, and Messenger notifications on your mobile phone
and computer. Assignments, reading materials, slide show presentations, quizzes,
examinations, and other learning resources will be in Google Classroom.
Contact Information of the Facilitator

AR 2141 Course Facilitator
Ar. Geromina Salvan Arellano

Cellphone : +63920 256 1321
SLU local extension number : Architecture, loc. 303
Institutional email address : gsarellano@slu.edu.ph
Facebook : https://www.facebook.com/geromina.arellano
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Ar. Melissa Ann C. Patano
Department Head
Cellphone : +639399149419
SLU Local Extension number : Architecture loc.303
Institutional email address : macpatano@slu.edu.ph
Facebook :
https://www.facebook.com/meiann.cayabyabpatano
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MODULE 1 UNIT 1
Architectural Design Processes & Methodologies
This module explores the design process and methodologies. This process is used to
define the steps needed to tackle each project, and will make you remember your
ideas, and sketches throughout the process. This module will help you become
accustomed with the architectural process and be able to perform well in producing a
design.
At the end of this module, you should be able to:

• Grasp the science and art in Architecture, being accustomed with Architectural
Design Process and Methodologies
• Understand the science and art behind Architectural Programming
Engage: Review on the design process by D.K. Ching
Pre-requisite review – Open forum discussion on Google classroom concerning the

architectural design processes and methodologies,
Supplemental readings: Read through pages 98-99 of D.K. Ching’s A Visual Dictionary
Explain and Elaborate: Discussion and further understanding of the design process and
how it can help in the preparation of the architectural programming to relate and in
sync with your design subject
Evaluate: Evaluative assessment, (Quiz) A1:M1U1:TLO1:QZPR01
MODULE 1 UNIT 2
Architectural Programming
This is a formative module geared towards equipping you with comprehensive
knowledge on Architectural Programming which is a process that leads to the statement
of an architectural program and the requirements to be met in offering a solution.
Programming is problem seeking and design is problem solving. At the end of this
module, you would be able to understand the art and science behind architectural
programming and be able to apply it as well.
This module is geared towards equipping you with comprehend knowledge on the
Architectural Programming. This module deals with a deeper understanding of how
programming works in order to come up with a good design. Programming concerns
five steps:
1. Establish Goals
2. Collect and Analyze Facts
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3. Uncover and test Concepts
4. Determine Needs
5. State the Problem
B. Unit
1.
Four Considerations in Programming (Function, Form, Economy, Time)
Engage: Photo documentation of your existing living room, which will be used as an
example in your own programming.
Explore: Lecture/Readings on Architectural Programming
Explain: Study how the method in preparing Architectural Programming is done.
Elaborate: PLATE #1: A2:M1U2:TLO2:PRPL1a-This is in relation to the student’s design class,

Application of what you have learned in the topics “Design Process” and
Architectural Programming of your own living room, assuming of its renovation,
provide the following on A3 sheet, Data/Matrix Development, Bubble and
Interrelationship Diagram, Statement of the Problem, Main Objective, Space
Analysis, and image of the room. (Graded using a Rubric)
Evaluate: Module 1 – Unit 2 evaluative assessment-Submission of Plate

A2:M1U2:TLO2:PRPL1a
Supplemental readings – Read the following sections from our main reference book by
William M. Peña and Steven A. Parshall, 2001, “Problem Seeking: An Architectural
Programming pages 2-25.
Unit 3. The Information Index
At the end of this unit, you should be able to:

• Identify and use the Information Index
Engage: Read and Relate the Information Index in relation to the architectural
programming of your Living Room’s renovation
Explore: Lecture/Readings on the information index and come up with your own index.
Supplemental readings: Read through William M. Peña and Steven A. Parshall, 2001,
“Problem Seeking: An Architectural Programming pages 26-27
Explain: Prepare your Information Index
Elaborate: PLATE #2: A3:M1U3:TLO2:PRPL1b On A3 size paper, produce your own

information index which relates to the renovation project of your living room which
you are working on
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Your outputs must be in PDF format and shall be graded using a Rubric
Evaluate: Module 1 – Unit 3 evaluative assessment-SUBMIT REQUIREMENT

• Learn how to search and find the whole problem using the four considerations:
Function, Form, Economy and Time.
• Differentiate various conceptualization techniques and architectural concepts
according to function and form.
MODULE 2
Various Conceptualization Techniques and Architectural
Concepts
Architectural Concepts have been the designer's way of responding to the design
situation presented in the program. This module will help you as a designer to come up
with ideas that may provide solutions in satisfying the clients' needs.
Unit 1. Architectural Concepts
Engage: Research on the different conceptualization techniques according to function

and form.
Explore: Lecture/Readings on various conceptualization techniques
Explain and Elaborate: Study the different techniques and relate it to the present times
Evaluate: Module 3 Evaluative Assessment
Unit 2. Programmatic Concepts versus Design Concepts
Engage: Research on programmatic concepts versus design concepts
Explore: Lecture/Readings
Supplemental readings – Read Pages 422 to 429 of Robert Hershberger, 1999,
“Architectural Programming and Pre-design Manager,” Mc- Graw Hill
Explain and Elaborate: Study and compare programmatic concepts versus design
concepts
Evaluate: Module 3 Evaluative Assessment-Submit RSW
Unit 3. Functional, Spatial and Geometric Concepts
Engage: Read on conceptualization techniques according functional, spatial and

geometric concepts
Explore: Lecture/Readings
Relate how this concept is used in design
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Evaluate: Review examples
At the end of this module, you should be able to use function and form as a basis in one
of your checklists in coming up with a good project solution.
• Discuss function and form as one of the considerations for designing
• Differentiate various conceptualization techniques and architectural concepts
according to function and form.
MODULE 4
Various Conceptualization Techniques and Architectural Concepts
According to Economy and Time
Differentiate various conceptualization techniques and architectural concepts

according to function and form. Cost, Economy and time, these are approaches that
the designer takes which greatly influences its building design and construction. Time is
essential in any form of project.
UNIT 1 ARCHITECTURAL CONCEPTS
Engage: Research on the different conceptualization techniques according to

economy and time.
Explore: Research/readings
Explain and Elaborate: Study how cost and time affects a project’s efficiency, relate on
examples
.
Evaluate: Module 4 Evaluative Assessment (Graded Quiz)
UNIT 2 ENVIRONMENTAL CONCEPTS and ENERGY CONSERVATION CONCEPTS
Engage: Research on the different techniques on environmental concepts and

energy conservation concepts
Explore: Research/ readings
Explain and Elaborate: Study sample works
Evaluate: Module 4 Evaluative Assessment – submit RSW

• Differentiate various conceptualization techniques and architectural
concepts according to economy and time.
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• Recognize the relevance of economy and time to designing buildings
MODULE 5
Architectural Styles
This module is on the Architectural Styles mainly on functionalism, expressionism and
decorativism. Learning on the background information on architectural styles and types
will aid you as the designer in the development of your plans. You will be tasked to
research on images of structures that is under the given style.
UNIT 1. ARCHITECTURAL STYLES under Functional styles, Expressionism and Decorativism
Engage: Read on the different architectural styles, sample works
Explore: Review on the different architectural styles under – functionalism, expressionism,

and decorativism.
Explain and Elaborate: Plate no. 1, on an A3 size paper, present through a table, the
following (further instructions may be given by your instructor) make a comparative
analysis of the architectural styles with the following headings:
a. Functionalism
b. Expressionism
c. Decorativism
Provide one of the best examples under that architectural style presenting:
1. Image of the example chosen
3. Location
4. Architect
5. Genre
6. Analysis
Evaluate: Submission of Plate No.1
UNIT 2. ARCHITECTURAL STYLES under Pre-Classicism, Classicism, Neo-Classicism
Engage: Read on the architectural styles under Pre-Classicism, Classicism and Neo-
Classicism
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Explore: Review how each is classified and compared
Explain and Elaborate: Study on the structures under this architectural style.
Plate no. 2, on an A3 size paper, present through a table, the following (further
instructions may be given by your instructor) make a comparative analysis of the
architectural styles with the following headings:
a. Pre-Classicism
b. Classicism
c. Neo-Classicism
3. Location
4. Architect (image and details)
5.Genre
6.Analysis
Evaluate: Submission of Plate
• Understand the ideas and philosophies behind the architectural styles

under the three generics of Functionalism, Expressionism and Decorativism
• Understand the ideas, philosophies and design process behind the
architectural styles: Pre-Classicism, Classicism and Neo-classicism.
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MODULE 6
Famous Personalities Under Modernism and Beyond Modernism
This module will aid you in learning the most famous architects in history, their
achievements, their distinct style and their influences. At the end of the module, a final
plate is given that of which would help you determine the famous personalities of this
time.
Engage: Research on the Different Personalities under modernism and beyond

modernism
Explore: Discuss on the famous personalities
Explain and Elaborate: Final Plate Requirement: The plate will be done on an A3 size of
paper, provide 2 tables with the heading Foreign and Local, provide at least 6
Famous Architects, details are:
1. Name of the Architect, with picture.
2. Life and Works
3. Philosophies and Famous Dictum/ Slogan of his style
4. Most Famous Works (not less than 3)
Evaluate: Submission of Final Plate Requirement (Graded using a Rubric)
• Understand the ideas, philosophies and design process under Modernism and
Beyond Modernism
• Understand the ideas, philosophies and design process behind the
movements on Modernism and Beyond Modernism
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References
A. Main Reference/s
Robert Hershberger, 1999, “Architectural Programming and Pre-design

Manager,” Mc- Graw Hill.
William M. Peña and Steven A. Parshall, 2001, “Problem Seeking: An
Architectural Programming Primer,” John Wiley & Sons.
Melvin, Jeremy. Isms: Understanding Architectural Styles. Rizzoli International
Publications, Inc., New York
Francis D.K. Ching “A Visual Dictionary,” John Wiley & Sons.
Francis D.K. Ching “Form, Space and Order,”1996 John Wiley & Sons
Hanno-Walter Kraft, Princeton, “A History of Architectural Theory”
Jinny Beyer, Big Ideas: Concepts, Developments, Explanations, Solutions
B. Books
Melvin, Jeremy. Isms: Understanding Architectural Styles. Rizzoli International

Publications, Inc., New York
Hartwigsen, Gail Lyn. Design Concepts: A Basic Guidebook. Allyn & Bacon,
Boston (1980)/ SLU lib: E-23367
Rossbach, Sarah. Fengshui: The Chinese Art of Placement. Penguin Books,
New York (1983)
Council on Tall Buildings & Urban Habitat. Architecture of Tall Buildings.
MCGraw-Hill Inc. (1995)/ SLU lib: E-29182
Macdonald, Angus Structure and Architecture. Butterworth-Heinemann,
Oxford (1994)
Oliver, Paul. (1997). Encyclopedia of Vernacular Architecture of the World
(EVAW). Cambridge University Press, New York, New York
NCCA Committee on Architecture and Allied Arts. Arkitekturang Filipino:
Spaces & Places in History.
Salvan, George S., Thapa, Sudhir: Architectural & Construction Data
C. Electronic References
Robert Hershberger, 2000, “Programming,” Excerpt from the Architects’

Handbook of Professional Practice, 13th Edition.
Robert Hershberger, 2000, “Programming,” Excerpt from the Architects’

Handbook of Professional Practice, 13th Edition.erland, Peter E. (2015).
Principles of electrical safety.
28
MODULE CONTENT
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MODULE 1
MODULE 1- UNIT 1-Architectural Design Processes and Methodologies
Lecture Notes and Keywords:

DESIGN – to conceive, to contrive, or devise the form and structure of a building
or other construction.
DESIGN PROCESS - a purposeful activity aimed at devising a plan for changing an
existing situation into a future preferred state, especially the cyclical, iterative
process comprising the following phases- INITIATION-PREPARATION-SYNTHESIS-
EVALUATION-ACTION-REEVALUATION
PROCESS – A systematic series of actions or operations leading or directed to a

particular end.
PROGRAM – A procedure for solving a problem as a statement setting forth the
context, conditions, requirements and objectives for a design project.
PHASES:
INITIATION - Problem Identification
PREPARATION- Collection of Analysis
SYNTHESIS – Proposal Making
EVALUATION – based on goal
ACTION AND REEVALUATION – Iteration, Implementation
(DESIGN PROCESS)
https://www.youtube.com/watch?v=LEZDAuO8T9c
The architectural design process is organized to ensure that objectives are

reached in order of priority, the highest priorities are addressed and the largest
design solutions are arrived at first, then the details fall in place in concert with the
larger issues and ideas
THE CLASSIC STEPS TO THE PROCESS

The process is typically broken down into the following steps:
1. PRE-DESIGN PHASE (PD) – Architectural Programming
2. SCHEMATIC DESIGN PHASE (SD)
3. DESIGN DEVELOPMENT PHASE (DD)
4. CONSTRUCTION DOCUMENTS PHASE (CD)
5. BIDDING AND NEGOTIATION PHASE (BN)
6. CONSTRUCTION OBSERVATION (CO)/CONSTRUCTION ADMINISTRATION
(CA)
7. SUPPLEMENTAL SERVICES (SS)
TAKE NOTE: Every project is unique, and not all projects follow this process exactly
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 PRE-DESIGN PHASE – AR PROGRAMMING
Gather the information necessary to begin design, and avoid trouble

along the way.
Services may include:
• Develop a program and budget
• Obtain site survey
• Obtain septic analysis and design
• Investigate zoning regulations and analyze site for possibilities and
limitations (understand NBC, Deed of Restriction of the Area,
Zoning
 SCHEMATIC DESIGN PHASE
Explore broad alternatives in design and construction, and establish the

general arrangement of spaces, character and over all appearance of
the design. Drawings typically range from diagrammatic to sketchy.
Square footage is analyzed and a cost estimate is made.
 DESIGN DEVELOPMENT PHASE – “Bring the idea into focus “
Based on the results of schematic design develop the design with more
specifics in form, material, products, etc. These decisions help solidify
design issues in preparation for the construction documents. Drawings
are typically larger and more accurate drafted than SD. A number of
specific products may be researched and selected. Square footage and cost
are revisited.
 CONSTRUCTION DOCUMENTS PHASE
Based on the results of Design Development, prepare the necessary drawings,

written specifications and other documents needed by the contractor to price
and build the project. These are also the documents required for a building
permit.
 BIDDING AND NEGOTIATION PHASE – “Arriving at a contract for construction”
If the project is to be bid, competitive bids are solicited from a number of

contractors after the Construction Documents are finished. You have the
option of accepting one of the bids as given, rejecting all bids, or negotiating
a modified bid with one of the bidders. You are not obligated to accept any
of them. Alternatively, you may choose to select a single builder and
negotiate with him.
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 CONSTRUCTION OBSERVATION/CONTRACT ADMINISTRATION PHASE –
“Executing the Plan”
Throughout the course of construction visit the site from time to time to sample
the progress of construction and observe whether or not the contractor’s
execution of the design is in line with the intentions. This includes answering
questions, communicating potential problems you may notice with the
contractor and negotiating to make minor changes and adjustments required
to complete the project. Review requests for payment by the contractor
according to your agreement.
 SUPPLEMENTAL SERVICES – SERVICES NOT INCLUDED IN THE CORE SERVOCES OF

SD THROUGH CA ABOVE BUT THAT MAY BE DESIRABLE OR NECESSARY
SERVICES MAY INCLUDE:

• Zoning Variance application forms, documents and presentation
• Coastal Area Management review forms, documents and presentation
• Historic District review forms, documents and presentation
• Computer based or physical three-dimensional model
• Construction Management Services
MODULE 1 UNIT 2
This module is geared towards equipping you with comprehend knowledge on the
Architectural Programming. This module deals with a deeper understanding of how
32
programming works in order to come up with a good design. Programming concerns
five steps:
1. Establish Goals
2. Collect and Analyze Facts
3. Uncover and test Concepts
4. Determine Needs
5. State the Problem
Unit 2.1. Four Considerations in Programming (Function, Form, Economy, Time)
Programming concerns FIVE steps:
ESTABLISH GOALS
COLLECT AND ANALYZE FACTS
UNCOVER AND TEST CONCEPTS
DETERMINE NEEDS
STATE THE PROBLEM
The five- step process can be applied to most any discipline— banking, engineering, or
education— but when applied specifically to architecture, it has its proper content that
is an architectural product: a room, a building, or a town. The principle of this process is
that a product will have a much better chance of being successful if, during the design,
four major considerations are regarded simultaneously.
These considerations (or design determinants) indicate the types of information

needed to define a comprehensive architectural problem:
Function, Form, Economy and Time
Architectural programming, therefore, involves an organized method of inquiry— a five-

step process interacting with four considerations.
Programming is a process. What kind? Webster’s spells it out specifically: “A process

leading to the statement of an architectural problem and the requirements to be met in
offering a solution.”
Note “statement of an architectural problem.” This implies problem solving. Although

usually identified with scientific methods, problem solving is a creative effort. There are
many different problem- solving methods, but only those few that emphasize goals and
concepts (ends and means) can be applied to architectural design problems.
Who does what? Do designers program? They can, but it takes highly trained architects
who are specialized in asking the right questions at the right time, who can separate
wants from needs, and who have the skills to sort things out. Programmers must be
objective and analytical, at ease with abstract ideas, and able to evaluate information
and identify important factors while postponing irrelevant material. Designers can’t
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always do this. Designers generally are subjective, intuitive, and facile with physical
concepts.
Qualifications of programmers and designers are different. Programmers and designers

are separate specialists because the problems of each are very complex and require
two different mental capabilities: one for analysis, another for synthesis.
It may well be that one person can manage both analysis and synthesis. If so, he or she
must be of two minds and use them alternately. However, for clarity, these different
qualifications will be represented by different people— programmers and designers.
The competent programmer always keeps in mind the steps in programming:

(1) Establish Goals
(2) Collect and Analyze Facts
(3) Uncover and Test Concepts
(4) Determine Needs, and
(5) State the Problem. The first three steps are primarily the search for pertinent
information. The fourth is a feasibility test. The last step is distilling what has been
found.
Programming is based on a combination of interviews and work sessions. Interviews are

used for asking questions and collecting data, particularly during the first three steps.
Work sessions are used to verify information and to stimulate client decisions—particularly
during the fourth step.
Briefly the five steps pose these questions:
Goals: What does the client want to achieve, and why?
Facts: What do we know? What is given?
Concepts: How does the client want to achieve the goals?
Needs: How much money and space? What level of quality?
Problem: What are the significant conditions affecting the design of the
building? What are the general directions the design should take?
It’s important to search for and find the whole problem. To accomplish this, the
problem must be identified in terms of Function, Form, Economy, and Time.
Classifying information accordingly simplifies the problem while maintaining a

comprehensive approach. A wide range of factors makes up the whole problem, but all
can be classified in the four areas that serve later as design considerations.
There are three keywords to each consideration:
Function implies “what’s going to happen in the building.” It concerns activities,

relationship of spaces, and people— their number and characteristics. Key words are:
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(1) people, (2) activities, and (3) relationships.
Form relates to the site, the physical environment (psychological, too), and the quality of
space and construction. Form is what you will see and feel. It’s “what is there now” and
“what will be there.” Key words are (4) site, (5) environment, and (6) quality.
Economy concerns the initial budget and quality of construction, but also may include
consideration of operating and life- cycle costs. Key words are: (7) initial budget, (8)
operating costs, and (9) life- cycle costs.
Time has three classifications— past, present, and future— which deal with the influences
of history, the inevitability of changes from the present, and projections into the future.
Key words are: (10) past, (11) present, and (12) future.
Use the four considerations to guide you at each step during programming. By
establishing a systematic set of relationships between the steps in problem seeking and
these considerations, between process and content, a comprehensive approach is
assured. The interweaving of steps and considerations forms a framework for information
covering the whole problem.
MODULE 1 Unit 3. The Information Index
The framework can be extended to serve as an Information Index— a matrix of keywords

used to seek out appropriate information. These key words are specific
enough to cover the scope of major factors, and universal enough to be negotiable for
different building types. Even if some key words do not seem to apply in a particular
project, it is useful to test them— to ask a question based on those key words. If the test
proves they are applicable, then those key words will encourage a thorough search for
information. They may offer a better and quicker understanding of the project.
An Information Index may be designed to be very specific and tailored to one building
type; but as with all such checklists, it would soon be obsolete. A general character
prolongs its usefulness.
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36
37
MODULE 2
Architectural Concepts have been the designer’s way of responding to the design
situation presented in the program. They have been the means for translating the non-
physical problem statement into the physical building product.
Each module contains unit/s with its own topic learning outcome/s and topic outline.
Each unit contains activities designed using the 5E constructivist model of learning,
developed by Rodger Bybee, specifically for students to understand and comprehend
science. The 5E model provides opportunities for you to engage, explore, explain,
elaborate, and evaluate topics covered in each unit.
Unit 1. Architectural Concepts
CONCEPT ACCORDING TO FUNCTION AND FORM
The first approach begins with the functional concept diagram. Here, a traditional
relationship diagram is generated for the entire building, recognizing from the start that
any holistic diagram will be based on certain organizational assumptions. Will one entry
serve as reception point for all divisions of the organization or will multiple entries be
provided for easier/direct access to each division?
Which will serve the client better? What are the staffing implications? Should the
program be changed to reflect the new requirements for staffing? Should all of the
closed offices be gathered in one area and all of the open offices be placed together
in another location? Will this make functional sense? Will it save money in terms of
structural and or construction costs?
Very simple bubble diagrams are used to explore the implications of functional
arrangements in terms of operations, efficiencies, construction costs, staffing costs, etc.
First, White develops the overall relationship diagram. He then decides on alternative
ways that the building could be zoned. Finally, he derives several designs diagrams
based on each of these zoning decisions to see what their implications are for design
The zoning relationship diagrams and the resulting initial design concepts show how
effective such diagramming can be in helping the architect develop a design concept.
The example shows that three distinctly different zoning decisions can be made from an
identical overall relationship diagram, and that the impact of each approach on the
design solution is likely to be very great. The resulting plans are not at all similar in shape
or aesthetic potential.
Grouping of functions in zones can also be useful in programming for the reorganization
of existing facilities, including related outdoor spaces. In the adjoining illustration, they
were proposed by the programming/design consultant as a way to solve programmatic
problems. Whether zoning relationships are appropriate to include in a program
document depends on whether they represent programmatic decisions by the
client/user, or are, in fact, conceptual ways of approaching the design. In the latter
38
case, the diagram definitely should be left out of the requirements section of the
program. It could be included in the ideas section of the program, where it can be
evaluated by the designer as an idea rather than as a requirement.
In order to have a successful architectural project you have to consider many principles
while designing and all the way through the process, the Form and the function of a
building is one of the major principles we have to consider while designing. The topic of
“form and function” is often being discussed and debated over and over again
throughout architectural studies and even though when working in real industry. So,
what is the meaning of “form” and “function” in architecture today and what are the
relationship between them?
In the other hand, function is a completely different term that consider the usage or the
activity that will be held inside the space or building more important than how it looks,
Function change over time, but there are many factors that will affect the relationships
between form and functionality of a building. including technology, uses of space and
materials for build. Nowadays, most of the building especially cultural heritage area,
they are more look into the keyword: “adaptive reuse”. This situation showcases that
technology nowadays actually enhanced the relationship between functionality and
form of a building as new techniques, styles and materials allow us to modify and
change the old forms so it can suit the current desired function of the space.
Indeed, it’s still a bit confusing relationship between function and form and if function
follows form or form follows function sometimes it’s not considered as a rule, buildings
have different purposes and different way of communicating every one with its own
characteristics so they are relied on each other in order to design a good building.
Unit 2. Programmatic Concepts versus Design Concepts

William Pena described "programmatic concepts" as those concepts having primarily
organizational or operational implications.
Professor Edward T. White (1972) developed the idea of using precept diagrams of
partial solutions to design problems as a final step in programming. When the designer is
part of the programming team, this is a meaningful way to explore the design impact of
various programmatic decisions before attempting to develop an overall design
concept. Note how precepts can be diagrammatic, physical, or even metaphorical in
nature and in how they are presented.
This does not matter as long as everyone understands that they are all just ideas-
preconceptions about how the final design might respond to the design problem. If they
are included in the program document in this way, they give the design architect the
benefit of all of the ideas uncovered in the programming process-ideas uncovered in
literature review, client and user ideas, and programmer distillation of all of these ideas. If
everyone understands that they are only suggestions, not requirements, W. Pena also
stated that Programmatic concepts refer to abstract ideas intended mainly as
functional solutions to clients’ performance problems without regard to the physical
response. Conversely, design concepts refer to concrete ideas intended as physical
solutions to clients’ architectural problems, this being the physical response. The key to
39
comprehension is that programmatic concepts relate to performance problems, and
design concepts relate to architectural problems.
Design Concepts
If the designer is a member of the programming team, it is also possible to begin the
development of design concept diagrams as a concluding part of the programming
activity. This serves both as a way to confirm the efficacy of the program information
and as a way for the client to evaluate if the concept is appropriate for the client's
particular facilities problem. It can show, how a strongly held value can have a major
impact on architectural form.
ADDITIONAL NOTES
According to Economy and Time
UNIT 1 Architectural Concepts
ECONOMY AND TIME
Cost, Economy and time, these are approaches that the designer takes which greatly
influences its building design and construction. Time is essential in any form of project.
COST
The economical aspect of building represents a nonphysical structural consideration

that, in final analysis must be considered important. Cost considerations are in some ways
a constraint to creative design. Cost of structure can be measured relative to the cost of
building construction on the average, purely structural costs account for about 25
percent of total construction costs.
Essential Services forms a third construction cost category and refers to the provision of
mechanical and electrical equipment and other service systems. On the average these
services costs account for some 15 to 30 percent of the total construction cost
depending on the type of building.
There are two approaches the designer may take towards influencing the construction
cost of building.
The FIRST APPROACH to cost efficiency is to consider whenever architectural and

structural solutions can be achieved simultaneously, a potential for economy is evident.
The SECOND APPROACH achieves economy through an integration of service and

structural subsystems to round out one’s effort to produce a total architectural solution to
a building design problem.
The final pricing of a project by the constructor or contractor usually takes different form.
40
The costs are broken down into
1) Cost of material brought to the site
2) Cost of Labor involved to every phase of the construction process
3) Cost of equipment purchased or rented for the project
4) Cost of management and overhead and profit.
Other costs are professional fees, cost of landscaping, permits, licenses, interior design
and others.
ECONOMY OF MATERIALS
The correct specifications of materials for the type of structure is important. The design of
a building may be functional and beautiful, but if it cannot be built for reason of lack of
funds, the plan would only be good for the filing cabinet. The Architect or Designer must
plan simultaneously the architectural, as well as the structural and other service systems
and the materials that will be used.
MODULE 3
FUNCTIONAL CONCEPTS AND THE INTERIOR ENVIRONMENT
UNIT 1 FUNCTIONAL CONCEPTS, SPATIAL CONCEPTS AND GEOMETRICAL CONCEPTS
FUNCTIONAL DESIGN
This deals with the development of a plan arrangement to serve in a purely mechanical
way the functions of a building. It discovers the proper sizes of rooms and their relations
to each other. It furnishes the elements of comfort: Light, heat and ventilation.
It determines the correct size and location of the structural members which give the
building strength. However, even when all these requirements are satisfied, architecture
does not necessarily exist. The building may remain only an engineering structure without
the spirit of architecture which is called logical beauty.
Functionalism in architecture is the idea that architects must design a building or

structure based on what purpose of the building will be.
It’s the doctrine that the form of a building should be determined by practical
considerations such as use, material and structure.
SPATIAL CONCEPTS
GEOMETRICAL CONCEPTS
UNIT 2 CONCEPT OF LINKAGES
UNIT 3 VALUES, ASPIRATIONS and CULTURE
41
UNIT 4 ENVIRONMENTAL CONCEPTS and ENERGY CONSERVATION CONCEPTS
HOW VALUES INFLUENCE THE ENVIRONMENT
As a future housing expert, you will be dealing with people on a daily basis. Your belief is
that the physical environment, when developed properly according to the situation at
hand, can enhance people’s lives, fulfill them and make them happier and healthier.
When you try to improve a person’s living or working environment, you are working with
minds and values, you have to be able to find out what people think and what they feel.
A designer must well know the client’s values, it is important so you know if to accept the
job or not.
Human relationships are very important. If you can speak with people and make them,
feel at ease, they will trust you more, you will feel better, and the chances will be greater
that the job you will do will turn out well for all concerned. Trust is important. The living
environment is affected by human values, and the housing environment rises in part,
upon human feelings: that is values. Some designs are vernacular, which means their
primitive form is as highly evolved as the present people and environmental conditions
permit and require. Vernacular living environments most often satisfy people quite
comfortably and completely. Their materials are indigenous to the area, and the
physical arrangement of the living spaces is uniquely and adequately planned for the
lifestyle of the inhabitants. The residents usually are well adjusted and desire nothing
different.
HOW THE ENVIRONMENT INFLUENCES VALUES
Values can influence people’s own self-concept. In design, it is readily accepted fact
that people will take better care of a space and its contents if it contains some extra
comforting additions that normally are absent. As a designer, you must recognize how
the human values are evident in the physical environment, you must discover what
pleases people to draw them to a particular place and what will make them stay there.
ENERGY CONSERVATION
Checklist for energy-conserving design
Through practical, energy-conscious design a building should be constructed so as to

minimize the need for fossil fuels to heat or cool the interior. In this way the potentially
win-win situation is in keeping with sound, economically sustainable development. A
generic checklist to highlight areas for the application of energy-conscious
design would cover (Holm and Viljoen 1996):
• The use and cost of energy in buildings on a long-term basis.
• The climatic characteristics in terms of solar radiation, temperature,
humidity and wind.
• Architectural guidelines for effective solar design.
• Planning and siting of buildings.
• The building envelope: Mass, glazing, daylighting, insulation, ventilation
and systems.
• User control mechanisms.
42
• The incorporation of renewable fuels into building design.
A checklist has the effect of prompting a closer look at the potential for passive design
measures or the employment of alternative environmental technologies. Heat in large
buildings accumulates mainly from internal sources, such as the heat from people or the
building mass that can be exploited to advantage. By storing excess daytime heat and
using it to warm the building during the night a system can, be evolved that radically
reduces energy consumption during the day. By storing heat during nocturnal off-peak
hours, a significant cost saving can be affected.
ENERGY EFFICIENT BUILDINGS

One Angel Square, Manchester, United Kingdom
One Angel Square is one of the most sustainable large buildings in Europe and is built to
a BREEAM (Building Research Establishment Environmental Assessment Method
'Outstanding' rating. It is powered by a BIODIESEL COGENERATION plant using rapeseed
oil to provide electricity and heat. The structure makes use of natural resources,
maximizing passive solar gain for heat and using natural ventilation through its double-
skin façade, adiabatic cooling, rainwater harvesting, greywater recycling and waste
heat recycling.
43
44
David & Lucile Packard Foundation Headquarters, Los Altos, California
Modern, beautiful, and super energy efficient. It’s actually the largest Net-Zero Energy
certified building in the world. The California complex is made up of 95 percent recycled
materials from deconstructed buildings. It provides all of its energy needs and has a total
of 915 photovoltaic panels on its roof. One of the things that makes the Foundation’s
headquarters work so well is its effective use of daylight and rooftop gutters that collect
a massive 20,000 gallons of rainwater, which is used for irrigation and the building’s
bathrooms.
The Edge, Amsterdam, Netherlands

The Edge features a remarkable mix of technologies like passive temperature control
and energy-efficient design. It even generates its own electricity. The exterior doesn’t
look architecturally innovative, it simply resembles a giant glasshouse, though the south
facade is entirely covered with invisible window-like solar panels. An aquifer thermal
energy storage system has been installed deep down underneath the soil to power the
heating and cooling of the building when passive ventilation isn’t sufficient. Rainwater is
collected and used to flush its toilets and irrigate its green areas.
45
The Bullitt Centre, Seattle, Washington
Seattle’s Built Centre opened in 2013 and has since become one of the greenest
commercial buildings in the entire world. It really is the epitome of energy efficient and
derives 100 percent of its power from renewable energy. Not only is the Bullitt Centre
naturally lit during the daytime, it’s ventilated to make it super comfortable and increase
the productivity of the workers inside it. It’s a great example of what work offices will be
in the coming years: smartly designed, efficient, and attractive. Compared to the other
commercial offices and buildings in Seattle, the Bullitt Centre is 83 percent more energy
efficient on average. As a bonus, it provides a terrific view of the city’s famed skyline.
46
Empire State Building, New York City, New York
Not many people immediately think of sustainability or energy efficiency when they look
at the Empire State Building, but this world-famous New York landmark certainly is. $550
million was put into renovating the building and making it greener, which allowed the
Empire State Building to earn a LEED Gold Certification in 2011. The revamp cut the
building’s energy use and expenses by $4.4 million annually, and within the next decade
it’s expected to reduce its carbon footprint by at least 105,000 tons. One of the most
daunting parts of making the Empire State Building more energy efficient was replacing
all 6,514 of its glass windows.
47
International Renewable Energy Agency Headquarters, Abu Dhabi, United Arab
Emirates
The International Renewable Energy Agency Headquarters is one of the most futuristic
and energy efficient buildings on the planet. It entered Abu Dhabi’s skyline in 2015 and
has already won a number of prestigious international awards for its innovative,
sustainable design and features. Its external screen maximizes light while also minimizing
the amount of heat inside. The windows block 90 percent of solar radiation and the
building’s rooftop has a photovoltaic system to help it produce its own energy .
48
MODULE 4
UNIT 1. ARCHITECTURAL STYLES Under: Functionalism, Expressionism and Decorativism
FUNCTIONALISM
What is FUNCTIONALISM?
Functionalism is designing according to function of the building
Can be traced back to Vitruvian theory of Utilitarian architecture.

• Idea by Louis Sullivan and practiced by Le Corbusier widely.
• Associated with the modern style of architecture
WHAT ARE FEATURES OF FUNCTIONALISM?

• Low levels of ornamentation and extraneous decoration.
• Prominent display of raw materials.
• FORM FOLLOWS FUNCTION i.e.; function comes first, the appearance and shape
are of secondary concern.
EXAMPLE:
What is the function of an auditorium?

• Good acoustics
• Proper line of vision
• Comfortable seating
What gives a form to an auditorium?
• Shape and volume
• Elevational treatment
• Form and use of material
The pioneers “It is the pervading law of all things… that form ever follows function” -Louis
Sullivan (1896) Louis Sullivan, Guaranty Building, Buffalo, New York, 1896
Bauhaus functionalism
• German Institution established for rational social housing for the workers after
World War 1 by WALTER GROUPIUS
• Rejected Bourgeois details like eaves, cornices and decorative elements.
• Used principles of Classical Architecture in its purest form without any
ornamentation
49
• The design includes three wings divided by function (workshops, school, and
administration) and features a glass curtain wall accentuated by a steel frame.
FUNCTIONALIST FEATURES
• The separation and visual distinctiveness of public spaces from the private
apartments
• Color is the only ornament.
• The stacking and interlocking of individual apartments (like bottles in a rack)
• The modular design and proportions
• The 27 varieties of apartments
• The ventilation and grid planning
• The views out to trees, parkland, sea, mountains
50
BARCELONA PAVILION,1929:
• Aim was to develop a free-flowing space and use least components and that is
done by using walls as planes.
• Function of an exhibition space is satisfied to extreme level.
• Properly managed the play of lightened and dark spaces
• Use of stone and glass.
• Served as an exhibition space for a long time, now considered as heritage space
51
Lotus Temple, New Delhi,1986:
• It is a Bahai House of Worship of an impression of half open lotus.
• Justifies concept of function of FORM FOLLOWS FUNCTION.
• Serves as a Mother Temple to Indian subcontinent.
• The building is composed of 27 free-standing marble-clad "petals" arranged in
clusters of three to form nine sides,[2] with nine doors opening onto a central hall
FUNCTIONALISM
REGION: Europe, especially Germany and Scandinavia
52
PERIOD: 1930’s to 1960’s
CHARACTERISTICS: Techno-fetishism, Radicalism, Local materials, irregular plans,
Fundamentalist Forms; Starkness
More readings on Functionalism

https://drive.google.com/drive/search?q=Architectural%20Styles
Pages 167-169
EXPRESSIONISM
REGION: Germany and the Netherlands

PERIOD: 1910’s to mid-1920’s
CHARACTERISTICS: Expressive Forms, Modern Building Types; Naturalism, Dynamism,
Functionalism, Monolithic Materials
The defining characteristic of expressionist architecture was its use of free-flowing

organic forms. Curves, odd angles, irregularly shaped windows and doors, and multi
layered facades were combined by the architects’ imaginative intuition to create
buildings that affected the emotions as much as the intellect.
DECORATIVISM- inclusive period(since time immemorial)
Broad range of design philosophy where decoration- architectural elements whose main
purpose is to delight the senses esp. the eyes- is seen as integral to overall composition
53
Examples:
Michael Graves designs: PORTLAND PUBLIC SERVICES BLDG., Oregon; HUMANA BLDG.,
Louisville; Walt Disney World SWAN & DOLPHIN HOTELS, Orlando, Florida
Characteristics:
3 sources of decoration/ ornament:
1) history- e.g. Classicism, Medievalism, preclassicism;
2) contemporary- Art Nouveau, Art Deco;
3) indigenous- Arts & Crafts, vernacular, folk & ethnic
UNIT 2. ARCHITECTURAL STYLES Under: Pre-Classicism, Classicism, Neo-Classicism
PRE-CLASSICISM EXAMPLE:
KNOSSOS North Portico
54
Lions Gate Mycenae
CLASSICISM
"Classicism" - of or relating to "the glory of (ancient) Greece; and the grandeur of
(ancient) Rome
NEO-CLASSICISM
"Neo-Classicism" = revival of purified Graeco-Roman forms after the excessive mutations
of renaissance Baroque & Rococo (1750-1830); Neo-Classicism is used in describing
building designs w/ predictable & honest harmonies- usually Graeco-Roman for
Classicism; and Miesian for Modernism
Example:
Classicism>> PARTHENON, Athens; PANTHEON, Rome;
Neo-Classicism>> CHURCH OF THE MADELEINE, Paris; WALHALLA,
Germany; Mies van der Rohe>> CROWN HALL, Illinois Institute of Technology; SEAGRAM
BUILDING, NYC
55
MODULE 5
1. MODERNISM (EXPRESSIONISM, RATIONALISM, FUNCTIONALISM, BRUTALISM)
2. BEYOND MODERNISM (STRUCTURALISM, POSTMODERNISM, DECONSTRUCTIVISM)
1. MODERNISM:
EXPRESSIONISM - architecture w/c shows the innermost emotions of the designer- usually
non-architectonic/ geometric; "Neo-Expressionism" pertains to Expressionism after WWII
EX:
NOTRE DAME DU HAUT, Ronchamp, France- Le Corbusier;
FALLING WATER, Bear Run, Pennsylvania;
GUGGENHEIM MUSEUM, NYC- Frank Lloyd Wright;
GOETHEANUM, Basel, Switzerland (1928)- Rudolf Steiner;
SYDNEY OPERA HOUSE- Jorn Utzon; TWA TERMINAL, JFK Airport- Eero Saarinen
RATIONALISM - RATIONALISM/ STRUCTURAL RATIONALISM/ GOTHIC-RATIONALISM/ NEO-

RATIONALISM
Architecture concerned primarily w/ the logic of structure and construction- a genre of
Functionalism;
Structural Rationalism started as Gothic Rationalism during the mid-19th century; Neo-
Rationalism is a genre of Neo-Expressionism w/ particular concern for logic of structure
and construction- starting around 1968; Gothic & medieval architecture was seen as a
logical basis for structure and construction with its novel constructive principles -
compared to the basically decorative tendencies of classicism
EX.
Rationalism:
JOHN HANCOCK CENTER, Chicago (1972)- SOM; PIRELLI BUILDING, Milan, Italy (1957)- Gio Ponti;
Structural Rationalism: old BIBLIOTHEQUE NATIONALE, Paris (1868)- Henri Labrouste;
Gothic Rationalism: unbuilt designs by Eugene-Emmanuel Viollet-le-Duc (mid-19th century)
FUNCTIONALISM
Expressionism’s free-flowing forms were not simply the product of an architect’s
imagination but in most cases were also partly determined by functional requirements.
Mendelsohn enlivened the potentially dull industrial building he was commissioned to
design at Luckenwalde by architecturally animating the belt and pulley mechanisms
through architectural design in a way that was quite distinct from that of harsher, later
Functionalist buildings.
BRUTALISM - from "beton-brut" popularized by Le Corbusier, a deliberate roughening of

concrete surfaces for building masses.
EXAMPLE/S:
Le Corbusier: NOTRE DAME DU HAUT, Ronchamp;
CISTERCIAN MONASTERY, La Tourette- France;
CHANDIGARH PARLIAMNET BLDGS., India
56
2. BEYOND MODERNISM
STRUCTURALISM design based on insights of anthropology (esp. of Claude Levi-Strauss)

proposing that underlying patterns of social relationships and human behavior could
provide a basis for architectural form- that avoids the sterile and technology-driven
anonymity of orthodox Modernism.
Example/s:
CENTRAL BEHEER HEADQUARTERS, Apeldoorn, The Netherlands (1972)- Herman Hertzberger
POSTMODERNISM architecture w/c sought to counter the strict orthodoxy and constraints
of Modernism towards a more liberal pluralism in form esp. W/ regards to place, tradition
and community
Example/s:
Philip Johnson skyscraper designs - A.T.&T. TOWER, NYC; PPG PLACE, Pittsburgh;
NATIONS BANK TOWER, Houston
DECONSTRUCTIVISM vague & contorted architectural expressionism of Jacques Derrida's

philosophy of fractal thinking; "part of a research into the dissolving limits of architecture"-
Bernard Tschum
Example/s
GUGGENHEIM MUSEUM, Bilbao- Frank Gehry; WOLFBURG SCIENCE CENTER, Germany- Zaha Hadid; NEW
YORK BY GEHRY (8 Spruce Street), NY, NY
57
ASSIGNMENT GUIDE
MODULE 1 UNIT 1
Assignment No.01 A1:M1:TLO1:SWPR01
On an A4 paper (format to be given by instructor)
ANSWER THE FOLLOWING QUESTIONS: You may add illustrations to this
− Why is Architectural Design Process important to a project? (10 points)

− How do you think Architectural Design Process be able to help you achieve in
coming up with a good design? (10 points)
Scan or take a photo and save your output with the file name SURNAME, First
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141 A1:M1:TLO1:SWPR01)
For ONLINE submission: Turn in output by uploading file as an attachment in our google
classroom
MODULE 1 UNIT 2
Assignment No. A2:M1U2:TLO2:PRPL1a “Architectural Programming- Living Room
Renovation”
Use A3 sheet of paper (with a given format) and assuming you will renovate your living
room, using what you have learned in your architectural programming provide the
following for your living room renovation- existing photographs (photo documentation),
data/matrix development, bubble and interrelationship diagram, statement of the
problem, main objective, space analysis and image of the room.
Graded using a rubric. (50 points)
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141 A2:M1U2:TLO2:PRPL1a
classroom
ASSIGNMENT NO. 03 A3:M1U3:TLO3:PRPL1b “ Information Index”
On A3 size paper (with the given format), produce your own information index which
relates to the renovation project of your living room which you are working on in your
previous plate, check the keywords given in the index which may help in filling up with
your info index relatable to your project. Graded using a rubric. (50 points)
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141 A3:M1U3:TLO3:PRPL1b
58
classroom
MODULE 2
ASSIGNMENT NO.04 RSW- A4:M2U2:TLO3:RSWPR01 “Programmatic Concepts versus

Design Concepts”
To be placed on an A4 paper, Research on programmatic concepts versus design

concepts, and make a comparison, provide write-up, examples and pictures. (50 points)
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141Ass# A4:M2U2:
TLO3:RSWPR01)
classroom
MODULE 3
Functional Concepts and the Interior Environment
ASSIGNMENT NO. 05 A5:M3U1:TLO4:RSWMT01 “Conceptualization Techniques according
to Functional, Spatial and Geometric”
To be placed on A4 paper, Research on the different conceptualization techniques

according to functional, spatial and geometric concepts and relate through examples
how it was used in architectural design.
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141Ass#
A5:M3U1:TLO4:RSWMT01
classroom
ASSIGNMENT NO. 06 A6:M3U2:TLO5:SWMT01 “Concept of Linkages”
To be placed on A4 paper, Research on the different conceptualization techniques

according to functional, spatial and geometric concepts and relate through examples
how it was used in architectural design.
A6:M3U2:TLO5:SWMT01
classroom
59
ASSIGNMENT NO. 07 A7:M3U3:TLO6:RSPMT01 “Values, Aspirations, Culture”
To be placed on A3 paper, Research and illustrate how values, aspirations, and culture
affects design decisions in architecture
A7:M3U3:TLO6:RSPMT01
classroom
ASSIGNMENT NO. 08 A8:M3U4:TLO7:GRPWORK “Environmental Concepts and Energy

Conservation in Building Design”
To be placed on A4 paper, create a group (at least group of 4) and research on

different environmental concepts and energy conservation in building design, provide
write-ups, pictures, explanations and reporting follows.
A8:M3U4:TLO7:GRPWORK
classroom
MODULE 4
ASSIGNMENT NO. 08 A8:M4U1:TLO8:FNPL-01
On an A3 size paper, present through a table the following: FUNCTIONALISM,

EXPRESSIONISM, DECORATIVISM and provide one of the best examples under that
architectural style presenting:
1.Image of the example chosen (hand drawn)

2.Name of the structure
3.Location
4.Architect (image and details)
5.Genre
6.Analysis
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141Ass# A8:M4U1:TLO8:FNPL-01
classroom
60
ASSIGNMENT NO. 08 PL-FN-01
Study on the structures under this architectural style.

Plate no. 1, on an A3 size paper, present through a table, the following (further
instructions may be given by your instructor) make a comparative analysis of the
architectural styles with the following headings:
a. Pre-Classicism
b. Classicism
c. Neo-Classicism
3. Location
4.Architect (image and details)
5.Genre
6.Analysis
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141Ass#08-PL-MT-02
classroom
For OFFLINE submission: Save file to your USB Drive on AR 2141 folder
MODULE 5
FINAL PLATE REQUIREMENT: A9:M5:TLO9:FNPL-02 “Foreign and Local Famous Architects
under Modernism and beyond Modernism”
Research on the different personalities under modernism and beyond modernism, from
there, on an A3 paper, as your plate assignment, provide 2 tables with heading on:
FOREIGN AND LOCAL personalities or 6 famous architects with its following details: you
can be as creative in presenting your plate.
1. Name of the Architect, with picture.
2. Life and Works
3. Philosophies and Famous Dictum/ Slogan of his style
4. Most Famous Works (not less than 3-HAND DRAWN)
Name_AR2141AssignmentNo (e.g., DELA CRUZ, Juan_AR 2141Ass# A9:M5:TLO9:FNPL-02
classroom
61
62

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MODULE IN

SCHOOL OF ENGINEERING AND ARCHITECTURE

Module and Unit Topics

MODULE 1: Architectural Design Processes and Methodologies 4

MODULE 2: Various Conceptualization Techniques and Architectural Concepts 4

MODULE 3: Functional Concepts and the Interior Environment 4

MODULE 4: Architectural Styles 4

MODULE 5: Famous Personalities Under Modernism and Beyond Modernism 5

Course Study Guide 5

Additional Guidelines for Offline Students: 7

Formative Assessment Activities 14

Summative Assessment Activities 14

Contact Information of the Facilitators 16

MODULE 1: Architectural Design Processes and Methodologies.

MODULE 1 UNIT 1: ARCHITECTURAL DESIGN PROCESS

MODULE 1 UNIT 2: ARCHITECTURAL PROGRAMMING.

This is a formative module geared towards equipping you with comprehensive

MODULE 1 UNIT 3: INFORMATION INDEX

MODULE 2: UNIT 1: ARCHITECTURAL CONCEPTS

MODULE 2: UNIT 2: PROGRAMMATIC CONCEPTS VS DESIGN CONCEPTS

Programmatic Concepts refers to abstract ideas, programmatic relate to performance

MODULE 3: Functional Concepts and the Interior Environment

MODULE 3: UNIT 1: FUNCTIONAL CONCEPTS, SPATIAL CONCEPTS and

Functional Design deals with the development of a plan arrangement to serve in a

MODULE 3: UNIT 2: CONCEPT OF LINKAGES

MODULE 3: UNIT 4: ENVIRONMENTAL CONCEPTS, ENERGY CONSERVATION

MODULE 4: Architectural Styles

MODULE 5: Famous Personalities Under Modernism and Beyond Modernism

Course Study Guide

4. MAKE MASTERPIECES. Go beyond minimum requirements. The course learning

6. OBSERVE ORIGINALITY. Your course outputs will largely be submitted in

Additional Guidelines for Offline Students:

 ATTENDANCE. Students who chose online-based learning are expected to

 NETIQUETTE GUIDELINES. See to it to check google classroom/fb group/fb gc

Password sharing, reproduction, storing in a retrieval system, distributing, uploading

Dates TOPIC LEARNING OUTCOMES ACTIVITIES

MODULE 1 Architectural Programming

UNIT 2 Programmatic Concepts versus Design Concepts

WEEK 7 EXAMINATION WEEK FOR

September PRELIM EXAM

UNIT 1 Functional Concepts, Spatial Concepts and Geometrical

UNIT 2 Concept of Linkages

UNIT 3 Values, Aspirations, Culture

UNIT 4 Environmental Concepts and

MODULE 4 Architectural Styles

MODULE 5 Famous Personalities Under Modernism and Beyond Modernism

WEEK 17 TLO 9: Identify the famous Engage:

Scan or take a photo and save your

Summative Assessment Activities

• Final Course Requirement

1st Violation Warning with invalidation of grade

Contact Information of the Facilitator

Ar. Geromina Salvan Arellano

At the end of this module, you should be able to:

Engage: Review on the design process by D.K. Ching

Pre-requisite review – Open forum discussion on Google classroom concerning the

Evaluate: Evaluative assessment, (Quiz) A1:M1U1:TLO1:QZPR01

Explore: Lecture/Readings on Architectural Programming

Explain: Study how the method in preparing Architectural Programming is done.

Elaborate: PLATE #1: A2:M1U2:TLO2:PRPL1a-This is in relation to the student’s design class,

Evaluate: Module 1 – Unit 2 evaluative assessment-Submission of Plate

Unit 3. The Information Index

At the end of this unit, you should be able to: