Wydział Budownictwa i Architektury - Architecture (S2)
Sylabus przedmiotu Specialistic architectural design 2:
Informacje podstawowe
| Kierunek studiów | Architecture | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | drugiego stopnia |
| Tytuł zawodowy absolwenta | magister | ||
| Obszary studiów | charakterystyki PRK, kompetencje inżynierskie PRK | ||
| Profil | ogólnoakademicki | ||
| Moduł | — | ||
| Przedmiot | Specialistic architectural design 2 | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Projektowania Architektonicznego | ||
| Nauczyciel odpowiedzialny | Leszek Świątek <lswiatek@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 4,0 | ECTS (formy) | 4,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | 4 | Grupa obieralna | 2 |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | General knowledge in the field of programming of education and upbringing facilities, care of children of various ages - preschool and school, knowledge of issues related to shaping space in the aspect of ergonomics; needs persons with mobility impairments, visual impairments and hearing impairments. Good knowledge of the technical conditions that buildings and their location should meet. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Ability to shape functional and spatialsystems of service objects in the field of health care and social welfare, care, education and upbringing. Holistic design, ability to link functions and forms, spatial relations and scale in terms of the perception of the youngest and their users ability to adapt to conditions prevailing in the built space. Variation ofcompositional and plastic solutions ofindividual buildings and complexes of pavilions. The ability to assess the advantages of a location and use it to optimize a design solution. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| projekty | ||
| T-P-1 | Programme, location and role of educational, care and health equipment. Project corrections in thematic groups. | 3 |
| T-P-2 | Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups. | 3 |
| T-P-3 | The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups. | 3 |
| T-P-4 | 2-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual. | 3 |
| T-P-5 | Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections. | 3 |
| T-P-6 | Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections. | 3 |
| T-P-7 | First review of the progress of works (selection of the form of development and variants of land use planning). | 3 |
| T-P-8 | Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments | 3 |
| T-P-9 | Types of sizes of primary schools and school parcels. Individual project corrections. | 3 |
| T-P-10 | school grounds. Exercise elements of school field devices of physical culture. Individual project corrections | 3 |
| T-P-11 | Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments. | 3 |
| T-P-12 | Second review of the state of advancement of design works - final development of the system buildings. | 3 |
| T-P-13 | Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections. | 3 |
| T-P-14 | Individual corrections. | 3 |
| T-P-15 | Approval of projects for final development. Individual project corrections. | 3 |
| 45 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| projekty | ||
| A-P-1 | individual work at home – elaboration of diploma design and work on related data | 75 |
| A-P-2 | individual consultations in appointed hours | 45 |
| 120 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | method of explaining the issue and an additional didactic discussion during the exercises, developing the presented issues. The exercises are based on independent studio work and design correction during classes, as well as independent source query. |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Exercises -the condition for obtaining a credit is participation in at least 4/5 ofthe number of project activities (including 2. mandatory reviews of the progress of design works) and the execution of the study design in any graphic technique, consistent with the content of the subject. The student should also have sketches and studies prepared for semi-annual reviews of the progress of design work. The assessment takes into account the factual value (60% of the weight) and the aesthetic value of the design study(10%). and innovation of functional and spatial solutions as well as aesthetic and composite elevation solutions (30%). |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AUP_2A_EB4-2_W01 Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks. Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks. | AUP_2A_W01, AUP_2A_W02 | — | — | C-1 | T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15 | M-1 | S-1 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AUP_2A_EB4-2_U01 In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art. Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations). Is able to adjust the method to a design or planning task, experiments and uses computer software. Designs and plans in combination with other areas of engineering and non-engineering activity. Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect. | AUP_2A_U01, AUP_2A_U02, AUP_2A_U03, AUP_2A_U04, AUP_2A_U05 | — | — | C-1 | T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15 | M-1 | S-1 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Odniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżyniera | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|---|
| AUP_2A_EB4-2_K01 Understands the need of life-long learning, is able to organise the process of learning and motivates his/her co-worker to learn. | — | — | — | C-1 | T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15 | M-1 | S-1 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AUP_2A_EB4-2_W01 Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks. Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks. | 2,0 | failing to accomplish educational outcomes as given below |
| 3,0 | basic accomplishment of educational outcomes | |
| 3,5 | ||
| 4,0 | extended accomplishment of educational outcomes | |
| 4,5 | ||
| 5,0 | outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AUP_2A_EB4-2_U01 In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art. Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations). Is able to adjust the method to a design or planning task, experiments and uses computer software. Designs and plans in combination with other areas of engineering and non-engineering activity. Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect. | 2,0 | failing to accomplish educational outcomes as given below |
| 3,0 | basic accomplishment of educational outcomes | |
| 3,5 | ||
| 4,0 | extended accomplishment of educational outcomes | |
| 4,5 | ||
| 5,0 | outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| AUP_2A_EB4-2_K01 Understands the need of life-long learning, is able to organise the process of learning and motivates his/her co-worker to learn. | 2,0 | failing to accomplish educational outcomes as given below |
| 3,0 | basic accomplishment of educational outcomes | |
| 3,5 | ||
| 4,0 | extended accomplishment of educational outcomes | |
| 4,5 | ||
| 5,0 | outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes |
Literatura podstawowa
- Minister Oświaty i Wychowania, Zarządzenie w sprawie wprowadzenia wytycznych programowo-funkcjonalnych projektowania obiektów oświaty i wychowania, Minister Oświaty i Wychowania, Warszawa, 1979, IW1-2115-9/79
- Przedszkole 2-oddziałowe, 1964, KP-5/40, KB4-2.2.1.2/2/, OB-1302/S/64, Karta projektu; materiał poglądowy;
- Przedszkole 4-oddziałowe, COIB, Warszawa, 1979, KB4-2.2.1.4.(4), Projekt typowy. Katalog budownictwa; materiał poglądowy
- Przedszkole 6-oddziałowe, COIB, Warszawa, 1979, KB4-2.2.1.6.(2), Projekt typowy. Katalog budownictwa; materiał poglądowy
- Szkoła podstawowa o 9 pomieszczeniach do nauki dla osiedli wiejskich w technologii wielkoblokowej, COIB, Warszawa, 1989, 2.2.2.(3), Materiał poglądowy
- Korzeniewski W, Budownictwo mieszkaniowe. Poradnik projektanta, Arkady, Warszawa, 1989, 1
- Minister Edukacji Narodowej i Sportu, Rozporządzenie w sprawie bezpieczeństwa i higieny w publicznych i niepublicznych szkołach i placówkach, Minister Edukacji Narodowej i Sportu, 2002, Dz. U. z 2003 r. Nr 6, poz. 69.