Study Guide 2016-2017

Study Guide 2016-2017 Amsterdam Academy of Architecture Practical hours

Lectures

Elective programme

Winter School

PRACTICE

Morphology

PROJECTS

Exercises

Practical modules

Practical records

GRADUATION

2

Study Guide 2016-2017 Amsterdam Academy of Architecture

1

Contents Foreword

15

GENERAL 1. Vision 1.1 Objective

19 19

2. Organisation 2.1 The Academy of Architecture 2.2 Amsterdam University of the Arts (AHK) 2.3 Organisation AHK 2.4 Servicebureau AHK 2.5 Board of studies 2.6 Programme coordinator 2.7 Study adviser 2.8 Professional experience coordinator 2.9 Examination board 2.9.1 Role of the examination board 2.9.2 Contact examination board 2.9.3 Contact examination board 2.9.4 Composition examination board 2.10 Participation in decision-making 2.11 Confidential advisers AHK and Code of Conduct for Public Safety 2.12 Staff Amsterdam Academy of Architecture

20 20 20 20 20 21 21 21 22 22 22 23 23 23 23 24

3. Internal curriculum 3.1 Study schedule internal curriculum 3.2 Educational elements 3.2.1 Projects 3.2.2 Exercises 3.2.3 Lectures 3.2.4 Morphology classes 3.2.5 Clinic 3.2.6 Graduation clinic 3.2.7 Winter School 3.2.8 Study with other programmes 3.2.9 Language 3.3 Elective programme 3.3.1 Workshops 3.3.2 1∙Lectures 3.3.3 Excursions and study trips 3.3.4 Self-management seminars 3.3.5 Study with other programmes 3.4 Registration for course components 3.4.1 Place of registration 3.4.2 Registration period 3.4.3 Registration procedure 3.4.4 Allocation

25 26 26 27 27 27 27 27 28 28 28 28 29 29 29 29 29 29 29 29 29 29 29

4. External curriculum: professional experience 4.1 Legislative frameworks 4.2 The work situation 4.3 Lectures and seminars 4.4 Professional experience practical records 4.5 The practical mentor 4.6 Assessment and granting of credits 4.7 Supervision 4.8 Progress discussions 4.9 Professional experience coordinator

30 30 30 31 31 32 33 33 33 33

2

4.10 Work experience studios 4.11 Vacancies 4.12 Practical modules programme Practical module (AUL) Presentation and Communication Practical module (AUL, A|UL) Design and Organisation Practical module (AUL, A|L) Design and Entrepreneurship

33 34 35 35 36 38

5. Study load and assessment 5.1 Credits system

40 41

6. Examinations 6.1 Appeals procedure 6.2 Examinations 6.3 Examination 1 6.3.1 Status of Examination 1 6.3.2 Conditions for taking Examination 1 6.3.3 Composition and role of the examination committee 6.3.4 Examination result 6.3.5 Form of the examination 6.3.6 Special points for attention 6.4 Examination 2 6.4.1 Status of Examination 2 6.4.2 Conditions for taking Examination 2 6.4.3 Composition and role of the examination committee 6.4.4 Examination result 6.4.5 Form of the examination 6.4.6 Special points for attention 6.5 Examination 3 6.5.1 Status of Examination 3 6.5.2 Conditions for taking Examination 3 6.5.3 Composition and role of the examination committee 6.5.4 Examination result 6.5.5 Form of the examination 6.5.6 Special points for attention 6.6 Examination 4 6.6.1 Status of Examination 4 6.6.2 Conditions for taking Examination 4 6.6.3 Composition and role of the examination committee 6.6.4 Examination result 6.6.5 Form of the examination 6.6.6 The graduation report 6.6.7 The designation ‘cum laude’ 6.6.8 Exception clause

42 42 42 42 42 42 43 43 43 44 44 44 45 45 45 45 46 47 47 47 47 47 47 48 49 49 49 49 50 50 51 51 51

7

52 52 52 52 52 53 53

Graduation 7.1 The graduation project: content 7.1.1 The subject 7.1.2 The graduation plan 7.1.3 The graduation project 7.1.4 Examination 4 7.1.5 The public presentation of the graduation project and the graduation ceremony 7.2 The graduation project: Procedure 7.2.1 The graduation clinic 7.2.2 The graduation mentor 7.2.3 The graduation committee 7.2.4 Fee for the graduation committee 7.2.5 Approval of the graduation plan 7.2.6 Presentation of the graduation plan 7.3 The graduation project: Committee meetings 7.3.1 The four committee meetings 3

53 53 54 54 54 55 55 55 55

7.3.2 The first committee meeting 7.3.3 The second committee meeting 7.3.4 The third committee meeting 7.3.5 The fourth committee meeting In the event of illness/ inability to attend Graduation project: Planning (the graduation clock)

56 56 56 56 57 58

8. Academic calendar 8.1 Lesson schedule 8.2 Important dates 8.3 Holidays and days on which the Academy is closed

60 60 61 61

9. Admission, Application and Registration 9.1 Admission 9.1.1 Admission to the Amsterdam University of Architecture 2016-2017 9.1.2 Admission requirements 9.1.3 Level of English 9.1.4 Work in practice for non-European students 9.1.5 Programme 9.1.6 Professional Experience (external curriculum) 9.1.7 Tuition Fees 9.1.8 Extra costs 9.2 Application and registration 9.2.1 Evaluation of foreign diplomas 9.2.2 Re-registration 9.2.3 Lenght of registration/validity of examinations 9.2.4 Interim retraction of registration 9.2.6 Housing 9.2.7 Questions

62 62 62 62 63 63 63 63 64 64 64 64 64 65 65 65 65

10. Cooperation and projects 10.1 Research group, Knowledge network and Artist in Residence 10.2 LOBO 10.3 Dutch School of Landscape Architecture 10.4 Universities of Applied Sciences 10.5 Archiprix and Archiprix International 10.6 Amsterdam Centre for Architecture

66 66 66 66 66 67 67

11. Internationalisation 11.1 Crafting the Façade 11.2 Design in Urbanism 11.3 EMiLA 11.4 Erasmus programme 11.5 Study Travel Fund 11.6 Studying abroad 11.7 AHK Internationalisation Fund 11.8 Continuing one’s studies after graduation 11.9 More information on internationalisation

68 68 68 68 68 69 69 69 70 70

12. Teachers 2016-2017

71

13. Facilities 13.1 Facilities for students and teachers 13.1.1 Student adviser 13.1.2 Students with a handicap or functional disability 13.1.3 ‘Need to Know’ brochure 13.1.4 AHK account and email 13.1.5 Audio-visual equipment and other presentation material 13.1.6 Computer facilities 13.1.7 MyAHK 13.1.8 Alluris student information system

74 74 74 74 74 74 74 75 75 75

7.4 7.5

4

13.1.9 AHK card 13.1.10 Copying and printing 13.1.11 Pigeonholes 13.1.12 Model workshop 13.1.13 Library 13.2 The Premises 13.2.1 Opening hours of the Academy building 13.2.2 Opening hours of the canteen 13.2.3 Room schedule 13.2.4 Storage of materials and practical work 13.2.5 Exhibitions 13.2.6 Lost property 13.2.7 Liability – Responsibility – Insurance 13.3 Safety on the premises 13.3.1 Emergency evacuation plan 13.3.2 In the event of fire 13.3.3 In the event of an accident 13.4 House rules

75 75 75 75 75 76 76 76 76 76 76 77 77 77 77 77 77 78

STUDY PROGRAMMES Master in Architecture

83

Schedule

84

Study programme year 1 P1a (AUL) Place P1b (AUL) Space O1 (AUL) Repertoire V1 & V2 (AUL) Objective: Autonomy; Origin: Art Tools 1+2 (A) Construction technique C1a (AUL) History: landscape architecture C1b (AUL) History: architecture Winter School P2a (A) Villa (space and material) P2b (A) Construction and Building) O2 (AUL) Textual analysis V3 (AUL) Objective: Materials science; Origin: Design C2a (AUL) History: urbanism C2b (AUL) History: art Examination 1

86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

Study programme year 2 P3a (AL) Building in landscape P3a (AU) Urban Ensemble P3b (A) Housing O3a (AL) Building in landscape O3a (AU) Urban Ensemble O3b (A) Housing typology V4 (AUL) Objective: Materials Science; Origin; The Practical C3a/C5a (AUL) Design methodology C3b/C5b (A) Professional practice Winter School P4 (A) Public building O4 (A) Materialisation C4/C6 (AUL) Theory, society and design Examination 2

101 102 103 104 105 106 107 108 109 110 111 112 113 114

5

Study programme year 3 P5 (AUL) Research and Design O5 (AUL) Paper Clinic C3a/C5a (AUL) Design methodology C3b/C5b (A) Professional practice Winter School P6 (A) Integral Design O6 (AUL) Paper & Graduation Clinic C4/C6 (AUL) Theory, society and design Examination 3

115 117 118 119 120 121 122 123 125 126

Study programme year 4 Graduation Examination 4

127 127

Learning outcomes Master in Architecture

128

Master in Urbanism

133

Schedule

134

Study programme year 1 P1a (AUL) Place P1b (AUL) Space O1 (AUL) Repertoire V1 & V2 (AUL) Objective: Autonomy; Origin: Art C1a (AUL) History: landscape architecture C1b (AUL) History: architecture Winter School P2a (S) Urban fabric P2b (UL) Public Space O2 (AUL) Textual analysis V3 (AUL) Objective: Materials science; Origin: Design Tools 1+2 (UL) Landscape analysis C2a (AUL) History: urbanism C2b (AUL) History: art Examination 1

136 137 138 139 140 141 142 143 144 145 146 147 148 149 150

Study programme year 2 P3a (AU) Urban Ensemble P3b (U) Urban Renewal O3a (AU) Urban Ensemble O3b (U) Urban typology V4 (AUL) Objective: Focus; Origin: Practical training C3a/C5a (AUL) Design methodology C3b/C5b (U) Professional practice Winter School P4 (U) Regional design O4a (UL) Regional research O4b (U) Strategy C4/C6 (AUL) Theory, society and design Examination 2

151 152 153 154 155 156 157 159 160 161 162 163 164

6

Study programme year 3 P5 (AUL) Research and Design O5 (AUL) Paper Clinic C3a/C5a (AUL) Design methodology C3b/C5b (A) Professional practice Winter School P6 (UL, U|L) Integral Design; Vision, Plan, Detail O6 (AUL) Paper & Graduation Clinic C4/C6 (AUL) Theory, society and design Examination 3

165 167 168 169 170 171 172 174 176 177

Study programme year Graduation Examination 4

178 178

Learning outcomes Master in Urbanism

179

Master in Landscape Architecture Schedule

185 186

Study programme year 1 P1a (AUL) Place P1b (AUL) Space O1 (AUL) Repertoire V1 & V2 (AUL) Objective: Autonomy; Origin: Art Tools 1+2 (UL) Landscape analysis C1a (AUL) History: landscape architecture C1b (AUL) History: architecture Winter School P2a (L) Human and animal P2b (UL) Public Space O2 (AUL) Textual analysis V3 (AUL) Objective: Materials science; Origin: Design C2a (AUL) History: urbanism C2b (AUL) History: art Examination 1

188 189 190 191 192 193 194 195 196 197 198 199 200 201 202

Study programme year 2 P3a (AL) Building in landscape P3b (L) Place in landscape O3a (AL) Building in landscape O3b (L) Fieldwork V4 (AUL) Objective: Materials science; Origin; The Practical C3a/C5a (AUL) Design methodology C3b/C5b (L) Professional practice Winter School P4 (L) Regional design and research O4a (UL) Regional research O4b (L) Habitat C4/C6 (AUL) Theory, society and design Examination 2

203 204 205 206 207 208 209 210 211 212 213 214 215

7

Study programme year 3 P5 (AUL) Research and Design O5 (AUL) Paper Clinic C3a/C5a (AUL) Design methodology C3b/C5b (L) Professional practice Winter School P6 (UL, U|L) Integral Design; Vision, Plan, Detail O6 (AUL) Paper & Graduation Clinic C4/C6 (AUL) Theory, society and design Examination 3

216 218 219 220 221 222 223 225 227 228

Study programme year 4 Graduation Examination 4

229 229

Learning outcomes Master in Landscape Architecture

230

EMILA - European master in Landscape Architecture

231

MINOR AND COURSES

232

EDUCATION AND EXAMINATION REGULATIONS

238

Section 1 Section 2 Section 3 Section 4 Section 5 Section 6 Section 7 Section 8 Section 9 Section 10

General Education Sitting interim examinations Interim examination result Exemption Final examination Conditions for enrolment, re-enrolment and termination of enrolment Student counselling Fraud and plagiarism Final and implementation provisions

8

240 241 243 244 245 245 246 247 247 247

Workshop 'Paper', 2014

9

10

11

12

13

Foreword

14

FOREWORD

Midsummer in Amsterdam. The chestnut tree in the courtyard catches the blazing sun, the temperature hovers around 30 degrees Celsius and fragments of city sounds blow inside through the open window. The building is practically empty. In the past few days, a great deal of work has gone into ensuring the students will be welcomed into a clean and tidy building in September; an academic year in which an international group of first-year students, who have been selected from a large amount of applicants, will once again begin their studies.

The level of interest throughout the world in the concurrent educational model, the interdisciplinary study programmes of the Academy of Architecture and in the city of Amsterdam remains great. The consequences of implementing bilingual education (Dutch and English) are increasingly apparent. In the coming year, foreign students will also serve on the Faculty Council for the first time ever, a logical step in the internationalisation of the Academy.

But first a review of the past year in which numerous alumni won prizes.

In October 2015, for example, Hannah Schubert won the Graduation Prize of the Amsterdam University of the Arts (AHK) for her graduation project Second Nature, and this very same project won the NRP Masterprijs just a week later. In June 2016, there was cause for celebration once again: Milad Pallesh won joint first prize in the Archiprix 2016 for his graduation plan Pairi Daeza, while Yuka Yoshida won third prize with Re.CLAIM and Hannah Schubert received an honourable mention. The fourth plan nominated by the Academy for the ArchiprixNL, Common Ground Belfast by Gert-Jan Wisse, was also selected for entry in the Archiprix International, which will take place at CEPT University in Ahmedabad, India in February 2017.

It is also extraordinary that the Board of Government Advisors (College van Rijksadviseurs, CRa) has chosen two former students, Ivar van der Zwan and Iris Wijn, to take part in the Young Innovators programme. Young, talented colleagues are linked to pressing assignments of a spatial and social nature by the CRa. In total, three designers have started working on the different, highly topical, assignments under the supervision of the Government Advisors.

15

FOREWORD

Finally, the Creative Industries Fund NL has invited alumna Narda Beunders to take part in the Architecture Biennale 2016 in Venice. She has been given the opportunity to screen three films about the creation of her project Abri, A Roof for Humanity, a number of small pavilions for sheltering boat refugees on the island of Lesbos.

This Architecture Biennale, curated by Alejandro Aravena, is entitled Reporting from the front. The fact that the Biennale board chose this curator signifies an endorsement of the architectural movement that strives for social justice. This is a movement that Israeli architect Malkit Shoshan also belongs to, as well as being the curator of the Dutch pavilion in Venice. She also closed the last academic year on 8 July with a special Midsummer Night’s lecture, in which she reported on her research into the architecture of peace missions, among other things.

After a review comes a preview.

The programme for the 2017-2017 academic year has been adjusted or changed in a number of respects. The most important changes concern graduation, the practical modules in the internal curriculum and a timetable change to the morphology classes.

The students who will begin the graduation process in September will discuss their plans at the Academy on a number of Thursday evenings, in accordance with the Graduation Clock (Afstudeerklok); Thursday evenings on which the building will be filled with graduates and their graduation committees.

As a result of the exemption from the Professional experiencesperiode (Professional Traineeship), the so-called BEP, partly on the advice of the Architects Registration Bureau, the Academy has undertaken to further develop its theoretical support of the professional practice and establish a programme of modules, which are based on the professional qualifications as defined in the External Curriculum. This year, new and adapted modules have been incorporated into the programme.

The change to the morphology classes concerns the number and duration of the exercises; from eight to eleven weeks (V1, V2 and V3) and sixteen weeks (V4) respectively. This will mean that the final presentation of the morphology class no longer falls in the same week as the final presentation of a project.

16

FOREWORD

Another big change is the changing of the guard within the Master’s programme in Architecture. Architect Jan-Richard Kikkert has been appointed head of the Master in Architecture by the Academy of Architecture. He will begin in September 2016 and is the successor to Jarrik Ouburg, who will remain affiliated with the Academy via the Tabula Scripta research group.

The refurbishment of the model workshop by the firm Workshop, will commence in September. That will cause some inconvenience during the first two months of the academic year, but the result will be a larger workshop with better workplaces.

Finally, it will not have escaped the reader’s notice that the study guide has taken on a new form this year: a screen version of the study guide, which has been designed as a PDF, as well as the possibility of having a physical publication via printingon-demand. It is a study guide with a clearly laid out table of contents at the beginning, various links to click on, infographics, visual material and with the study programme presented in a well-organised fashion. Therefore: read this study guide! Not only if you are a first-year student looking to form a clearer picture of what can be expected at the Academy and what is expected of you. But also if you are a senior student, because the study programme is constantly in motion!

I would like to wish everyone – students and teachers – a good year.

On behalf of the staff, board of studies and employees of the Academy of Architecture, Madeleine Maaskant Director

17

General

18

1 VISION

1

VISION The Amsterdam Academy of Architecture offers a course by designers for designers. It targets students who are motivated and equipped and selects tutors who have distinguished themselves in the practice of design and research.

Students are trained in spatial design as a practical and critical discipline at the point of intersection of art, science and technology. The deliberate decision to link it with arts education (AHK) underlines the particular importance that the Academy attaches to the artistic aspect of the exercise of the profession.

The Academy provides a small-scale, high-quality learning environment with an open climate in which the determination of their own positions by tutors and students plays a key role. An international orientation is an inevitable part of this. Therefore, the programme is offered in English as well as Dutch.

Architecture, urban design and landscape architecture are independent disciplines. Reflection on what constitutes the inalienable essence of these disciplines – and thus must form the backbone of the educational programme – therefore forms a part of the Academy mission. This does not alter the fact that the three disciplines are deliberately offered simultaneously and partly in combination. This is to prepare the student for an integrated exercise of the profession in a field of work where there is a growing demand for specific design skills within the blurring boundaries.

Specific locations in the Netherlands, Europe and across the world are the designer’s laboratory.

The city of Amsterdam, the location of the Academy, is actively deployed in the course as a social building, a historic work of art, and an ongoing design challenge. The idea behind this is to position the spatial designer as a socially engaged ‘master’ who tackles assignments from the perspective of a historically grounded reflection on what already exists and with an analytically grounded critical attitude towards the future.

The Academy of Architecture offers three courses leading to a Master’s degree: AArchitecture UUrbanism LLandscape Architecture

1.1

Objective The Academy of Architecture prepares students to practise spatial design as a discipline at the interface between fine art, building technology, civil engineering, landscape architecture, and the spatial sciences in a national and international context. The qualification entitles graduates to exercise an independent profession in one of the disciplines that are taught at the Academy. The diploma complies with the admission criteria of the various registers formulated in the Law on the Title of Architect and has been recognized by the EU. Graduates have direct access to the registers of architects, urban planners or landscape architects and are qualified for competition on the European market.

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2 ORGANISATION

2

ORGANISATION

2.1

Amsterdam Academy of Architecture Education at the Academy of Architecture fall under the Art Education division of Higher Professional Education. The Academy is funded by the Ministry of Education, Culture and Science.

Academy of Architecture Waterlooplein 213 1011 PG Amsterdam T +31 (0)20- 531 82 18 E info@bwk.ahk.nl I www.academievanbouwkunst.nl

2.2

Amsterdam University of the Arts (AHK) The Academy of Architecture has been a faculty of the Amsterdam University of the Arts since 1987. Besides architecture, the AHK covers a wide range of disciplines: fine art, film, theatre, dance, music, cultural heritage and museum studies. The various faculties of the AHK are located in various places in Amsterdam. At the moment, the AHK has approximately 3,000 students. The other faculties are: • Breitner Academy • Netherlands Film Academy • Reinwardt Academy • Conservatorium van Amsterdam • Academy of Theatre and Dance • Das Graduate School Didactic quality is guaranteed by 450 teachers associated with the AHK and a large number of national and international guest teachers, approximately 2,000 each year.

2.3

Organisation (AHK) The Amsterdam University of the Arts is a foundation. The competent authority of the AHK Foundation is in the hands of the Executive Board, chaired by Bert Verveld.

The University has a Supervisory Board consisting of eight members.

2.4

Servicebureau The AHK Servicebureau contains the following joint services: Finance and Administration, Housing and Facility Management, ICT, Quality, communication and policy, Personnel and Organisation, Student Affairs; the Research Groups.

Servicebureau AHK Jodenbreestraat 3 P.O. Box 15079 1001 MB Amsterdam T +31 (0)20 - 527 77 10 E secretariaat@ahk.nl I www.ahk.nl

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2 ORGANISATION

2.5

Board of studies The Academy’s board of studies consists of the faculty director and the heads of the architecture, urbanism and landscape architecture departments. Meetings of the board of studies are attended by the programme coordinator, the coordinator of professional experience, the study advisor and the faculty manager, and are chaired by the director. Meetings are held on a weekly basis. These meetings deal with the content and organisational aspects of study.

2.6

Programme coordinator The programme coordinator prepares the content of the regular teaching programme as indicated by the board of study and coordinates it. She initiates, programmes and implements specific parts of the programme. The programme coordinator monitors the quality of the programme on the basis of the objectives laid down by the board of study and regularly meets with the heads of department.

2.7

Student adviser The student adviser monitors the progress of the students and offers advice where necessary if study is stagnating. The student adviser also has a signal function vis-à-vis the board of studies, for example if students fail to keep up, and advises on decisions relating to the student workload and other factors that affect the students’ progress. The student adviser holds regular consultations with the heads of departments.

2.8

Professional experience coordinator The professional experience coordinator is the main person responsible, on behalf of the study programme, for the external curriculum and plays a key role, in consultation with the heads of the studies, in the supervision and support offered by the students’ programmes during their professional experience.

The professional experience coordinator is responsible for the assessment of the students’ professional practice. The professional experience coordinator holds interviews with individual students throughout the year. In addition, an important aspect of his activities is to maintain and strengthen the relation with the field. The professional experience coordinator holds regular consultations with the heads of departments.

2.9

The examination board

2.9.1

Role of the examination board The examination board fulfils the supervisory role within the Academy of Architecture. The examination board is independent and safeguards the quality of testing and assessment in relation to the formulated learning outcomes of the study programme. The examination board thus plays an important role in the awarding of degrees. Students, teachers and the field of work must also be able to trust that degrees were awarded in a careful manner.

The examination board does not do this by conducting examinations itself, but by appointing examiners, drawing up guidelines with regard to holding examinations and final examinations, combating fraud, monitoring the quality of assessment and making decisions about objections, exemptions and personal study tracks which have been submitted. The Education and Examination Regulations serve as the guideline for decision-making examination board, together with the Study Guide, which includes the learning outcomes of the study programme.

In addition, the examination board gives solicited and unsolicited advice about subjects relating to the quality of the interim and final examinations.

2.9.2

Contact examination board If everything goes smoothly, the student should not notice the work of the examinations board very much.

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2 ORGANISATION In the case of questions or problems with testing and assessment, it is advisable to discuss this first with the teacher concerned and/or the head of the study programme. And although the examination board formally decides, requests for exemptions or a personal study track, the student should first go through the head and the study adviser. For problems with the study progress, the student can go to the study adviser.

If this fails to offer a solution, the student can consider contacting the examination board: • If the student believes that something went wrong with the formation of the assessment or if the student questions the assessment and consultation with the teacher, examiner or head of the study programme has failed to solve the matter.

• If the student believe that something did not proceed correctly with regard to the granting of an exemption or the determination of a personal study track.

The student should then register a complaint against the course of events or the decision. The examination board will examine if the procedures were correctly followed and if the OER was properly applied. The decision of the examination board can lead to a procedure having to be repeated.

2.9.3

Contacting the examination board The examination board can be contacted through the secretary of the examination board, Josephine Gomis, via the following email address: josephine.gomis@ahk.nl Always state name, student ID number, address, city of residence, telephone number and email address with each request. Please also state study programme and year of study. Describe the request, complaint or objection as clearly as possible and base the argument on the rules in the study guide and Education and Examination Regulations. The student will receive a reaction from the examination board within four working days.

2.9.4

Composition examination board • Arjan Klok (chairman), urban planner and head of the Urbanism study programme at the Academy of Architecture.

• Peter Defesche (teacher member), guest teacher in Architecture at the Academy of Architecture • Wim Voogt (teacher member), guest teacher in Landscape Architecture at the Academy of Architecture • Nancy van Asseldonk (external member), information management teacher and head of the Bachelor’s programmes at the Reinwardt Academy • Josephine Gomis, (official secretary) member of the student secretariat at the Academy of Architecture

2.10 Participation in decision-making The faculty council (faculteitsraad, FR) serves as the consultative body between teachers (2 seats), students (3 seats), employees (1 seat) and the management. The members are elected for a two-year term. The meetings of the FR are open to the public and take place every 6 weeks on average. The FR also functions as an educational committee. The FR consults with the board of studies about the progress of the education twice per year.

The rights and duties of the faculty council are laid down in the administrative regulations of the AHK and in the Higher Education and Research Act. Matters that are discussed during the FR meetings, among other places, include the quality of the education, facilities, the budget, internationalisation and study load.

At this time, the following people serve on the council: • Paul Vlok (interim chairperson) • Olivier Hortensius (student member) • Saša Radenovic (teacher member) • Ginevra Melazzi (student member) • Sharon Sportel (student member) • Matty Gaikhorst (staff member) • Claudia Hermanussen (official secretary)

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2 ORGANISATION

2.11 Confidential advisers AHK and Code of Conduct for Public Safety It is of the greatest importance that everyone at the Amsterdam University of the Arts (AHK) must be able to work and study in a pleasant work environment. Security, empathy and mutual respect are vital in creating the right conditions for a productive and successful period of study.

To prevent and deal with sexual harassment and/or aggression, the AHK has a Code of Conduct for Public Safety, appointed a number of confidential advisers and a Complaints Committee.

For more information about confidential advisers, please see: http://www.ahk.nl/en/facilities/ student-affairs/complaints-and-objections/complaints/confidential-advisers/ The student adviser at the Academy of Architecture may refer students to the confidential advisers at the AHK. For the Code of Conduct for Public Safety and the complaints procedure regarding undesirable behaviour, please visit: http://www.ahk.nl/en/facilities/student-affairs/complaints-andobjections/complaints/public-safety/

2.12 Staff Amsterdam Academy of Architecture Director Madeleine Maaskant madeleine.maaskant@ahk.nl

Faculty manager Joseefke Brabander joseefke.brabander@ahk.nl

Financial administration Erin Tjin A Ton erin.tjinaton@ahk.nl

Heads of department Jan-Richard Kikkert - Architecture jan-richard.kikkert@ahk.nl

Management assistants Marjoleine Gadella marjoleine.gadella@ahk.nl

Frank Kuipers, Marieke Marcus avb-finadmin@ahk.nl

Arjan Klok - Urbanism arjan.klok@ahk.nl

Claudia Hermanussen claudia.hermanussen@ahk.nl

Communication & PR Nik Berkouwer nik.berkouwer@ahk.nl

Maike van Stiphout - Landscape Architecture maike.vanstiphout@ahk.nl

Morphology Editor-in-Chief Bruno Vermeersch bruno.vermeersch@ahk.nl

Library Klaas de Jong, Matty Gaikhorst bouwkunst-bibliotheek@ahk.nl

Programme coordinator Patricia Ruisch patricia.ruisch@ahk.nl

Practical instructor model workshop Martijn Troost martijn.troost@ahk.nl

Reception Ineke van Vloten ineke.vanvloten@ahk.nl

Study adviser Jolijn Valk jolijn.valk@ahk.nl Professional experience coordinator Nico van Bockhooven nico.vanbockhooven@ahk.nl

Student secretariat avb-studiesecretariaat@ahk.nl Theo Peters theo.peters@ahk.nl Josephine Gomis josephine.gomis@ahk.nl Anna Hengeveld anna.hengeveld@ahk.nl

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Caretakers Henk van Raam, Jeffrey van Groningen, Siep Adema, Gregory Jennie, Lieke Frielink, Jasja Arian kantine@bwk.ahk.nl

3 INTERNAL CURRICULUM

semester

year

3.1

Study schedule internal curriculum Internal curriculum projects P1a (AUL)

1

exercises

morphology* V1 (AUL)

4

O1 (AUL) P1b (AUL)

4

2

lectures C1a (AUL)

1

C1b (AUL)

1

1

V2 (AUL)

Winter School

1

P2a (A|U|L)

2

1

4

O2 (AUL) P2b (A|SL)

2

4

2

V3 (AUL)

2

C2a (AUL)

1

C2b (AUL)

1

C3a/C5a (AUL)

1

C3b/C5b (A|U|L)

1

Assesment 1 P3a (AL|AU)

3

4

O3a (AL|AU)

1

V4 (AUL) P3b (A|U|L)

4

O3b (A|U|L)

1

2

Winter School

2 4

2

O4a (UL) 1 P4 (A|U|L)

O4 (A) 8

C4/C6 (AUL) 3

O4b (U|L) 2

2

Assesment 2

5

O5 (AUL)

3

C3a/C5a (AUL)

1

Clinic

1

C3b/C5b (A|U|L)

1

P5 (AUL) 7

Winter School

3 6

P6 (A|U|L, UL)

O6 (AUL)

2

C4/C6 (AUL)

8

3

2

Assesment 3

7 Graduation

4 8

30

Assesment 4 *Students who enter via the course follow Tools 1+2 instead of the morphology class V1 up to and including V3

24

European Credits

3 INTERNAL CURRICULUM

External curriculum elective programme**

professional experience

Practical hours

1∙lectures

Practical records

60 60 15

15

Assessment practical records work shops

Assesment 1

Practical records Practical hours

lectures

14

15

60 60

Practical modules 1

Assessment practical records

study trips

Assesment 2

excursions

Practical hours

Practical records

60 60 15

15

Assessment practical records 3

Assesment 3

Practical records Practical hours 14

15

60 60

Practical modules 1

Assessment practical records Assesment 4 **Students should obtain 3 elective credits (3 EC) in the 2nd and 3rd year. One elective point is compulsory and consists of one series from the 1·Lecture.

25

240

3 INTERNAL CURRICULUM

3.2

Course Components Three different course components are offered in parallel in the six regular terms preceding graduation; each of the three courses has the same structure: Projects (P) Exercises (O) • Lectures (C) • •

These three course components are supplemented with: • Morphology (V) in semesters 1 to 3 • Winter School between semester 1 and 2, 3 and 4, 5 and 6.

• the Clinic and Graduation Clinic in semester 5 and 6 • Elements from the elective programme These course components are not only meant to allow for the development of knowledge and skills, but for active work on one’s own portfolio as well.

3.2.1

Projects The design projects form the backbone of the course. This is where knowledge, insight and skills are integrated into the framework of the design assignments. A number of design projects are interdisciplinary. From the start of the course the capacity to learn to grasp the approaches to design of the related disciplines is developed, as well as the capacity to develop a final orientation in the chosen discipline through a diverse and intensive range of design assignments and approaches to design. The design projects are assessed by the corresponding design tutor(s) and cover a period of between half a term and one term.

3.2.2

Exercises The key word for the exercises is training in skills in those areas that are essential for identifying, solving and communicating the design problem. In this case the exercises are linked to the design projects. There are also three exercises in textual analysis and writing.

Assessment of the exercises takes place on the basis of attendance and of the work carried out during the exercise.

3.2.3

Lectures This course component is for the acquisition of knowledge and insight. Lectures are given at the start of the course, while in the later stage more emphasis is placed on active student participation by offering seminars connected as much as possible with the issues related to the more complicated design projects. The result of a series of lectures is assessed on the basis of presentation, excursion and/or by means of an example of project work. Attendance at all lectures is compulsory. If it is not possible to attend the lectures due to illness or personal circumstances, this must be reported to the student secretariat.

3.2.4

Morphology classes Morphology class, a course focused on form. Whichever way you look at it, everything is about form and you can learn to create form. Form is an integral part of architecture, landscape architecture and urban planning, if not the main basis of these fields of study. However, form also has many guises. Morphology classes are not only governed by a physical or traditional manifestation. Form in word, sound, volume and/or image. ‘Masters of Form’ is the current cutting across the curriculum, in which we go in search of autonomy and everybody’s visual power. The main objective is the development of clean draughtsmanship and sowing the first seed of a larger oeuvre, as a result of which one can profile oneself as an autonomous designer within the fields of architecture, landscape architecture and urbanism. This requires training, lots of training, so that one ultimately dares to let go of the existing railings of logic and welldefined assignments.

3.2.5

Clinic The didactic purpose of the clinic is to eliminate deficiencies that have been identified during the second year in a clearly targeted and highly focused manner. It is important that after the second year, a student has a clear idea of which aspects have been strongly developed and which aspects will need extra attention during the third year of study. During the first semester 26

3 INTERNAL CURRICULUM of the third year, the student will be able to work on this in the P5 and O5. During the clinic, the possibility to devote more time to a specific aspect will be offered. There will be various thematic clinics, each of which are devoted to a specific aspect of the design process. Each student will register for a specific clinic, based on personal motivation as well as consultation with the respective head of study.

3.2.6

Graduation clinic At the beginning of the second semester of the third study year, a graduation clinic between the student and the head of the department takes place. In this clinic, the options for graduation are explored and a graduation proposal is written. The clinic runs parallel to the O6, in which the graduation subject is explored further.

3.2.7

Winter School During the Winter School work is done on a single assignment in an interdisciplinary team under the supervision of a guest tutor. Each team consists of three students. The purpose of the Winter School is to learn to work independently as an interdisciplinary team. Each team consists of mixed from group from all disciplines as well as all years of study. With a maximum of three supervisions a week, concentrated work is carried out on the elaboration of the assignment during the second half of January of the new calendar year. This assignment is formulated by one of the members of the Board of Study or a guest curator and will concern the designing of an object, area or site, – or it may be a spatial planning assignment – in the Netherlands in which landscape, urban and architectural design can all be deployed. The Winter School may take the form of a design competition.

3.2.8

Studying at another institute The Academy encourages students to study at a different institute (in the Netherlands or abroad)- both as a means of obtaining the credits for the elective courses as well as a part of the regular programme. A maximum of one semester can be treated as part of the curriculum. For EMILA students, a maximum of two semesters apply.

3.2.9

Language Classes at the Academy of Architecture are presented in Dutch and English. This means that Dutch students are expected to have both active and passive Dutch and English language skills.

Prospective students from non-English speaking countries both inside or outside the EU are obliged to present an IELTS (International English Language Testing System) or TOEFL (Test of English as a Foreign Language) certificate with a positive score. The TOEFL or IELTS certificate should be added to your application documents. Candidates from non-English speaking countries both within and without the EU are obliged to hand in an IELTS (International English Language Testing System) or TOEFL (Test of English as a Foreign Language) certificate with a satisfactory score. The TOEFL or IELTS certificate should be handed in together with the application documents. Failure to present these certificates or an unsatisfactory score means a student cannot enrol.

27

3 INTERNAL CURRICULUM

3.3

Elective programme Students are required to obtain a total of three elective credits (3 European Credits – 1 European Credit = 28 hours).

Before Examination 3 can be taken, the elective credits must have been obtained. A programme of options will be drawn up for this purpose each year: • Workshops • 1∙Lectures: Arcam & the Academy of Architecture • Excursions and study trips • Study at other institutions

3.3.1

Workshops Short, intensive workshops are offered throughout the course. In principle they are open to all students irrespective of their discipline. Students are encouraged to make their own contribution to the setting up of workshops. Participation in workshops in other institutions can be accredited provided prior approval is obtained.

1∙Lectures The series of lectures organized by ARCAM and the Amsterdam Academy of Architecture, given on Thursday evenings deal with thematic, topical subjects in the field of architecture, urban design and landscape architecture in the Netherlands and abroad. They are public lectures held in English, and are also open to interested parties from outside the Academy. During the study, a series of 8 lectures must be taken as elective on the basis of attendance. The student must have attended at least eight lectures for the compulsory elective.

The lectures are announced on posters and in media like the ARCAM bulletin. Attendance of a series of A&A lectures can be accredited for an optional credit once during the course of study; in order to be eligible for this credit, the student has to attend a total of eight lectures. The lectures take place every other week in the Hoge Zaal at 20:00. An attendance list is available to sign. The current programme can be found on the website.

3.3.3

Excursions and study trips An excursion for a continuous period in the Netherlands or abroad can form part of the optional programme provided it satisfies the following five conditions: • the excursion is given prior approval by the board of studies; • research in the literature is carried out prior to the excursion • an excursion guide is prepared; • (several) lectures are given on the purpose of the excursion in question; • a report on the excursion is submitted to the board of studies after completion.

In general, an excursion is worth one credit. Preferably, excursions are initiated and organised by tutors and students themselves with the support of the Academy.

3.3.4

Self-management seminars The objective of these seminars is to increase the personal capacity of the student to order and organise his or her professional activities.

The content of the lessons is tailored to the situation of an Academy student, who combines work and study. The programme partly gains its form on the basis of concrete practical examples from the students’ own ongoing projects. There is plenty of attention for the individual questions, situations and problems of the participants. Active contributions are requested during the seminars for this elective course and some (limited) independent study in the intervening weeks.

3.3.5

Study and other programmes The Academy stimulates study at other programmes in the Netherlands and abroad. This can be within the framework of electives or as part of the study. A maximum of one semester can be counted as part of the study programme.

28

3 INTERNAL CURRICULUM

3.4

Registration for course components For a number of course components (P and V), students are able to choose their assignments by means of a registration procedure. These are: most of the design projects, the first-year morphology classes, and in the third-year for all students the P5.

3.4.1

Place of registration • At the beginning of the first quarter, registration is held in the building of the Academy of Architecture. The assignments are announced on the notice boards. The completed registration forms should be deposited in the red box in the secretariat during the registration period.

• At the start of the second, third and fourth quarter, registration is possible exclusively through a web-based form that can be found on MyAHK. All students will get an email link to this form at the appropriate times. (www.myahk.nl)

3.4.2

Registration period • The registration period commences on the Wednesday evening prior to the new course period (quarter or term), with the exception of the first quarter.

• The registration period closes at 12:00 on the Friday afternoon prior to the new course period.

The board of studies will arrange the composition of the groups after this date.

3.4.3

Registration procedure • Students fill in their name on the form and indicate their first and second choice.

• No more than one form per student may be submitted.

3.4.4

Allocation • The board of studies will endeavour to satisfy all preferences indicated as far as it can.

However, this may not always be possible because of the division into groups.

• In principle it is not permitted to change project once the division into groups has been made. A change is only allowed after the agreement of the head of the department has been received.

• Students who fail to register will be allocated to a group by their head of department.

29

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

4

EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE The acquisition of relevant professional experience is part of the study programme at the Academy of Architecture. Practical work is conducted in parallel with course training (concurrent learning).

Generally speaking, this means that a student of architecture will work in a firm of architects, a student of urban design will work in an urban planning firm or department, and a student of landscape architecture will work in a landscape architecture practice or in a department where relevant landscape architecture design takes place.

It is also possible to work freelance for more than one employer in the discipline that the student has chosen. The condition is that the student submits beforehand a request in writing detailing the tasks that he performs, accounting for the amount of time he spends on these activities, explaining which professional qualifications they develop, and identifying the mentor who supervises these activities. In addition, he explains why the work situation meets the qualitative demands of the Academy. After receiving the approval of his department, the student can include this practical and professional experience in the practical documents for assessment.

The conditions that the professional experience must satisfy during the period of study at the Academy of Architecture are laid down in the memorandum “External Curriculum” (Appendix 1: Final Qualifications, Appendix 2: Transition Table) of July 2014. The complete text of the memorandum The External Curriculum: http://www.ahk.nl/en/architecture/studyprogrammes/external-curriculum/ This chapter of the study guide is a summary of the most important issues of the external curriculum. For the full information, please read the memorandum mentioned The External Curriculum and the corresponding final qualifications. The external curriculum forms an integral part of this study guide.

4.1

Statutory frameworks As a consequence of a new European guideline, the Netherlands has modified the Law on the Title of Architect to harmonise with European regulations. From 1 January 2015 graduates in architecture are required to acquire two years of relevant professional experience before they can be enrolled in the Register of Architects. The law includes the possibility of exemption for graduates from the Academies of Architecture. Students who graduate from the Academy of Architecture and have completed the corresponding professional experience can be enrolled in the Register of Architects immediately after receiving their degree.

4.2

The work situation Irrespective of whether the student works for an employer, as a freelance or has a practice of his own, the following conditions apply to the work situation: • Design is carried out and implemented there and the student is actively supervised in his tasks by at least one designer (the mentor); • The work environment is stimulating and challenging with sufficient conditions for the student to develop to become a professional practitioner (designer) capable of performing adequately; • The infrastructure is of a sufficient standard: availability of professional literature, documentation on building materials and regulations, opportunities to discuss the profession, etc.; • The work situation enables the student to come into contact with every stage in the process during the course of study and to gain insight into how those different stages of the process (from initiative to completion) are related to one another.

On the basis of the points listed above and the qualitative content of the external curriculum,

30

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE the professional experience coordinator may conclude that a work situation does not offer the student the right facilities and/or conditions to acquire the requisite professional experience.

A variety of factors such as the nature and size of the practice, the nature and size of the assignments portfolio, the economic situation and the pressure of time may adversely affect the opportunities for employees to develop on a temporary or more permanent basis.

Of course, the Academy is aware of these factors, but cannot subordinate the course requirements to them. In such a case the professional experience coordinator may advise a student to acquire professional experience in a different way. This may mean that the student is advised to hold a discussion with the employer, look for a different work situation, or, in the case of a freelance or a student with his own practice, try to find a work situation with an employer.

If the professional experience coordinator strongly advises a student to change his work situation in connection with a possible withholding of study credits, they jointly agree on a time limit that can be considered reasonable for all of the parties involved. That recommendation is not without consequences. Failure to comply with it may lead to a negative assessment of the professional experience and as a result the withholding of study credits.

A balanced relation between study and work means a working week of no more than four days.

Fridays must be kept free for study. Students keep the Academy informed of where they are working and inform the study secretariat immediately of any changes.

The professional experience is intended to ensure that at the end of their course, students are in possession of the knowledge, insight and skills that are described in the final qualifications for the disciplines architecture, urban design, and garden and landscape architecture of the Register of Architects (www.architectenregister.nl).

4.3

Practical modules The learning outcomes of the external curriculum include eight professional qualifications. In order to support the acquisition of the necessary professional experience, the Academy offers a number of practical modules in relation to these professional qualifications. In the second year, the students are obliged to do the practical module Presentation and Communication or the practical module Design and Organisation. Doing one of these two practical modules is equal to 28 hours of professional experience and 1 European Credit (EC) for the external curriculum.

In the third or fourth year, students do the compulsory practical module Design and Entrepreneurship. This is also equal to 28 hours of professional experience and 1 EC for the external curriculum.

The practical modules form part of the external curriculum. The number of study load hours of a lecture series/workshop (28 hours per series) are deducted from the number of hours of professional experience to be acquired in the year in which the series is taken. The total number of hours of professional experience to be acquired amounts to 840 hours per year (including the lectures), a total of 3,360 hours for the entire study.

4.4

Professional experience practical records Students keep a practical record of their professional experience each academic year. This record is a digital collection of the information described below, which provides proof of the development experienced and the acquired knowledge, skills and insights during the academic year in question. At the end of the study, the student has four practical records.

These documents offer students insight into their own development. A student’s functioning is screened on the basis of these documents and linked to the desired development and to the requirements of the study programme.

The practical documents are an important instrument for the professional experience coordinator and the head of department. They make it possible to form a qualitative (interim) assessment of the activities, the situation of the professional experience, and the individual development of each student. The practical documents are shown to the professional experience coordinator during the interim progress discussions.

31

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE The annual practical records include the following information: • The name of student; • The degree programme and current year of study; • The details of the practical mentor (name, position, experience); • The practical forms with the workplaces from that year (appointment and position, range of duties, type of plans/projects on which the student is working or has worked); • A signed statement by the employer(s) from the place where the student works and has worked, declaring that the details included in the practical record are correct and granting permission to use visual material belonging to the employer for the practical record; • A CV with study programmes and work experience; • A survey of projects on which the student has worked for each employer / each work; situation with the number of hours worked (log); • A report on the activities performed, illustrated with visual material (max. 5 projects). The (visual) material should clearly show the student’s own role in the process (the portfolio); • An annual report reflecting on the professional experience of that year and the relationship between study and practice, as well as looking forward and including the outline of a plan of action for the remaining period of study, linked to the student’s own practical development (Personal Development Plan); • Information about and results of practical modules related to professional experience (projects and evaluations); • The evaluation of the professional experience by the Academy from the previous year (does not apply thus for the practical record from the first year).

The practical record is drawn up (digitally) each year, discussed with the external practice mentor, and submitted to the Academy for assessment in mid-April.

The practical records provide a picture of the professional experience during the course of study at the Academy of Architecture. The practical records are taken into account in the examinations and form part of the overall assessment of the development of the student.

The style guide for the practical records can be downloaded (PDF) via MyAHK.

4.5

The practical mentor Students find a mentor to supervise them during their practical training. This may be a member of staff of the firm where they work. The mentor supervises the student in the practical situation and is also a contact person for the department. This mentor works himself as an architect, urban designer or landscape architect in professional practice and has been listed in the Register of Architects for at least three years in the discipline for which the student who he is supervising wants to enrol in the Register of Architects. The mentor is expected to play the role of an inspiring and creative coach. Academy staff members such as the professional experience coordinator or the heads of department cannot act as mentors, but architects, landscape architects and urban designers who teach at the Academy can act as professional experience mentors.

32

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

4.6

Assessment and granting of study credits The professional experience is subject to qualitative and quantitative assessment every year.

The quantitative assessment is done by the professional experience coordinator on the basis of the number of hours worked. In the first year, students work at least 840 hours, the second year 812 hours and in the third and fourth year 812 or 840 hours (depending in which year they do the practical module Design and Entrepreneurship). The students receive 1 EC, equivalent to 28 hours for the practical module Design and Organisation or the Presentation and Communication seminars, which they do in the second year. This concerns at least 3,360 hours of professional experience gained plus practical modules for the entire study. For the practical module ‘Design and Entrepreneurship’, which is taken in the third of fourth year of study, students receive 1 EC, equivalent to 28 hours. The professional experience gained plus practical modules is at least 3,360 hours for the entire study.

The professional experience is assessed qualitatively on the basis of the work shown in the practical documents and during an annual assessment interview with two external assessors.

The qualitative criteria on which the assessment is based conform to the final qualifications as described in the external curriculum. A student can obtain a maximum of 30 study credits (European Credits) in each academic year for the practical activities, or less if he has worked less hours.

4.7

Supervision The students are themselves responsible for their professional experience, but receive the active assistance and support of their department. The professional experience coordinator (in consultation with the head of department) plays a key role in this respect. After all, the professional experience coordinator holds primary responsibility, on behalf of the department, for the external curriculum. Final responsibility for the entire curriculum rests with the head of department.

4.8

Progress discussions If necessary, the professional experience coordinator and/or the head of department can discuss a student’s practical situation and his individual development there with the student in question. The professional experience coordinator can also conduct discussions at the place of work in the presence of the employer to obtain information about the position of the students within the work situation.

4.9

Professional experience coordinator The professional experience coordinator Nico van Bockhooven is available for consultation on Tuesday evenings and Friday afternoons. Appointments can be made, preferably by email, via the secretariat, which is open on working days during office hours, as well as for questions: avbstudiesecretariaat@ahk.nl

4.10 Work experience studios On the initiative of employers or the Academy, employers from the region occasionally organise alternative professional experience, in consultation with the Academy, in the form of work experience studios. During these work experience studios, students work on or study a specific theme. The activities that students carry out at these studios tie in with one or more of the professional qualifications that are described in the external curriculum. If a studio is being organised, then it is offered via www.avbwerkt.nl and students can apply for a place at the studio offered.

33

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

4.11 Vacancies Employers can notify the secretariat of any vacancies via info@avbwerkt.nl. These vacancies are announced on www.avbwerkt.nl as well as displayed on the message board in the hall of the Academy. Vacancies on www.avbwerkt.nl are only visible for students who can log in with a password. Students can apply for in-log access via www.avbwerkt.nl. They can also place a CV and short portfolio on www.abvwerkt.nl and indicate what kind of work they are looking for.

34

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

4.12 Practical modules programme Practical module (AUL) Presentation and Communication Year: 2 Duration: 8 weeks Study load and credits: 28 hours and 1 European Credit for the external curriculum Teaching method: Interdisciplinary (AUL), workshop In the learning outcomes of the external curriculum, the fourth professional qualification ‘communication’ is described as follows: ‘Communicates in a convincing manner (visually, in writing and orally) to a diverse audience about his or her professional position, design approach, working method, research project and/or design project.’

An extended description of this professional qualification is described in appendix 2 of the memorandum The External Curriculum (see section 4 of this guide).

Educational objective Within the framework of this professional qualification, the Academy offers the practical module Presentation. The objective is to bring the individual character of the student as close as possible to the surface and to ensure that the student presents with confidence and pleasure.

Content / Method The lectures are active and based on techniques from the world of theatre. Four components are covered: the desire to convey something (enthusiasm), making contact with the audience, body language and use of the voice.

Result Being able to present one’s position, design approach, working method and projects in various situations in the professional practice with more confidence and pleasure.

Assessment On the basis of participation/attendance.

The credits obtained count towards the academic year in which the series is taken.

35

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

Practical module (AUL, A|UL ) Design and Organisation Year: 2 Duration: 8 weeks Study load and credits: 28 hours and 1 European Credit for the external curriculum Teaching method: Interdisciplinary lectures (AUL) and disciplinary seminars (A|UL) Educational objective In the learning outcomes of the external curriculum, the second professional qualification ‘organisation’ is described as follows: ‘Organises (his or her own) work and design processes, cooperates hereby effectively with colleagues, interested parties, disciplines concerned and acts responsibly on the basis of his or her insights into tactical, strategic and organisational aspects of operations and decision-making.’ An extended description of this professional qualification is described in appendix 2 of the memorandum The External Curriculum (see section 4 of this guide).

The practical module Design and Entrepreneurship lecture is a theoretical support for these aspects of the professional experience.

The module is specifically focused on the process aspect of the activities of the architect, urban designer and landscape architect, in contrast to substantive aspects, such as aesthetics, technique, regulations, etc.

The module is structured around the learning outcomes of the external curriculum. The professional qualification that is primarily brought up is organisation, but cannot be seen separately from the professional qualifications positioning, interpersonal skills, communication, and entrepreneurship.

The module sketches a picture of the different ways in which architects, landscape architects and urban designers organise work processes. The module ties in with both the ambition of the students who would like to be self-employed, as well as students who are responsible, or made responsible, for project management within a firm.

Content The module focuses on the organisational aspects of the design field. Topics that are discussed include the basic principles of project management, practical guidelines for organising a project, managing time, money and quality, as well as drawing up a project plan.

Method The module consists of lectures and seminars. The lectures are interdisciplinary (AUL), while the lectures are disciplinary (A|UL).

The exact method and division of the lectures and seminars are determined at a later date.

Issues like budget, planning, the efforts of people, cooperation with external parties and (spatial planning) procedures will be discussed during the lectures. During the seminars, students work on an assignment in groups.

On the basis of a realistic assignment, a project plan/ action plan is drawn up in which budget, time, people and external factors that can influence a project plan (clients, spatial planning procedures, consultation exercises, external advisers etc.) are taken into account.

36

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE It is expected that a certain amount of time will be spent on completing the assignment outside of the seminars. There is a study load of 28 hours for the module including independent learning.

During the seminars, students can fall back on the theory that is offered during the lectures and consult the teachers who supervise the seminars.

Result An action plan in writing.

Assessment Assessment is based on attendance during the lectures and the quality of the assignment completed. The credits obtained count towards the academic year in which the module is taken.

37

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE

Practical module (AUL, A|UL) Design and Entrepreneurship Year: 3 or 4 Duration: 8 weeks Study load and credits: 28 hours and 1 European Credit for the external curriculum Teaching method: Interdisciplinary lectures (AUL) and disciplinary seminars (A|UL) Objective In the learning outcomes of the external curriculum, the fifth professional qualification ‘entrepreneurship’ is described as follows: ‘Recognises how assignments can be determined, defined, initiated and/or acquired and arranged in a business-like way, contributes (as part of a team) to the definition of the assignment, feasibility studies and establishing project plans. Takes initiative for taking on (more) responsibility in relation to office organisation and/or project management.’ A more detailed description of this professional qualification is described in the appendix 2 of the memorandum The External Curriculum (see section 4 of this guide).

The practical module Design and Entrepreneurship lecture series is a theoretical support for these aspects of the professional experience. The series is specifically focused on the process aspect of the work of the architect, urban designer and landscape architect, in contrast to substantive aspects, such as aesthetics, technique, rules, etc.

The practical module is structured around the learning outcomes of the external curriculum. The professional qualifications (skills) which are dealt with are: positioning, organising, interpersonal skills, communication and entrepreneurship (see the external curriculum). In addition, explicit emphasis is placed on the skill of entrepreneurship. The module sketches a picture of the various roles of the architect and encourages the student to determine his or her own position within the field. The module ties in with both the ambition of the students who would like to be self-employed, as well as students who would like to have or take responsibility for office management or project management within a firm.

Content The practical module focuses on the business aspects of the design field and makes a distinction between three phases with accompanying subjects: 1 Acquisition phase Includes, among other things, acquisition strategy, selection procedures, company identity, positioning, different roles of the architect, the client, communication.

2 Contract phase Includes, among other things, various forms of selection, the tender, general terms and conditions, legal preconditions, negotiating, calculating fees. Drawing up the tender.

3 Project phase Includes, among other things, basic principles of project management. Practical guidelines for organising a project and managing time, money and quality. Drawing up the project plan.

38

4 EXTERNAL CURRICULUM: PROFESSIONAL EXPERIENCE Method The practical module consists of three lectures which are jointly given for Architecture (A), Urbanism (U) and Landscape Architecture (L) and three seminars, which are given separately for A and for U + L. During the lectures, knowledge is offered that will be partly used in the seminars.

Lecture 1: Acquisition and Positioning.

Lecture 2: Contract phase.

Lecture 3: Project phase.

Seminars: During the seminars, students work on two different assignments in groups: Drawing up a tender and drawing up a plan of action. It is also expected that a certain amount of time will be spent on completing the assignment outside of the seminars at home. During the seminars, students can fall back on the theory that was offered during the lectures and consult the teachers who supervise the seminars.

Result Creating a tender and a plan of action in writing.

Assessment Based on attendance during the lectures and the quality of the assignment completed.

The credits obtained count towards the academic year in which the series is taken.

39

5 STUDY LOAD AND EVALUATION

5

STUDY LOAD AND EVALUATION The study programme consists of a theoretical component and a professional experience component.

NAL CURRICULU

I

ER NT

EC

URRICULUM 120

Graduation 30 EC

AL C RN

M

TE

12 0

EX

EC

Pr

ac t

C

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7E s4

lh ou r

ct

s6

0

oj e Pr

Practical modules 2 EC

The theoretical component extends over a period of 42 weeks of study a year, with classes and lectures amounting to around 20 hours a week (a total of 840 hours). Students must attend at least two evenings a week and on Friday. In terms 4, 5 and 6, Friday morning or afternoon is reserved for independent study. In addition, students are expected to spend a number of half-days a week on their study. In the graduation stage, the workload depends on the nature and organisation of the project chosen, but in most cases it will not be less than in the previous years. The practical component consists of work in professional practice. The professional practice of a maximum of 840 hours a year is included in the workload.

EC t ac a ic

Elective progra mme 3 EC Clinic 1 EC

g y 6 EC Morph olo

EC r Sc

hoo l6

res Win te

EC

40

58

ctu

ds or

12 E

C

ec lr

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Pr

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5 STUDY LOAD AND EVALUATION

5.1

Credits System The study programme comprises four study years: Year 1: Introduction semester 1 and 2 Year 2: Continuation semesters 3 and 4 Year 3: Positioning semester 5 and 6 Year 4: Graduation/’Master’s test’ semester 7 and 8 A credit system is drawn up parallel to this structure, in accordance with the European Credits Transfer System (abbreviated to EC). 1 EC = 28 hours.

Internal curriculum 1e year

EC

2e year

EC

3e year

EC

4e year

EC

P1a

4

P3a

4

P5

7

Graduation

30

P1b

4

P3b

4

O5

3

O1

2

O3a

1

Clinic

1

V1

1

O3b

1

C3a/C5a

1

V2

1

V4

2

C3b/C5b

1

C1a

1

C3a/C5a

1

Winter School

2

C1b

1

C3b/C5b

1

P6

8

Winter School

2

Winter School

2

O6

3

P2a

4

P4

8

C4/C6

2

P2b

4

O4

3

elective programme

2*

O2

2

C4/C6

2

V3

2

elective programme

1

C2a

1

C2b

1

Subtotal

30

30

30

30

External curriculum 1e year

EC

2e year

EC

3e year

EC

4e year

EC

Practical hours

15

Practical hours

14

Practical hours

15

Practical hours

14

Practical records

15

Practical records

15

Practical records

15

Practical records

15

Practical modules

1

Practical modules

1

Subtotal

30

30

30

30

Total

60

60

60

60

*1 point of the elective program is mandatory and consists of a series of 1∙Lectures

41

6 EXAMINATIONS AND GRADUATION

6

EXAMINATIONS The complete formal rules and procedures with regard to the interim examinations and final examinations are laid down in the Education and Examination Regulations. This is drawn up in accordance with the requirements stipulated in the Higher Education and Research Act. The Education and Examination Regulations are included as appendix to this study guide.

6.1

Appeals procedure If a student does not agree with an examination result, he or she can lodge a notice of objection with the examination board in writing and substantiated. See articles 15 and 16 of the Education and Examination Regulations for this procedure.

In addition, there is the option to lodge an official appeal with the Examinations Appeals Board (COBEX) against an examination result or any other decision of or on behalf of the examination board. More information about the Examinations Appeals Board can be obtained from the study adviser and at the Service Bureau of the AHK.

6.2

Examinations In total, there are four examinations with which each academic year is concluded: Examination 1 after the first academic year; Examination 2 after the second academic year; Examination 3 after the third academic year and the graduation period is concluded with Examination 4.

Examination 1 is planned in June/July, Examination 2 and Examination 3 in January/February and June/July. As a rule, the student is given the opportunity to take Examination 4 four times per year.

Examiners are appointed from a limited number of teachers by the examination board per examination. The examiners are granted access to the student record of the candidates.

Immediately after the examination, the examiners determine the provisional result. The student is informed about this orally. The examination result becomes definitive following evaluation by the examination board. The student receives written confirmation of this. If a student is referred back to components, the examination must be taken again.

Repeating course components or examinations is only possible if the duration of the study programme that is still available to the student, or the validity of examinations already passed, permits this.

All examinations are public. The deliberations of the committees of examiners and the examination board are closed.

6.3

Examination 1

6.3.1

Status of Examination 1 Examination 1 is considered a suitability test and is of a selective nature.

Examination 1 is taken once per year.

The examination is, in principle, public. The deliberations of the examination committee are closed.

6.3.2

Conditions for taking Examination 1 Examination 1 may only be taken if all course components from the first year (including the professional experience) are successfully completed.

By way of derogation, the examination board can, after having heard the board of studies, at the request of the student grant him or her written permission to take the examination if he or 42

6 EXAMINATIONS AND GRADUATION she has done one subcomponent of the examination, but completed it with a fail. Permission is not granted if this concerns a subcomponent of 11 weeks or more. If the student successfully takes the examination, the subcomponent in question is deemed to have been successfully completed.

In order to be able to make use of this exception rule, the student must address an application him or herself to the examination board for this at least three weeks prior to the examination.

For other types of exceptions and the consequences of not passing the examination, please refer to the Education and Examination Regulations of the Academy of Architecture.

A precondition for Examination 1 is that there may not be an employer-employee relationship with one the examinations board members. If this turns out to be the case following announcement of the classification, the examination board member or the student him or herself must report this to the student secretariat and a different classification will be made.

6.3.3

Composition and role of the examination committee The examination committee consists of two teachers and is composed in a disciplinary manner.

Given that the projects have already been assessed by the teachers, the role of the committee is to assess if the student is suitable for the study based on the overall picture that the student shows. Due to the fact that numerous students show their work on one day, the committee can form a general picture. One of the committee members acts as chairperson. In the event of a tie, the head of the study programme will hear the examiners and take a decision.

6.3.4

Examination result On the evening of the examination, the student is informed orally by the examination committee of the provisional result.

Two possibilities exist for the result: 1. Positive: the examination committee deems the student to be suitable for the chosen architecture, urbanism or landscape architecture study programme at this time. The student can continue to the second academic year.

2. Negative: the examination committee deems the student to be unsuitable for the chosen architecture, urbanism or landscape architecture study programme at this moment. The student may not continue to the second academic year. The student can also be advised to consider stopping the study.

The examination board can, after having heard the board of studies, set the requirement that the student must do all or part of the subcomponents belonging to this examination again and complete them with a satisfactory mark in order to be admitted to that examination.

The result of the examination is determined by the examination board.

6.3.5

Form of the examination Examination 1 consists of an oral explanation of the work produced during the year, the learning experiences and the study objectives and ambitions of the student.

During a discussion between the student and the examination committee, the nature of the student’s development in the past year is thus discussed and assessed. The subjects and lines of approach of the discussion are indicated on the ‘Examination 1 Assessment Form’.

The examination takes place in a group format. The group consists of no more than 5 students.

The examination committee consists of 2 members.

The definitive grouping will only be announced on the day of the examination. The student must check him or herself in which room and by which committee he or she is expected before the start of the session and the hanging up of the material.

The programme of the examination session has four main components: 1. Preparation for the session and/or hanging up and arranging the work.

2: Presentation of the study results and answering the questions of the committee (20 minutes per student).

43

6 EXAMINATIONS AND GRADUATION 3. The deliberations of the committee consisting of a first part in which the general level of the work is checked and exceptional situations are discussed by means of a ‘tour’ of the students’ work, discussed in other committees. Afterwards, there is a second part in which each committee records its final assessment by filling in the examination forms.

4. Feedback from the final assessment and an explanation of this to the student.

The student only receives a provisional oral explanation of the result at the end of the session.

The student does not yet receive a copy of the written assessment during the session.

The committee hands in the written assessment to the student secretariat immediately after the session, first of all in the format of the standard assessment forms. The student secretariat provides the student with a copy of the completed assessment form as proof of the result following verification, approval and inclusion in the student record.

If there are still small course components in the annual planning, such as lectures or study trips that take place after the examination date, outside the control of the student, then the examination result will only be formally confirmed after completion of these components.

6.3.6

Special points for attention During Examination 1, the student must give an overview of the work developed during the academic year, with regard to both the internal curriculum and the external professional experience component. It must consist of: • the result of the projects P1a, P1b, P2a, P2b; • the result of the Winter School; • the result of the exercises O1, O2; • the result of the morphology classes; • the practical records and the project panels presented during the oral practical assessment.

It is explicitly not the intention that the study components will be assessed once again in terms of their content during the examination.

The learning ability and the development of the student is assessed during the examination.

This is done in a reflective manner in which attention is chiefly paid to the various required professional skills that must be acquired during the study.

It is important that the student does not explain each project in its entirety and in detail, but presents the work brought along - looking back and to the future - including projects and exercises, morphology classes, lectures and practice.

The student must explain his or her development, indicate links between the work and specify what has been discovered and learned. This must be done in a way in which it is clear, for example, how lectures and exercises influence the design projects, how the practical work and the internal work influence each other, and how experiences from one project will be incorporated into the handling of the following project.

The presentation is firstly and primarily about the work of the internal curriculum. The work that is presented during the practical assessment will only be involved in the presentation in the second instance.

6.4

Examination 2

6.4.1

Status of the examination Examination 2 is considered as an opportunity to monitor the continuity of the development of the student.

In principle, every year the student is given the opportunity to take Examination 2 twice per year.

Examination 2 is, in principle, public. The deliberations of the examination committee are closed.

44

6 EXAMINATIONS AND GRADUATION 6.4.2

Conditions for taking Examination 2 Examination 2 may only be taken if all course components from the second year (including the professional experience) have been successfully completed.

By way of derogation, the examination board can, after having heard the board of studies, at the request of the student grant him or her written permission to take the examination if he or she has done one subcomponent of the examination, but completed it with a fail. Approval is not granted if this concerns a subcomponent of 11 weeks or more. If the student successfully takes the examination, the subcomponent in question is deemed to have been successfully completed.

In order to be able to make use of this exception rule, the student must address an application him or herself to the examination board for this at least three weeks prior to the examination.

For other types of exceptions and the consequences of not passing the examination, please refer to the Education and Examination Regulations of the Academy of Architecture.

A precondition for Examination 2 is that there may not be an employer-employee relationship with one of the examination board members. If this turns out to be the case following announcement of the classification, the examination board member or the student him or herself must report this to the student secretariat and a different classification will be made.

6.4.3

Composition and role of the examination committee The examination board puts together a committee of examiners: the examination committee.

The examination committee consists of two teachers and is composed in a disciplinary manner.

Given that the projects have already been assessed by the teachers, the role of the committee members is to assess if there has been progression in relation to Examination 1 in terms of knowledge and skills based on the overall picture that the student shows. At the same time, the objective of Examination 2 is to give the student a clear picture of which aspects are well developed and which aspects require extra attention in the third academic year. Due to the fact that numerous students show their work on one day, the committee can form a general picture.

One of the committee members acts as chairperson. In the event of a tie, the head of the study programme will hear the examiners and take a decision.

6.4.4

Examination result On the evening of the examination, the student is informed orally by the examination committee of the provisional result.

Two possibilities exist for the result: 1. Positive: the examination committee is of the opinion that the continuity in the development of the student is satisfactory. The student can continue to the third academic year.

2. Negative: The examination committee is of the opinion that the continuity in the development of the student is unsatisfactory.

The examination board can, after having heard the board of studies, set the requirement that the student, in order to be admitted once again to that examination, must have completed one or more subcomponents, tailored to the individual course of the student, with a satisfactory mark.

The result of the examination is determined by the examination board.

6.4.5

Form of the examination Examination 2 consists of an oral explanation of the work produced during the second semester of the first year and the work produced in the second year, the learning experiences and the study objectives and ambitions of the student.

During a discussion between the student and the examination committee, the nature of the student’s development in the past year is thus discussed and assessed. The subjects and lines of approach of the discussion are indicated on the ‘Examination 2 Assessment Form’.

Examination 2 takes place in a group format. The group consists of no more than 3 students. The committee consists of two members.

45

6 EXAMINATIONS AND GRADUATION The definitive grouping will only be announced on the day of the examination. The student must check him or herself in which room and by which committee he or she is expected before the start of the session and the hanging up of the material.

The programme of the examination session has four main components: 1. Preparation for the session and/or hanging up and arranging the work.

2: Presentation of the study results and answering the questions of the committee (30 minutes per student).

3. The deliberations of the committee consisting of a first part in which the general level of the work is checked and exceptional situations are discussed by means of a ‘tour’ of the students’ work, discussed in other committees. Afterwards, there is a second part in which each committee records its final assessment by filling in the examination forms.

4. Feedback from the final assessment and an explanation of this to the student. The student only receives a provisional oral explanation of the result at the end of the session. The student does not yet receive a copy of the written assessment during the session.

The committee hands in the written assessment to the student secretariat immediately after the session, first of all in the format of the standard assessment forms. The student secretariat provides the student with a copy of the completed assessment form as proof of the result following verification, approval and inclusion in the student record.

In the unlikely event that there are still small course components in the annual planning, such as lectures or study trips that take place after the examination date, outside the control of the student, then the assessment form of Examination 2 will only be formally included in the student’s records after completion of these components.

6.4.6

Special points for attention During Examination 2, the student must give an overview of the work developed during the second semester of the first year and work developed during the second academic year, with regard to both the internal curriculum and the external professional experience component. It must consist of: • the result of the projects P2a, P2b, P3a, P3b, P4; • the result of the Winter School from year 2; • the result of the exercises O3a, O3b, O4a, O4b; • the result of the morphology classes (a selection); • the practical records and the project panels presented during the oral practical assessment.

It is explicitly not the intention that the study components will be assessed once again in terms of their content during Examination 2.

The learning ability and the development of the student is assessed during Examination 2.

This is done in a reflective manner in which attention is chiefly paid to the various required professional skills that must be acquired during the study.

It is important that the student does not explain each project in its entirety and in detail, but presents the work brought along - looking back and to the future - including projects and exercises, morphology classes, lectures and practice.

The student must explain his or her development, indicate links between the work and specify what has been discovered and learned. This must be done in a way in which it is clear, for example, how lectures and exercises influence the design projects, how the practical work and the internal work influence each other, and how experiences from one project will be incorporated into the handling of the following project. The presentation is firstly and primarily about the work of the internal curriculum. The work that is presented during the practical assessment will only be involved in the presentation in the second instance by the examination committee.

46

6 EXAMINATIONS AND GRADUATION

6.5

Examination 3

6.5.1

Status of the examination Examination 3 is considered to be the ‘concluding assessment’ of the second and third years and serves to check progress.

As a rule, the student is given the opportunity to take Examination 3 twice per year.

The examination is, in principle, public. The deliberations of the examination committees are closed.

6.5.2

Conditions for taking Examination 3 Examination 3 may only be taken if all course components from the third year (including the professional experience) have been successfully completed.

By way of derogation, the examination board can, after having heard the board of studies, at the request of the student grant him or her written permission to take the examination if he or she has done one subcomponent of the examination, but completed it with a fail. Approval is not granted if this concerns a subcomponent of 11 weeks or more. If the student successfully takes the examination, the subcomponent in question is deemed to have been successfully completed.

In order to be able to make use of this exception rule, the student must address an application him or herself to the examination board for this at least three weeks prior to the examination.

For other types of exceptions and the consequences of not passing the examination, please refer to the Education and Examination Regulations of the Academy of Architecture.

A precondition for Examination 3 is that there may not be an employer-employee relationship with one of the examination board members. If this turns out to be the case following announcement of the classification, the examination board member or the student him or herself must report this to the student secretariat and a different grouping will be made.

6.5.3

Composition and role of the examination committee The examination board puts together a committee of examiners: the examination committee.

The examination committee consists of two teachers and is composed in a disciplinary manner.

Given that the projects have already been assessed by the teachers, the role of the committee is to assess if the student is sufficiently equipped to begin graduation independently based on the overall picture that the student shows. Due to the fact that numerous students show their work on one day, the committee can form a general picture.

One of the committee members acts as chairperson. In the event of a tie, the head of the study programme will hear the examiners and take a decision.

6.5.4

Examination result On the evening of the examination, the student is informed orally by the examination committee of the provisional result.

Two possibilities exist for the result: 1. Positive: the examination committee deems the student to be sufficiently equipped to begin the graduation period independently.

2. Negative: the examination committee deems the student to be insufficiently equipped to begin the graduation period independently.

The examination board can, after having heard the board of studies, set the requirement that the student, in order to be admitted once again to that examination, must have completed one or more subcomponents, tailored to the individual course of the student, with a satisfactory mark.

The result of the examination is determined by the examination board.

6.5.5

Form of the examination Examination 3 consists of an oral explanation of the work produced during the second and third years, the learning experiences and the study objectives and ambitions of the student.

During a discussion between the student and the examination committee, the nature of the 47

6 EXAMINATIONS AND GRADUATION student’s development in the past years is thus discussed and assessed. The subjects and lines of approach of the discussion are indicated on the ‘Examination 3 Assessment Form’.

Examination 3 takes place, where possible, in a group format. The group consists of no more than 2 students. The examination committee consists of 2 members.

The definitive grouping will only be announced on the day of the examination. The student must check him or herself in which room and by which committee he or she is expected before the start of the session and the hanging up of the material.

The programme of the examination session has four main components: 1. Preparation for the session and/or hanging up and arranging the work.

2: Presentation of the study results and answering the questions of the committee (45 minutes per student).

3. The deliberations of the committee consisting of a first part in which the general level of the work is checked and exceptional situations are discussed by means of a ‘tour’ of the students’ work, discussed in other committees. Afterwards, there is a second part in which each committee records its final assessment by filling in the examination forms.

4. Feedback from the final assessment and an explanation of this to the student.

The student only receives a provisional oral explanation of the result at the end of the session.

The student does not yet receive a copy of the written assessment during the session.

The committee hands in the written assessment to the student secretariat immediately after the session, first of all in the format of the standard assessment forms. The student secretariat provides the student with a copy of the completed assessment form as proof of the result following verification, approval and inclusion in the student record.

In the unlikely event that there are still small course components in the annual planning, such as lectures or study trips that take place after the examination date, outside the control of the student, then the examination result will only be formally confirmed after completion of these components.

6.5.6

Special points for attention During Examination 3, the student must give an overview of the work developed during the second and third academic years, with regard to both the internal curriculum and the external professional experience component. It must consist of: • the result of the projects P3a, P3b, P4, P5, P6; • the result of the Winter School from years 2 and 3; • the result of the exercises O3a, O3b, O4a, O4b, O5, O6 and the 3rd year clinic; • the result of the morphology classes (a selection); • the practical records and the project panels presented during the oral practical assessment.

It is explicitly not the intention that the study components will be assessed once again in terms of their content during the examination.

The learning ability and the development of the student is assessed during Examination 3.

This is done in a reflective manner in which attention is chiefly paid to the various required professional skills that must be acquired during the study.

It is important that the student does not explain each project in its entirety and in detail, but presents the work brought along - looking back and to the future - including projects and exercises, morphology classes, lectures and practice.

The student must explain his or her development, indicate links between the work and specify what has been discovered and learned. This must be done in a way in which it is clear, for example, how lectures and exercises influence the design projects, how the practical work and the internal work influence each other, and how experiences from one project will be incorporated into the handling of the following project.

In addition, the student indicates in the discussion what his or her thoughts are about the theme or subject on which he or she will graduate in the fourth year. Ideally, the student presents 48

6 EXAMINATIONS AND GRADUATION the graduation proposal as a logical and well-considered step in his or her development. The proposal thus supports the self-insight required by the student en route to the ‘master’s test’, and better enables the committee to assess whether the student is sufficiently equipped for the graduation period.

The presentation is firstly and primarily about the work of the internal curriculum. The work that is presented during the practical assessment will only be involved in the presentation in the second instance by the examination committee.

6.6

Examination 4

6.6.1

Status of Examination 4 Examination 4 is the final examination of the entire Master’s programmes in Architecture, Urbanism or Landscape Architecture.

As a rule, the student is given the opportunity to take Examination 4 four times per year.

The examination is, in principle, public. The deliberations of the examination committees are closed.

6.6.2

Conditions for taking Examination 4 Examination 4 may only be taken if Examinations 1, 2 and 3 have been passed and all course components from the first, second and third year, with respect to both the internal curriculum and the professional experience component are successfully completed.

By way of derogation, the examinations board of the Academy of Architecture can, at the request of the student, grant him or her written permission, in exceptional cases and under conditions to be stipulated by the board, to take the examination, also if all parts of the internal curriculum and the professional experience component have not yet been successfully completed.

In order to be able to make use of this exception rule, the student must address an application him or herself to the examination board for this at least three weeks prior to the examination.

A 4th year student can have the professional experience assessed two times per year, during the regular assessment evenings in April and, on request, in December.

The assessment of the professional experience of a 4th year student is an integral assessment of the professional experience gained during the study. During this fourth and final assessment of the professional experience, the student presents relevant work from all four years of professional experience and thus demonstrates he or she has acquired the professional qualifications as described in the external curriculum.

In principle, Examination 4 follows on from a positive recommendation from the graduation committee in relation to the completeness of the graduation work shown at the fourth committee meeting. However, the student is entitled to request this examination on his or her own authority. For other types of exceptions and the consequences of not passing the examination, please refer to the Education and Examination Regulations of the Academy of Architecture.

A precondition for the examination is that there may not be an employer-employee relationship with one of the examinations board members. If this turns out to be the case following announcement of the grouping, the examinations board member or the student him or herself must report this to the student secretariat and a different grouping will be made.

6.6.3

Composition and role of the examination committee The examination board puts together a committee of examiners: the examination committee.

The examination committee consists of the graduation mentor and two ‘additional members’ to be appointed by the study programme. The committee is chaired by one of these ‘additional’ members; the mentor is secretary and arranges the final report. The examination committee assesses one student per session.

The two other members of the graduation committee are also invited for Examination 4, but are not entitled to vote with respect to the final assessment.

It is the role of the examination committee to assess, on the basis of the oral presentation of 49

6 EXAMINATIONS AND GRADUATION the graduation project and the written record thereof, if the student has satisfied the learning outcomes of the study programme and is ready to practice his or her profession completely independently.

The role of the ‘additional’ members of the committee is to assess whether the student satisfies the learning outcomes of the study programme.

6.6.4

Examination result On the evening of the examination, the student is informed orally by the committee of the provisional result.

Two possibilities exist for the result: 1. Positive: the examination committee is of the opinion that the student has satisfied the learning outcomes.

2. Negative: the examination committee is of the opinion that the student has not satisfied the learning outcomes.

If the examination committee assesses the project negatively based on content-related grounds, the student can submit a request for re-examination to the examinations board. One condition is that the available study time and the validity of examinations already passed permit this.

The regulations in the Education and Examination Regulations of the Academy of Architecture apply to this.

If the student believes that a procedural error was made during the examination by virtue of which the result is negative, he or she can submit a reasoned request for a reassessment to the examinations board. The appeals procedure as laid down in the Education and Examination Regulations of the Academy of Architecture apply to this.

Following agreement on the examination form, the report of the graduation mentor and the graduation report (booklet) of the student by the board of studies, the provisional result of the examination will be definitively recorded by the examinations board.

The final result will be confirmed in a letter to the student.

6.6.5

Form of the examination Examination 4 consists of an oral explanation of the work produced during the fourth year: ‘the graduation project’.

During a discussion between the student and the examination committee, whether the student satisfied the learning outcomes of the study programme is verified. The subjects and lines of approach of the discussion are indicated on the ‘Examination 4 Assessment Form’ and the overview of the learning outcomes for the Master’s programmes in Architecture, Urbanism or Landscape Architecture respectively.

Examination 4 always takes place individually. The examination committee consists of 3 members.

The definitive grouping will only be announced on the day of the examination. The student must check him or herself in which room and by which committee he or she is expected before the start of the session and the hanging up of the material.

It is customary for the student to send information in advance to the ‘additional’ examiners. The student record is available for inspection at the examination.

The programme of the examination session has four main components: 1. Preparation for the session and/or hanging up and arranging the work.

2: Presentation of the study results and answering the questions of the committee (60 minutes per student).

3. The deliberations of the committee in which the committee records its final assessment by filling in the examination forms.

4. Feedback from the final assessment and an explanation of this to the student.

The student only receives a provisional oral explanation of the result at the end of the session.

The student does not yet receive a copy of the written assessment during the session.

After the examination session, the mentor arranges the final report, for the purpose of

50

6 EXAMINATIONS AND GRADUATION processing by the board of studies and recording the result by the examinations board. This report consists of: the graduation book; the completed and signed examination form; • a personal report in which the relevance of the work, the notable aspects thereof and the process of graduations are described by the graduation mentor.

• •

The graduation booklet must be present during Examination 4 and handed in to the student secretariat together with the examination form on the evening of the examination session itself.

The mentor has a maximum of two weeks’ time after the examination for the written report.

This report is subsequently made available via the secretariat to the members of the board of studies and the examinations board. The student is subsequently informed of the final result.

At the time of the oral announcement of the result of Examination 4 and the presentation of the written proof of the result of the examination, the student is not yet informed of the recommendation of the examination committee in relation to the awarding of the designation ‘cum laude’. The awarding and announcement of this only take place at the graduation ceremony.

6.6.6

The graduation report During Examination 4, the student also hands in a report (in the form of both a digital and printed booklet) of the graduation to both the examination committee and the student secretariat. The report consists of, at least, a substantiation of the subject choice, the statement of a problem, the design assignment and a presentation of the design. The board of studies only accepts reports from Examination 4 in conjunction with this booklet. The booklet is entered into the educational archive of the Academy. For examples of graduation booklets, you can go to the library or visit the Academy page on ISSUU (https://issuu.com/bouwkunst)

6.6.7

The designation ‘cum laude’ The examination committee can recommend to the examinations board to the designation ‘cum laude’ to the student if there is evidence of excellence in all areas of the field of study, if the graduation project has a unique and pioneering character, there is evidence of an exceptional graduation project and if there is evidence of an exceptional level of reflection from the student on his or her own graduation work and his or her position in the field of study.

For the conferral of the designation ‘cum laude’ a unanimous recommendation from the examination committee is necessary. The recommendation must be substantiated on the Cum Laude Proposal Form with arguments referring to the above-mentioned criteria. All assessment criteria must be assessed as good or excellent on the assessment form of Examination 4.

The examinations board decides definitively if the student is awarded the designation on the basis of the documents. The student is not informed of the recommendation of the examination committee and the final decision of the examination committee after Examination 4 or prior to the public graduation presentation. The conferral of the designation ‘cum laude’ takes place at the graduation ceremony. A form is available at the student secretariat with which a student can be nominated for the designation ‘cum laude’. This request must be handed in together with the examination form.

6.6.8 1

Exception clause The examination board decides in cases not described in these regulations.

51

7 GRADUATION

7

GRADUATION

7.1

The graduation project: content Graduation is the final project that differs from previous design projects during the study programme in a number of respects. Graduation has the character of a ‘master’s test’.

In addition to professional growth, the student at the Academy also undergoes growth in terms of independence and individuality. This independent professional command is also reflected in the graduation project. With regard to the subject choice, assignment formulation, method, composition of the graduation committee, monitoring of the planning and the budget, and the consultation of external experts, the student has control over graduation him or herself. The Academy only exerts control with respect to the duration and the assessment of the graduation.

During the graduation process, a number of fixed, public committee meetings are included in order to also give this period a collective component of interaction, exchange, reflection and best practice.

7.1.1

The subject Through the graduation project, the student demonstrates that he or she is able to determine a subject and formulate a problem statement based on social, spatial and professional developments, and personal fascinations. The choice of subject for the graduation project is free. The subject must, however, enable the student to prove him or herself in numerous areas. The subject must, therefore, offer the opportunity to examine a larger area, typology or phenomenon and to find points of reference therein for the spatial elaboration of subareas and/or a concrete object.

A graduation project must remain within the frameworks of a design study programme and the learning outcomes of the professional practice. The graduation subject has no minimum requirement in terms of scale, scope or programme. A small building, area or location can also be the graduation subject if the study of the phenomenon and/or the details and/or the design process contain sufficient depth. However, this places even higher demands on the argumentation and expressive force of the final result.

7.1.2

The graduation plan In the graduation plan, the choice of subject, the problem statement and the design assignment for the graduation project are substantiated in a convincing manner. The plan goes into the substantive relevance of the graduation subject and the personal considerations of the student.

The expectation is that the subject, research and design assignment are sufficiently anchored in both a (professional) theoretical framework a broader social context. The student is expected to be aware of research and design on the same subject by others and to be able to compare his or her work to that.

The graduation plan is not a technical document, but is a design in a certain sense. It must, therefore, convey genuine enthusiasm for the chosen subject and be convincing in terms of the chosen approach. The method and the final products are clearly described in the graduation plan.

If the final product is part of the search, the way in which the final products are determined is, in any case, clearly described. The graduation plan contains references to relevant reference projects and knowledge sources.

7.1.3

The graduation project On the basis of the assignment (the graduation plan), a design is made in which the mastery of the subject discipline is demonstrated in a convincing way. It is essential that the student shows he or she has a grasp of the different steps in the design process. The student must show in his or her design that certain investigations, studies and elaborations have been carried out in an effective way. The choice of certain elaborations and the chosen level of detail, as well as the forms of presentation, must be convincing. The argumentation imitable, coherent and convincing. The final design must be of a high aesthetic quality. The picture sketched flows logically from the established assignment and is authentic.

7.1.4

Examination 4 Examination 4 concludes the graduation project. The research and the design are presented during Examination 4. The student provides insight into all the phases that have been passed through and the qualities of the design. For an explanation of Examination 4, please see section 6.6 of this study guide.

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7 GRADUATION 7.1.5

The public presentation of the graduation project and the graduation ceremony Before the graduation ceremony, the examination board assesses whether the student has passed all the study components and examinations connected with the study programme and satisfied the practical requirement.

If this condition has been met, the student secretariat determines a date (generally a Friday afternoon), in consultation with the student and the graduation committee, for a public presentation of the graduation work. This is the final presentation of the graduation process.

At this meeting, the graduation mentor explains the assessment of the graduation committee on the basis its final report and the graduation ceremony takes place. The presentation is a compulsory part of the graduation process and takes place in the Academy building. It is not possible for the public presentation and graduation ceremony to take place at an external location. The student is responsible for the organisation of this presentation. The date is coordinated through the student secretariat.

7.2

The graduation project: Procedure The maximum duration of the graduation process is 42 weeks. Graduation is worth 30 European Credits (EC). This corresponds to 20 hours of study per week. The approval of the graduation plan by the board of studies is the start of the graduation process (see the Graduation Clock) Graduation plans are handled twice per year in a special meeting of the board of studies: 1. The second Friday in September 2016; Examination 4 takes place in the third week of July 2017 (1st shift).

2: The last Friday in March 2017; Examination 4 takes place in the last week of January 2018 (2nd shift). Graduation plans must be handed in to the student secretariat of the Academy at least eight working days before the planned meeting of the board of studies.

7.2.1

The graduation clinic The graduation clinic leads to the choice of graduation subject and an accompanying graduation proposal with which the student can answer the questions: where, what, for whom and why.

The graduation clinic begins, at the latest, the week after passing Examination 3. During the graduation clinic, the student consults with the head of the study programme concerned about the graduation plan on the basis of the examination form and the O6 paper. The possibilities for graduation are explored here and the choice of committee and the mentor in particular are discussed. The student gains insight into the list of mentors who are proposed by the Academy.

The structure for the graduation proposal is written. The graduation clinic consists of four sessions. During the first and second sessions, the following is discussed: the substantive and professional ambitions of the student; the choice of mentor and the other possible graduation committee members; • the available study time; • the report from Examination 3 • choice of subject and location The third meeting of graduation clinic is with the chosen mentor and the department head.

During this discussion, the choice of subject, location and other committee members will be discussed further.

• •

The final and concluding discussion is between the student and mentor. The student sends his graduation plan to the mentor and the department head on the date that the graduation plan has to be handed in to the Academy (1st shift in the first week of September 2016 and 2nd shift in the third week of February). This is the formal transfer of the graduation plan from the Academy to the mentor.

7.2.2

The graduation mentor The student chooses a graduation mentor during the graduation clinic in consultation with the head of the study programme.

The graduation mentor must be familiar with the requirements that the Academy of Architecture sets for graduation. He or she must have previously been a member of a graduation committee and have been approved as examiner by the examination board.

The graduation mentor acts as the student’s coach and confidential adviser during the graduation process.

53

7 GRADUATION The graduation mentor: • supervises the further elaboration of the graduation plan during the graduation clinic; • supervises the definitive formulation of the design assignment; • supervises the composition of the graduation committee; • is chairperson of the graduation committee and based on that role consults, where necessary, with the board of studies, the examinations board and/or the study adviser; • is available for the committee meetings on the Thursday designated for that purpose in the annual planning; • is responsible for filling in the report and the form to the committees • monitors the progress over time of the graduation project and reports in writing on the committee meetings to the board of studies by means of the form available for that purpose; • is secretary of the committee of examiners during the Examination 4 session and reports on this session in writing to the board of studies and the examination board.

Generally speaking, a designer who is involved in a similar assignment at the same location cannot be a graduation mentor.

The board of studies will, after the discussion of and public presentation of the graduation plans, confirm the approval of the plan and the choice of graduation mentor and committee members by means of a letter to the student and committee members.

7.2.3

The graduation committee The graduation committee consists of three members, including the graduation mentor. The members are active practitioners in their own professional field, and the composition is tailored to the design assignment. Depending on the subject, one of the members can, if supported by reasons, be employed in a different discipline. One condition for this is that the committee member in question has an affinity with design. A working or personal relationship may not exist between the student and the mentor or committee members.

The members of the graduation committee have clearly defined roles. The graduation mentor is the constant factor, guardian of the general level of quality and the confidential adviser of the student, and his or her duties are described above. The role of the committee members is to contribute specific skills and/or knowledge to the project.

The graduation committee meets at least four times as a committee during the graduation project.

See the graduation clock for this. In consultation with the graduation mentor, the student can make individual appointments with the committee members.

The student is responsible for the progress. The meetings with the graduation committee take place on the Thursday agreed for that purpose in the Academy building and are a compulsory part of the graduation process.

7.2.4

Fee for the graduation committee The graduation mentor and the members of the graduation committee receive a fixed fee for their work. This fee is expressed in lecture units and confirmed in writing by the Academy. One lecture unit is equal to 3.6 hours of teaching.

The mentor receives a total of 8 lecture units: • for the preparation of the graduation plan; • for individual supervision; • for attending and reporting on four committee meetings; • for conducting and reporting on Examination 4; The other members of the graduation committee receive five lecture units for the committee meetings, the individual supervision sessions and, if required, for attending Examination 4.

Upon request, two lecture units are available to bring in two external advisers.

The additional examiners for Examination 4 are remunerated separately with one lecture unit per examiner.

Payment of the fee takes place after Examination 4. After successfully completing Examination 4, the student should communicate to the student secretariat if the allocation of the available lecture units needs to be revised.

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7 GRADUATION 7.2.5

Approval of the graduation plan The graduation plan must be approved by the board of studies.

The graduation plan can be approved if it is, in any case, provided with information supporting the choice of the subject, a problem statement and a design assignment. In addition, a clear working method is necessary.

The student makes a proposal for the two additional committee members in the graduation plan. The mentor is already known by then. These two additional committee members have been approached and have reacted positively.

If the committee members have not yet definitively confirmed or the committee is not approved, the student makes a definitive proposal for the graduation committee, in consultation with the mentor, within a week after the consideration of the plan by the board of studies. If the graduation plan or the composition of the graduation committee is approved by the board of studies or if there is reason for changing the plan, the head of the study programme will contact the student. The student can then submit an amended graduation plan for approval within a week.

7.2.6

Presentation of the graduation plan A week after discussing the graduation plan, the board of studies organised a first public meeting where the students, together with their mentor, present and defend the graduation subject, the problem statement and the elaboration of this into a concrete assignment (with location and programme). During the public meeting, the students also propose the definitive graduation committee. After this presentation, the board of studies definitively approve the plans including committees.

If a plan is not approved, the student can register for the following shift.

The presentation of the graduation plan and participation in the debate are a compulsory part of the graduation project. In addition to the mentor, the other committee members are also welcome. After the public presentation of the graduation plan, this is made public via the intranet.

7.3

The graduation project: Committee meetings

7.3.1

The four committee meetings During the graduation year, the Academy organises the committee meetings on four fixed Thursdays. All committee members attend these meetings. Participation in these meetings planned by the Academy is a compulsory part of the graduation project. The student presents the progress of his or her work to his or her graduation committee during these committee meetings. These evenings are also suitable for taking a look at the graduation process of fellow students from that shift and the progress thereof. It is an opportunity for fellow and/ or prospective graduates from another class to take a look behind the scenes of a graduation project.

7.3.2

The first committee meeting Approximately one month after the plan presentation, the completion of the research and analysis stage is presented in the first committee meeting. An attempt at a concept must also be visible then.

Should a student not be far enough, he or she will receive two weeks’ time to make this up and catch up with the rest again. The mentor will then see if the student has caught up or not.

The result of the 1st committee meeting is recorded in a short feedback form in which there are instructions for the subsequent stage.

7.3.3

The second committee meeting The second committee meeting can be seen as the start to the Provisional Design.

Should a student not be far enough, he or she will receive two weeks’ time to make this up and catch up with the rest again. The mentor will then see if the student has caught up or not.

The result of the second committee is recorded in a short feedback form in which there are instructions for the subsequent stage.

55

7 GRADUATION If it appears that the student cannot fulfil the planning drawn up by the Academy, he or she can fine-tune/change his or her plan and/or committee composition and start again at the next shift in September of February. This does not necessarily mean that he or she will start from scratch.

Consultation with the head of studies and the study adviser is always necessary for this.

7.3.4

The third committee meeting The third committee forms the start of the Definitive Design.

Should a student not be far enough, he or she will receive two weeks’ time to make this up and catch up with the rest again. The mentor will then see, together with the department head, if the student has caught up or not.

The result of the third committee is recorded in a short feedback form in which there are instructions for the subsequent stage.

If it appears that the student cannot fulfil the planning drawn up by the Academy, he or she can fine-tune/change his or her plan and/or committee composition and start again at the next shift in September of February. This does not necessarily mean that he or she will start from scratch.

Consultation with the head of studies and the study adviser is always necessary for this.

7.3.5

The fourth committee meeting During the fourth committee meeting, the three members of the graduation committee assess the graduation project together. The draft definitive design must be ready by then so that the student can focus in the final part of graduation on making the project clear and presentable.

The result of the fourth committee is recorded in a feedback form in which there are instructions for the subsequent stage. It also includes recommendation from the graduation committee about the completion of the graduation projects for both the student and the board of studies.

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7 GRADUATION

7.4

In the event of illness/ inability to attend The student and mentor attend all committee meetings. Should the student be ill/ unable to attend, he has to cancel well in advance via the secretariat and request a new date in consultation with his or her mentor. He or she must make an appointment for this with the study adviser.

The point of departure is that the student is back on track and in line with the rest by the next planned committee meeting in the graduation planning. The final date is not put at risk by this.

If the student is not in line by the next planned meeting, the student reports that and an appointment is made with the head of the study programme and the study adviser. The student can then sign up for the following shift.

Should the mentor be ill/ unable to attend, another committee member can take over his duties for all meetings except Examination 4. This occurs in consultation with the Academy.

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7 GRADUATION

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8 STUDY CALENDAR 2016-2017

8

STUDY CALENDAR 2016-2017 The academic year is divided into two semesters. A semester lasts for two quarters of eight weeks each. There are 42 weeks in an academic year. All projects, exercises and lectures fall within the terms. The morphology classes have a different planning. Projects and exercises may last one quarter (7 weeks plus 1 concluding week) or an entire term (15 weeks plus 1 concluding week).

Lectures series cover a maximum of two quarters (7 lectures plus a concluding session) or more than one quarter, to a maximum of two quarters. The elective programme (workshops, excursions, etc.) are offered in year 2 and 3. Examination 1, Examination 2 and Examination 3 are organised after the fourth quarter. Examination 4, takes place four times per year.

At the beginning of each new quarter, students receive a timetable for the quarter with the projects, exercises, morphology classes and lectures of the quarter in question.

8.1

Lesson schedule In general, the following lesson schedule applies:

1st year

2nd year

3rd year

Projects

Wednesday

Monday

Tuesday

Seminars

Tuesday

Wednesday

Wednesday

Exercises

Friday (morning)

Friday (morning)

Thursday, Friday

Morphology

Friday (afternoon)

Friday (afternoon)

Clinic

Friday

Start times of lessons Evenings at 19:30 Fridays at 09:30 / 13:30.

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8 STUDY CALENDAR 2016-2017

8.2

8.3

Important dates Start of the academic year and enrolment

Thursday 1 September 2016

Kick-off workshop

Friday 2 September 2016

Start of teaching 1st quarter

Monday 5 September 2016

O1 excursion (Amsterdam)

28 & 29 October 2016

Start of teaching 2nd quarter

Monday 31 October 2016

Start of teaching 3rd quarter

Monday 6 February 2017

Start of teaching 4th quarter

Monday 3 April 2017

Winter School (1st, 2nd and 3rd year students)

16 to 27 January 2017

Holland Tour Examination 3 Examination 1 Examination 2 Extra examination week

23, 24 and 25 June 2017 26-30 June 2017 3-7 July 2017 10-14 July 2017 17-21 July 2017

Eurotour

21-27 August 2017 subject to approval

Midsummer Night Event & Party

14 July 2017

Holidays and days on which the Academy is closed Christmas holidays

Saturday 24 December 2016 – Sunday 8 January

Good Friday

Friday 14 April 2017

Easter Monday

Monday 17 April 2017

King’s Day

Thursday 27 April 2017

Liberation Day

Friday 5 May 2017

Ascension Day

Thursday 25 May 2017

Academy closed

Friday 26 May 2017

Whit Monday

Monday 5 June 2017

S Staff Outing

Friday 23 June 2017

Summer recess Academy building July 23 - August 7 2016

61

9 ADMISSION, APPLICATION AND REGISTRATION

9

ADMISSION, APPLICATION AND REGISTRATION

9.1

Admission

9.1.1

Admission to the Amsterdam Academy of Architecture 2016/2017 The Amsterdam Academy of Architecture is a faculty of the Amsterdam University of the Arts.

We offer three Master’s programmes: 1) Architecture, 2) Landscape architecture, and 3) Urbanism.

We do not offer Bachelor courses.

For non-Dutch students there are three options to apply at the Amsterdam Academy of Architecture: 1) As a Master’s student (4 years) Non-Dutch students are welcome to apply for the 4-year master course, as long as they are qualified (at least a relevant bachelor degree in the same field).

It is compulsory for 4-year Master’s students to have a job in a relevant position, running concurrently with the study for at least 20 hours per week, average. This professional experience will be awarded with 50% of the study credits. That is why the master course takes 4 years. After graduating, the student of the Academy of Architecture is immediately allowed by Dutch law to register as an architect.

(Students that are graduated from regular, 2-year master courses in other schools, still have to obtain 2 years of professional experience before being allowed to register as an architect.

The Academy of Architecture does not offer these 2-year master courses.)

Applicants who do not qualify may consider a preparatory course. See: http://www.ahk.nl/ en/architecture/study-programmes/ 2) As an Erasmus exchange student (1 or 2 semesters) Exchange students are students from schools that have an ‘Erasmus’ exchange agreement with the Academy of Architecture.

If a school does not have an ‘Erasmus’ exchange agreement, it can contact the Academy of Architecture to request an agreement. Applicants from schools that have no agreement need to contact their home institution first! The Academy, however, is not seeking for new Erasmus partners at the moment. The academy has a yearly quota of 8 incoming exchange students. However, this quota is always exceeded by the number of exchange applications.

Admission not only depends on a bilateral Erasmus agreement between the schools, but also on the suitability of the student as shown by the portfolio. In fact, the portfolio is the primary means to determine suitability.

In addition to the Erasmus agreement and the portfolio, exchange students will also need a written approval from their home institution.

3) As a guest student, or free mover (1 or 2 semesters) The master courses are given in Dutch and English and therefore open to guest students (also called ‘free movers’).

These students may take part in the program for one or two semesters, provided that their level matches the required standard (at least a relevant bachelor degree). The tuition fees for guest students are considerably higher than for regular master students (see below).

9.1.2

Admission requirements To be admitted to one of the Master’s programmes at the Amsterdam Academy of Architecture, students need to have a relevant Bachelor’s degree in the same field of study. Furthermore, nonDutch students need to have sufficient proficiency of the English language. Foreign Bachelor’s programmes that make a student admissible to the Master’s programme are: For Architecture: - Bachelor in Architecture or comparable For Urbanism: - Bachelor in Urbanism or Urbanism Design and Planning or comparable - Master of Architecture. Urbanism or Urban Planning or comparable For Landscape Architecture: - Bachelor in Landscape Architecture or comparable - Master of Architecture or Urbanism or comparable

62

9 ADMISSION, APPLICATION AND REGISTRATION Foreign degree certificates might have to be evaluated by EP-NUFFIC. EP-Nuffic is the central point of contact in the Netherlands for the evaluation of foreign diplomas awarded for higher education and general secondary education.

Applicants who do not qualify may consider a preparatory course. For more information on the courses offered by the Amsterdam Academy of Architecture, see: http://www.ahk.nl/en/ architecture/study-programmes/ 9.1.3

Level of English The programme is offered in Dutch and in English. Non-Dutch students need to have a sufficient command of the English language (for instance, a minimum grade 6 according to the IELTS testing system, an 80 for TOEFL or something similar). A certificate showing your sufficient knowledge is required. Especially for master students it is highly recommended to obtain a minimum control of the Dutch language as well.

The Academy of Architecture does not offer language courses.

9.1.4

Work in practice for Non-European Students In general: Dutch law does not allow students from outside the European Economic Area (EEA) to work in a regular employment. The Academy of Architecture is an exception to this rule. A limited number of non-EEA students is permitted to have a regular employment in the Netherlands for a maximum of 20 hours per week under a number of strict conditions. But only if the students are enrolled as four-year Master’s students, and have the approval of the Academy of Architecture.

9.1.5

Programme You can read about the general programme in the study guide. In the study guide you will find the general description and the themes of the projects, exercises, etcetera.

It depends on this year’s tutors how these themes are converted into projects. (All our tutors are highly trained professionals, derived from daily practice in the working field, and are temporarily appointed.) Below, you will find the link to the study guide.

The master program begins once a year in August/September. The programme ends in June/ July. It is not possible to begin in January/February!

The exchange student programme and the guest student programme consists of parts of the 2nd and/or 3rd year. Your definitive programme is determined by the admission committee and depends on your preliminary education and your portfolio. Prospective students may enrol in the second semester

9.1.6

Professional experience (external curriculum) 4-year Master’s students are obliged to have a job in a relevant position, running concurrently with the study, for a minimum of 20 hours per week. A student can acquire (a maximum of) 30 study credits (European credits) per year for the professional experience, corresponding to at least 840 hours of work (= 42 weeks of 20 hours each).

Admitted master students who are still unemployed at the beginning of the course, are allowed to begin with the study programme anyway. However, they must have found a job by the end of the first semester (December) in order to continue studying at the Academy.

Guest- and exchange students are not obliged to work during their stay at the Academy, but they are recommended to do so because the combination of work and study is fundamental to the Academy. This professional experience is also rewarded with credits. A student can acquire (a maximum of) 30 study credits (European credits) per year for the practical activities, corresponding to at least 840 hours of work (= 42 weeks of 20 hours each).

It is the responsibility of the student to find a job. If possible, the Academy mediates between students and (prospective) employers. The Academy offers the possibility for offices to advertise their jobs on a digital platform exclusive to the Academy students. If possible we also initiate so-called practice studio’s, in which small teams of students work at a professional office in a simulated practice environment.

The professional experience is supervised by a practice coordinator, who is available for meetings and advice. Students are expected to keep a detailed practice log, documenting their practical experience as well as their professional development. This practice log forms the basis for a yearly practice assessment (taking place in April of each year), where each student presents their professional experience to a team of external assessors, appointed by the Academy and chosen from our extensive professional network. Credits are awarded based on this presentation.

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9 ADMISSION, APPLICATION AND REGISTRATION 9.1.7

Tuition fees For all actual information on the tuition fees we refer to the AHK-website: http://www.ahk.nl/en/facilities/student-affairs/financial-matters/tuition-fees/

9.1.8

Extra costs The amount that first, second and third year students owe for teaching materials for the 20162017 academic year is €35. The student can sign up for a toolkit that will be ordered by the Academy in the event of sufficient interest. The costs for this are €50.

The contribution for teaching materials is invoiced to the student, together with the tuition fees, at the beginning of the academic year.

For this amount, the student will receive: • materials; • photocopies; • readers.

The costs related to the development of new and existing teaching materials, such as the annual renewal of the reader, will be paid out of the Academy’s budget. A number of teaching materials can be obtained in the library. Furthermore, students must take into account costs for: sheeting material for scale models, morphology classes (drawing materials; visits to museums and other locations, admission costs and possible travel costs); workshops (teaching materials; materials, lunches/dinners and other refreshments).

9.2

Application and Registration The application procedure for applicants for the 4-year Master’s programme starts with registration in Studielink. If you fulfil the requirements regarding preliminary educational training and language proficiency in English, your personal portfolio will be decisive. The portfolio is the primary means to determine suitability.

The application has to be sent to the Academy before 1 May Applications for the 2nd semester of the guest student program has to be presented to the Academy before 1 November.

For more information on the application procedure for master’s students and guest- and exchange students, please see: Architecture: http://www.ahk.nl/en/architecture/studyprogrammes/master-in-architecture/application-and-admission/ Landscape architecture: http://www.ahk.nl/en/architecture/study-programmes/master-inlandscape-architecture/application-and-admission/ Urbanism: http://www.ahk.nl/en/architecture/study-programmes/master-in-urbanism/ application-and-admission/

9.2.1

Evaluation of foreign diplomas If you want to know – before applying - if your Bachelor’s degree, or any other comparable educational training, is eligible for our master course, then you can send a copy of relevant diploma’s and grades lists to avb-studiesecretariaat@ahk.nl and we will let you know.

9.2.2

Re-registration The re-registration procedure is handled entirely by the Registration Office of the Amsterdam University of the Arts. All students receive the forms for re-registration at the end of the academic year. They must be filled in and returned to the Registration Office before 15 June.

Even if it is not certain that students will continue their study in the following academic year, they must still re-register before this date. Students wishing to retract their registration must indicate their wish to do so before 1 September, preferably by registered letter, to the Registration Office of the Amsterdam University of the Arts. Tuition fees that have already been paid will then be refunded. A student is not registered and certain of a place on the course until all the conditions of registration have been met.

64

9 ADMISSION, APPLICATION AND REGISTRATION 9.2.3

Length of registration/validity of examinations The duration of registration is the number of calendar months during which a person is registered as a student at the Academy of Architecture (thus not as course participant).

Obtained results (exams and sub-elements) will remain valid for a period of six years.

9.2.4

Interim retraction of registration In the event of prolonged illness or personal circumstances, students may retract their registration on an interim basis (Higher Education Act). In view of the limited period of validity of examinations, it is advisable in such cases to contact the Student Adviser as soon as possible on dates of expiry and procedures. It is generally advisable not to interrupt studying until the completion of a period with an examination or assessment.

9.2.6

Housing The Academy of Architecture does not assist in finding housing.

Some options and tips can be found on the website of the Amsterdam University of the Arts: www.ahk.nl/en/facilities/student-affairs/housing/

9.2.7

Questions If you have questions, feel free to send an e-mail to: avb-studiesecretariaat@ahk.nl For all student affairs / practical matters, see: www.ahk.nl/en/facilities/student-affairs/ Visa procedure: www.ahk.nl/en/prospective-students/visa-procedures/ Tuition fees: www.ahk.nl/en/facilities/student-affairs/financial-matters/tuition-fees/ NUFFIC – diploma recognition www.nuffic.nl/en/diploma-recognition/diploma-recognition Student Health Insurance in The Netherlands www.studenten-zorgverzekeringen.nl/en/healthcare-insurance.html

65

10 COLLABORATION AND PROJECTS

10

COLLABORATION AND PROJECTS

10.1 Research group and Artists in Residence The Amsterdam University of the Arts has set up a number of research groups and knowledge networks. They are intended to professionalise and add depth to teaching and research at the School. The Academy has two internal research groups and participates in a research group for the entire Amsterdam University of the Arts. Additionally, the Amsterdam Academy of Architecture participates, together with the five other Academies of Architecture in the Netherlands in the research group ‘Local and Regional Design Assignments, set up by the Ministry of Infrastructure and Environment.

Research groups at the Academy of Architecture: Landscape architecture research group – vacancy Architecture research group: Tabula Scripta (Floris Alkemade) • Urbanism research group – vacancy • •

Research groups and knowledge networks at the Amsterdam University of the Arts: • Art and cultural education research group In connection with the research group in Art Practice and Artistic Development, an Artist in Residence programme is offered. Information about the current programme can be found via: http://www.ahk.nl/en/research-groups/art-practice/artists-in-residence/

10.2 LOBO The National Board of Architectural Institutes (LOBO) is the sectorial consultative body of the Council for Higher Professional Education for the Academies of Architecture. Via the LOBO the Academy holds regular discussions with the sister institutes in Rotterdam, Arnhem, Groningen and Tilburg on formal issues and new developments in Higher Professional Education in general and in architectural education in particular. When necessary it adopts a joint position.

10.3 The Dutch School of Landscape Architecture (DSL) The Dutch School of Landscape Architecture (DSL) is a collaborative venture between the Netherlands Association for Garden and Landscape Architecture (NVTL) and the study programmes and research institutes for garden and landscape architecture in the Netherlands: Wageningen University, Van Hall Larenstein University of Applied Sciences,, Amsterdam Academy of Architecture, Delft University of Technology and HAS University of Applied Sciences..

10.4 Universities of Applied Sciences The Academy maintains intensive contact with the Universities of Applied Sciences that provide training up to Bachelor level, through the heads of programme, the coordinators as well as various student ambassadors. Workshops are organised each year for those study programmes to introduce possible candidates to the Academy and the design disciplines that are taught there.

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10 COLLABORATION AND PROJECTS

10.5 Archiprix and Archiprix International The Academy and the other Dutch institutes for university and higher professional education in the field of architecture, urban design and landscape architecture cooperate in the Archiprix foundation. The aim of this Foundation is to promote the influx of young designers into professional practice; to provide a national and international platform for the national design institutes; and to promote the content and quality of design education in the Netherlands.

Every year an independent jury presents the Archiprix to the most promising graduation plans.

The Academy of Architecture in Amsterdam is allowed to nominate four plans a year. They are selected in an open competition by the Board of Studies with the assistance of a visiting critic.

In the more than 35-year existence of the Archiprix, students from the Academy have received 40 awards and honourable mentions, thereby making the Academy the most successful of its kind in the Netherlands. Winning an Archiprix has been the start of a successful career in many cases.

In 2001, the same Foundation set up Archiprix International, to be awarded every other year, for an identical purpose. The Academy submits a graduation plan every time for consideration.

This entry is chosen by the board of studies from the nominations for the Archiprix.

10.6 Amsterdam Centre for Architecture The Amsterdam Centre for Architecture (ARCAM) coordinates the activities of a large number of institutions in the field of architecture. ARCAM and the Academy of Architecture regularly work together. ARCAM and the Academy jointly organise the series (1· Lectures), which is hosted in the Academy every other week on Thursday nights at 20:00.

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11 INTERNATIONALISATION

11

INTERNATIONALISATION The Academy forms part of a select network of European study programmes through which selected students and teachers are exchanged on a small scale. Active participation in the European Association of Architectural Education (EAAE) and the European Council of Landscape Architecture Schools (ECLAS), visits to partner institutions abroad and targeted invitations to students from foreign study programmes to participate in the Winter School workshop, form the basis for this network.

In addition, the Academy is co-organiser of and partner in the Erasmus summer workshops for architecture, urbanism and landscape architecture at ever-changing locations in Europe (Design in Urbanism and EMiLA).

11.1 Crafting the Facade The Academy will participate from 2015 to 2017 in a Strategic Partnership Architecture entitled ‘Crafting the Facade’ with: • Macintosh School of Architecture / Glasgow School of Art • The University of Liechtenstein

11.2 Design in Urbanism Within the ‘Design in Urbanism’ partnership, there is cooperation on an annual basis under the title ‘The Big Reset in Neighbourhood Design’ with: • LUCA School of Arts, Faculty of Architecture, Brussels • Glasgow School of Arts, Mackintosh School of Architecture • Bauhaus Universität Weimar, Faculty of Architecture and Urban Studies • Istanbul Kültür University, Department of Architecture • University of Porto, Faculty of Architecture • Ecole Nationale Superieure d’Architecture et de Paysage, Bordeaux • Riga Technical University, Faculty of Architecture and Urban Planning

11.3 EMiLA Within EMiLa, there is cooperation with: • Amsterdam University of the Arts (AUA)/ Amsterdam Academy of Architecture (AAA) • Universitat Polytècnica de Catalunya (UPC)/ Escola Tècnica Superior d’Arquitectura (ETSAB)/ Escola Superior d’Agricultura de Barcelona (ESAB) • The University of Edinburgh/Edinburgh College of Art (ECA)/ The Edinburgh School of Architecture and Landscape Architecture (ESALA) • Leibniz Universität Hannover (LUH)/ Faculty of Architecture and Landscape Sciences • Ecole Nationale Supérieure de Paysage Versailles/ Marseille (ENSP)

11.4 Erasmus programme At the moment, exchange agreements have been entered into within the Erasmus+ programme with 11 foreign study programmes: • Royal Danish Academy of Fine Arts Copenhagen • University of Copenhagen • Leibniz Universität Hannover • Universitat Politècnica de Catalunya, Barcelona • Ecole Nationale Supérieure du Paysage, Versailles • Ecole Nationale Superiéure de la Nature et du Paysage, Blois • Edinburgh College of Art • Istanbul Kültür University • The University of Liechtenstein • Vilnius Gediminas Technical University • University of Liechtenstein, Vaduz 68

11 INTERNATIONALISATION Exchange with other study programmes is possible if these are affiliated with the Erasmus+ programme.

11.5 Study Travel Fund Connected to the Academy is the independent Snellebrand Travel for Study Fund Foundation.

This foundation manages two funds for travel for study purposes: the capital fund, and the work fund. The capital fund contains the capital that has been saved on a voluntary basis by students at the Academy in the past. This is the basic capital. After deductions for expenses, the remainder is paid into the Snellebrand Work Fund. This is the fund from which grants for study-related travel are paid.

These travel grants are issued as follows: • At the start of the academic year, all newly registered first-year students are entitled to a travel grant from the Travel for Study Fund.

• The amount depends on how the fund has been performing.

• At the moment the entitlement is € 180 per student.

• The first € 45 have to be spent on the first-year Holland Tour excursion.

• The remaining € 135 can be used by the student as she or he chooses in the course of the rest of their period at the Academy for the purpose of an excursion or study trip.

Application forms can be obtained from MyAHK .When fully completed, application forms for individual or group travel (per group) can be submitted in writing or by e-mail to faculty manager Joseefke Brabander. In the case of group applications, the grant is transferred to the account of one of the participants.

11.6 Studying abroad It is impossible nowadays to imagine study time without a short period studying or doing an internship abroad. A stay abroad not only enriches your study programme, but it is also a challenge to study for a period of time in a totally different environment. Study abroad helps you to formulate your goals in a more well-defined way. In addition, a foreign study is often appreciated on your CV. Each year, more than 100 students leave the AHK to broaden their horizons abroad. There are various possibilities to apply for student or internship scholarships to go abroad. The size of the grant allowances can differ greatly, although there are not really any allowances that cover all costs.

As an AHK student, you can participate in the exchange programme of the European Union, the so-called Erasmus programme. The AHK has a bilateral agreement with various foreign institutions for the exchange of students and teachers. You can, of course, look yourself for institutions abroad in order to study or do an internship. You do have to organise everything yourself in that case: from contacting the foreign institution to arranging funds for the study period.

11.7 AHK Internationalisation Fund In the case of study or internship periods that fall outside the criteria of the Erasmus programme, students can make an appeal to the AHK Internationalisation Fund. Please see: http://www.ahk.nl/voorzieningen/studentenzaken/naar-het-buitenland/ahk-fondsinternationalisering/ The Amsterdam University of the Arts has its own scholarship programme for students who want to study for a short period or do an internship abroad during their study: the Internationalisation Fund. There are two times each year during which AHK students can submit a motivated application. The deadlines are round about 15 November and 15 May. The applications are assessed by the Assessment Committee, consisting of members from the Internationalisation Platform of the AHK. There are two types of applications; with both types recognition from the study programme through the awarding of credits is required.

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11.8 Continuing one’s studies after graduation It is also possible to appeal for a scholarship for a follow-up study after graduation. Motivated and talented students who want to do a follow-up study after their study programme in the Netherlands can submit an application at a number of institutions in order to be considered for a scholarship. You often have to arrange these scholarships already during your graduation year.

Recommendation: look around in time and read the terms and conditions of each fund well.

11.9 More information on internationalisation Each faculty has a contact person for Internationalisation, and for the Academy of Architecture this is Jolijn Valk. You can contact them with all your questions about studying abroad. For further information, please see: https://www.myahk.nl/web/studentenzaken/voorzieningen/ studentenzaken/naar-het-buitenland For practical tips and information, you can also look on BeroepKunstenaar.nl, the AHK website for all business aspects of the artistic practice. Choose your discipline and look at ‘study & training’ and subsequently ‘going abroad’. Consult the website Beursopener.nl (in Dutch) for information about other scholarships and funds. Nuffic has the handy website for students wilweg.nl, where all kinds of information about studying and internships abroad can be found.

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12 TEACHERS 2016-2017

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TEACHERS 2016-2017 Teachers are appointed per quarter Projects Ad Bogerman Maud Aarts Wouter van Alebeek Floris Alkemade Ruwan Aluvihare Jeroen Baijens Jo Barnett Marieke Berkers Florian Boer Riette Bosch Marco Broekman Tess Broekmans Marijke Bruinsma Bart Bulter Henk Bultstra Gianni Cito Jana Crepon Dingeman Deijs Nikol Dietz Caro van Dijk Paul van Dijk Rob Doomen Lars van Es Udo Garritzman Paul Gerretsen Roel van Gerwen Jeroen Geurst Uri Gilad Peer Glandorff Micha de Haas Burton Hamfelt Henk Hartzema Rene Heijne Petra van Hennik Jason Hilgefort Marie Laure Hoedemakers Sander Hofman Ard Hoksbergen Martin Hopman Lada Hrsak Danielle Huls Pieter Jannink Marit Janse Bastiaan Jongerius Huub Juurlink Sylvia Karres Laurens Jan ten Kate Bart Kellerhuis Hanneke Kijne Jan-Richard Kikkert Moriko Kira Ira Koers Barend Koolhaas Judith Korpershoek Wouter Kroeze Sander Lap Mathias Lehner Marcel van der Lubbe Erwin de Maar Jan Maas

Hiroki Matsura Jeroen van Mechelen Roeland Meek Donna van Millegen Bielke Reitsma Miranda Anne Nieuwenhuys Marc Nolden Chris Nooteboom Mascha Onderwater Pelle Poiesz Katinka Pricken Arnold Robbemont Marlies Rohmer Elsbeth Ronner Gertjan Rozemeier Patrick Ruijzenaars Florian Schragez Coen Smit Machiel Spaan Tara van Steenvoorden Ingeborg Thoral Marieke Timmermans Vivianne Tolen Paddy Tomesen Harm Veenenbosch Peter Veenstra Jannie Vinke Philomene van der Vliet Anouk Vogel Wim Voogt Paul de Vroom Dick van Wageningen John Westrik Erik Wiersema Jan Peter Wingender Gert Jan Wisse Yuka Yoshida Herman Zeinstra Franz Ziegler Herman Zonderland Exercises Alkemade Floris Michael van Bergen Marieke Berkers Robert Bijl Fred Booij Marjolijn Boterenbrood Jaap Brouwer Bart Bulter Karin Christof Oene Dijk Vibeke Gieskes Uri Gilad Helga van der Haagen Kirsten Hannema Michel Heesen Jochem Heijmans Mark Hendriks BorisHocks Geurt Holdijk 71

Martin Hopman Jurjen van der Horst David Kloet Daniel Leenders Ellen Monchen Merten Nefs Billy Nolan Arjan Oosterman Jarrik Ouburg Claire Oude Aaninkhof Jonas Papenborg Warwaha Parvinder Hiltrud Potz Chris Scheen Floris Schoonderbeek Hannah Schubert Frans Soeterbroek Alexandra Tisma Marcel Tousset Baukje Trenning Edwin van Uum Thijs Verburg Evert Verhagen Philomene van der Vliet Paul Vlok Joost Vos Gerwin de Vries Ward Massa Iris Wijn Jan Peter Wingender Han Wiskerke Morphology classes Bas van Beek Georg Bohle Frank Bruggeman Anne Dessing Valentijn Goethals Woes van Haaften Arne Hendriks Marieke van den Heuvel Ernst van der Hoeven Jop Japenga Daniel Vom Keller Maarten Kolk Aliki van der Kruijs Marieke Kums Guus Kusters Jules van den Langenberg Gabriel Lester Claudia Linders Tomas Lootens Noël Loozen Philip Lüschen Arnout Meijer Sophie Mensen Mario Minale Leonard van Munster Michou Nanon de Bruijn Pim Palsgraaf Oskar Peet

12 TEACHERS 2015-2016 Daniel Rovers Roel van Tour Martijn Troost Bruno Vermeersch Robin Vermeersch Sander Wassink

Marinke Steenhuis Andy Steketee Maike van Stiphout Bert Taken Marco Vermeulen Philomene van der Vliet Anouk Vogel Geert de Vries Tools Jeroen van den Bovenkamp Klaas Jan Wardenaar Jouke van der Werf Jos Rijs Daan Zandbelt Jean Marc Saurer Herman Zeinstra Koosjan van der Velden Floor Ziegler Lectures Marieke Berkers Martin Aarts Jaap Evert Abrahamse Sandra Assen Els Bakker Pieter Banneberg Stefan Bendiks Joyce van den Berg Wim van den Bergh Marieke Berkers Florian Boer Alfredo Brillembourg Broekman Marco Luis Callejas Bruno Doedens Noel van Dooren Fred Feddes Eric Frijters Marco Gazzelo Roel van Gerwen Eva Gladek Peter Groenendeaal Jord den Hollander Harma Horlings Pieter Jannink Anet Kempenaar Richard Kennedy Jan-Richard Kikkert Arjan Klok Indira van ‘t Klooster Richard Koek John Kormeling Jos de Krieger Marieke Kums Claire Lairemans Willemijn Lofvers Eric Luiten Julie Marin Milligen Bielke Donna van Merten Nefs Jarrik Ouburg Aart Oxenaar Liesbeth van der Pol Paul van der Ree Max Risselada Chris Scheen Marijn Schenk Lola Sheppard Machiel Spaan Marco van Steekelenburg

1∙Lectures Wiel Arets Tom Avermaete Petra Brouwer Lionel Devlieger Noel van Dooren Jan van Grunsven Tjeerd Haccou Hans van der Heijden Arjen Hoogeveen Falk Jaeger Liesbeth Jansen Brian Kabbes Kamiel Klaasse Anne Lacaton Hans van der Made Auguste van Oppen Césare Peeren Marlies Rohmer Machiel Spaan Martijn Ubink Rudy Uytenhaak Jean Phillipe Vassal Jan Peter Wingender Herman Zeinstra Metin van Zijl Kick-off workshop Hester Annema Frank van den Broeck Sanne Bruggink Chris Corstens Bruno Doedens Elisabeth Floris Hans van der Pas Marc Volger Winterschool Floris Alkemade Abdessamed Azarfane Pieter Bannenberg Tom Bergevoet Marieke Berkers Maurice Bogaert Steven Broekhof Felix Claus Anne Dessing Bruno Doedens Willem van Es Fred Feddes 72

Zef Hemel Michiel van Iersel Ronald Janssen Afaina de Jong Hein van Lieshout Jeroen Lok Arna Mackic Pool Marthijn Tracy Metz Donna van Milligen Bielke Mark Minkjan Aart Oxenaar Milad Pallesh Ricky Rijkenberg Tara Steenvorden Maarten van Tuijl Jouke van de Werf Ivar van der Zwan Summer Workshops Fred Booij Arjan Klok Mirjam Koevoet Jarrik Ouburg Maike van Stiphout Workshops for Bachelor’s students A Donna van Milligen Bielke Anne Dessing Bart van der Salm Workshops for Bachelor’s students U and L Marijke Bruinsma Philomene van der Vliet Iris Wijn Development minors A Paulien Bremmer Holger Gladys Jaap Gräber Angelique Haver Wouter Kroeze Donna van Milligen Bielke Jeroen Musch Jaap Ouwerkerk Paul Ouwerkerk Saša Radenovic Jos Rijs Jan Rothuizen Bart van der Salm Sjoerd Soeters Frans Sturkenboom Gus Tielens Baukje Trenning Paul Vlok Jaco Woltjer Metin van Zijl Development minors U and L Hester Aardse Ziega van Berk

12 TEACHERS 2015-2016 Anneke Blokker Djacco van den Bosch Jaap Brouwer Sanne Bruggink Simen Brunia Lieneke van Campen Mathieu Derckx Oene Dijk Bruno Doedens Gloria Font Hylke Goudswaard Nick Hazendonk Bieke van Hees Imke van Hellemondt Saskia Hoogstraten Harma Horlings Sanne Horn Foke de Jong Arjan Karssen Arjan Klok Hein van Lieshout Cynthia Markhoff Reinier Nijland Simona Serafino Luc Sour Maike van Stiphout Frans Sturkenboom Jessica Tjon Atsoi Gianluca Tramutola Joof Tummers Philomene van der Vliet Iris Wijn Self-management elective Margreet Pruijt Learning to present elective Marjolein Roeleveld

Dick de Gunst Hans Hammink Harma Horlings Lada Hrsak Marit Janse Laurens Jan ten Kate Hanneke Kijne Jurian Knijtijzer Eric van der Kooij Judith Korpershoek Berend van der Lans Daniel Leenders Jan Maurits van Linge Marcel Lok Marcel van der Lubbe Ellen Marcusse Jeroen van Mechelen Thijs Meijer Menno Moerman Rowin Petersma Michel van der Prijt Juul Reusen Marco Romano Arjan van Ruijven Florian Schrage Tara Steenvoorden Frank Stroeken Marieke Timmermans Jessica Tjon Atsoi Cees van der Veeken Rob van der Velden Dirk Verhagen Bas van Vlaanderen Philomene van der Vliet Martine van Vliet Martijn de Wit Jaco Woltjer

Examinations – graduation supervision Holland Tour excursions Floor Arons Joyce van den Berg Marieke Berkers Kirsten van den Berg Oene Dijk Bart Bulter Assessment Marc a Campo professional experience Gianni Cito Mariette Adriaansen Jana Crepon Jeroen Atteveld Rick van Dolderen Natascha van den Ban Eric Frijters Rene Berbee Roel van Gerwen Florian Boer Pepijn Godefroy Ad Bogerman Karen de Groot Frans Boots Albert Herder Riette Bosch Rob Hootsman Tess Broekmans Lada Hrsak Marijke Bruinsma Floris Hund Bart Bulter Pieter Jannink Jana Crepon Harro de Jong Dingeman Deijs Bastiaan Jongerius Anne Dessing Laurens Jan ten Kate Rik van Dolderen Herman Kerkdijk Egbert Duijn Jan-Richard Kikkert Leon Emmen Ira Koers Fredriks Martin Mirjam Koevoet Roel van Gerwen Judith Korpershoek 73

Furkan Kose Miguel Loos Marcel van der Lubbe Silvia Lupini Hans van der Made Jeroen van Mechelen Lodewijk van Nieuwenhuijze Wim Nijenhuis Marc Reniers Florian Schrage Machiel Spaan Gus Tielens Hank van Tilburg Cees van der Veeken Saline Verhoeven Paul de Vroom John Westrik Jan Peter Wingender Martijn de Wit Roel Wolters Graduation supervision Jeroen Atteveld Joyce van den Berg Riette Bosch Marco Broekman Bart Bulter Jana Crepon Donald Dansik Bruno Doedens Tom Frantzen Eric Frijters Roel van Gerwen Jeroen Geurst Rene Heine Albert Herder Maurits de Hoog Rob Hootsman Lada Hrsak Laurens Jan ten Kate Herman Kerkdijk Jan-Richard Kikkert Martin Knuijt Ira Koers Wouter Kroeze Marcel van der Lubbe Frank Maas Hans van der Made Dennis Moet Harald Mooij Wim Nijenhuis Ruud van Paridonk Daan Petri Liesbeth van der Pol Jeroen Ruitenbeek Jeroen Schilt Florian Schrage Machiel Spaan Gus Tielens Jan Peter Wingender Martine de Wit

13 FACILITIES

13

FACILITIES

13.1 Facilities for Students and Teachers 13.1.1

Student adviser Students can consult the student adviser, Jolijn Valk, for information and advice on all kinds of (practical) matters connected with the course. Each faculty of the AHK has its own student advisor. Students can consult the student advisers on matters such as Legislation and regulations Regulations connected with the foundation year and binding study advice • Student grants • Help with applying for funds • Insurance matters • Problems with studying • Delays resulting from exceptional circumstances such as illness or a handicap • Interrupting or terminating the study • Visas and residence permits (for foreign students) • Complaint and appeal procedures.

• •

The student adviser provides information and advice and tries to find an answer or a solution with the student to match the situation. The adviser may also refer the student to other instances inside or outside the academy. Discussions with the student adviser are confidential.

No information is passed on to third parties without prior consultation with the student.

The student adviser adviser is available for meetings every Friday during office hours and Tuesday evening. A meeting may be planned in through the student secretariat.

13.1.2

Students with a handicap or functional disability As far as possible within our capabilities, the Academy of Architecture is keen to offer students with a handicap or functional disability the opportunity to study as successfully as students without any disability.

If you are affected by a functional disability that also forms an obstacle to your study (for example, dyslexia, ADHD, etc.), you should report this to the study adviser. We can then consider together to what extent this might affect your study at the Academy of Architecture.

You must, however, be in possession of a recent medical statement issued by a doctor or psychologist.

The national organisation Handicap & Study defends the interests of students with a handicap in higher education. It has built up expertise over the years and has a very informative website with tips and interesting links. See www.handicap-studie.nl.

The AHK itself has also appointed a member of staff specially to deal with these problems: Study + Handicap coordinator Trude Cone. You can contact her at any time (trude.cone@ahk.nl; tel. 020-527773).

13.1.3

‘Need to Know’ brochure The ‘Need to Know’ brochure contains information about all kinds of regulations: rules for enrolment and retraction of enrolment, tuition fees and their restitution, study grants, etc.

Most of the rules and procedures are based on the Law on Higher Education and Scientific Research (WHW) and the Law on Student Grants (WSF 2000). This brochure serves as a guide and contains information about the most important regulations with which you may come into contact during your period as a student. The brochure is available from the study secretariat of the Academy and from the student adviser.

13.1.4

AHK accounts and email When you start your studies at the AHK, the information you need to activate your AHK account will be sent to the email address you have registered in Studelink or your new faculty. You will receive this email two weeks before the study year begins, towards the second half of August.

If you do not activate your AHK account through this email, your account will not function. For 74

13 FACILITIES questions about your AHK account or to register a problem, please send an email to: helpdesk@ ahk.nl or call 020-5277752.

All communication from the AHK and the Academy will be through your AHK account, so make sure you have it activated before the course starts.

13.1.5

Audio-visual equipment and other presentation material Every room used for teaching has fixed layout with a computer and beamer. There is a cable for you to connect your own laptop. Where necessary, the caretaker can provide information about how to operate the equipment.

13.1.6

Computer facilities Wifi is available for students and tutors in the Academy building. Teaching areas have wireless internet connections. The library and the Academy café also have a limited number of fixed computer working areas.

Laptops can be borrowed from the caretaker for course-related purposes.

13.1.7

MyAHK MyAHK (www.myahk.nl) is the primary means of communication to keep students informed about what is going on in the Academy. .

Alluris student information system The student information system (Alluris) is available through MyAHK. This system can be used to follow your study progress and study results. The assessment forms can be seen in Alluris at the end of each quarter.

13.1.8

13.1.9

AHK card A chip card system has been introduced in March 2009. The AHK card is a substitute for and improvement of the classical student card. This card is used as an access pass to the building, it can be used to pay for printing and copying, and also functions as a library card as well as a means to pay in the Canteen and the coffee and soda dispensers.

13.1.10

Copying and printing The copying machines are located in the repro area on the ground floor and in the library. Copies can be paid for either with coins or AHK card.

13.1.11

Pigeonholes Pigeon holes are available for all students on the ground floor.

13.1.12

Model workshop The model workshop is fitted with basic equipment and is in the first instance intended for students who want to get on with the work but do not have the space or the equipment to do so at home. It is thus not only a classroom but primarily a workshop for the individual student.

Besides the model workshop, the so-called ‘Omloop’ is available for Morphology classes. This space may also be used by students to work on individual projects.

Students are not allowed to make use of the facilities of the workshop until they received instruction. This instruction is scheduled in the course programme.

Certain machines can only be used under the supervision of the coordinator of the workshop.

Please note the official opening times. This also applies to working with plaster.

Opening times of the workshop: Monday: 20:00 - 22:30 Tuesday: 20:00 - 22:30 Friday: 10:00 - 17:30

13.1.13

Library The library has a specialised collection of more than 12,000 titles in the fields of architecture, urban design and landscape architecture. Guidelines for the collection development are the developments and trends in the fields and in education.

The material consists of books, maps, magazines and multimedia. There is access to digital map material from the Netherlands and Amsterdam for students and teachers.

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13 FACILITIES Use of the library is open to the public. Borrowing exclusively on presentation of a student card (students) or an ID card (teachers). A maximum of 10 books per time can be borrowed. The loan period is four weeks. Renewing and reserving is possible, both by telephone and via email: bouwkunst-bibliotheek@ahk.nl.

Reference works, magazines, valuable works and map material cannot be borrowed. A fine is charged for books that are returned too late.

The library catalogue can be consulted online via the Academy website.

The opening times of the library are: • Monday to Thursday: 16:00 to 22:30 • Friday: 09:00 - 18:00

13.2 The Premises The premises of the Academy of Architecture consist of a number of historic buildings with a unique atmosphere. A radical renovation has been undertaken by Claus and Kaan Architects in 2007. The Academy has a number of classrooms, most of which are adapted to the different types of lesson and equipped with digital presentation facilities. Furthermore, on the premises there is the ‘Hoge Zaal’ (lecture hall), ‘De Omloop’ (workshop with adjoining space for graduation presentations), a specialised library, a model workshop and a canteen.

13.2.1

Opening hours During term the opening hours of the building are: • Monday to Thursday 09:00 - 23:30 • Friday 09:00 - 19:00 Everyone must have left the premises by fifteen minutes before closing time at the latest. The Academy is closed during the Christmas holiday and for a period during the summer holiday.

13.2.2

Opening hours of the canteen • Monday to Thursday 17:30 - 23:00 • Friday 9:00 - 18:30 Coffee, tea, and cold drinks are available. Rolls are also available on Friday. A coffee dispenser is available during opening hours.

13.2.3

Room schedule A schedule of the classes and the rooms where they are to be held is drawn up every week and is displayed on a monitor at the entrance to the building and above the bar of the Academy café.

It is possible to reserve a particular room in advance. Reservation can be done at the reception during daytime, and through the caretakers in the evening. Some parts of Morphology classes may take place on locations outside the Academy premises.

13.2.4

Storage of materials and practical work There is limited capacity in the premises to store practical work for a short period of time. Upon request, the caretaker can allocate a room for the safe storage of scale models and drawings (usually room 310). Make sure to add your name and telephone number to all your materials stored at the Academy. This storage area is cleared after every semester. In addition, there is the opportunity for short-term storage on the borders of the Omloop exhibition space, also stating name and telephone number. Please note: scale models that are left on tables will be removed.

13.2.5

Exhibitions The Academy organizes exhibitions, either internally or externally, on a regular basis. An annual exhibition of the graduation plans of the previous academic year is held in the Omloop every November. The Archiprix nominations are announced at the opening of this exhibition.

In the course of the year, various exhibitions, consisting of the work of students and/or tutors, or relevant travelling exhibitions are presented as well.

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13 FACILITIES 13.2.6

Lost property Found items are kept by the receptionist.

13.2.7

Liability - Responsibility - Insurance • The faculty is not liable for loss, theft or damage of personal items in the building.

• The expenses incurred by the Academy in repairing damage are charged to those responsible for the damage. The application of measures of this kind is done under the responsibility of the director of the Academy.

• An individual or group travel insurance policy must be taken out for excursions or organised visits to exhibitions and for work weeks.

13.3 Safety on the premises 13.3.1

Emergency evacuation plan There is an emergency plan in the event of calamities, including regulations on the evacuation of the building. Leave the building as quickly as you can if you are warned to do so or if you hear the alarm (a slow whoop).

• Report the calamity immediately to reception or the caretaker.

• The caretaker/receptionist dials the alarm number 112 and alerts the police and fire brigade.

13.3.2

In the event of fire • break the glass of the nearest fire alarm • in an emergency, follow the instructions of the special assistance staff or the caretaker, and of the fire brigade • if it is a small fire, use the fire extinguishers or hoses (which are situated on the staircases on every floor) to put it out • the users of the building are warned via the alarm or orally about where the fire is and must follow the instructions • follow the emergency exit route signs (as indicated on every floor) and make use of the emergency exits. You can see where they are located on the plans of the building that hang on every floor • if the emergency exits are blocked, escape with the help of the fire brigade through the roof or the windows • do not panic but go outside immediately to the assembly point near the left entrance in the Mr. Visserplein.

13.3.3

In the event of an accident In the event of an accident, assistance must be provided as quickly as possible. This is the responsibility of everyone, both students and staff who are present. Report the accident at the reception. They will send someone to the place of the accident who can weigh up the situation and take measures (first aid, doctor or ambulance).

First aid material is available at the study secretariat.

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13.4 House Rules The building is used very intensively. That can only proceed smoothly if everyone abides by agreements.

Remember: • Leave a room as tidy as you found it. Throw away empty beakers and other waste in the waste bin. The caretaker has cleaning materials.

• Never fasten anything to plastered walls with adhesive tape or drawing pins but use magnets.

• The caretaker has sheets to place over the tables in the classrooms for cutting, modelling and pasting. It is not allowed to use the floor or other furniture for this purpose.

• The floors in parts of the building are vulnerable. Clean up spills immediately and avoid scratches and other damage. The sheets may not be used on the fifth floor and in rooms 108 and 408.

• If you have rearranged the furniture, leave it as you found it. The caretaker adapts the number of chairs and tables to the different sizes of the group of students who make use of the rooms.

Furniture may only be moved to other rooms in consultation with the caretaker.

• Most doors in the building are fire doors and must therefore remain closed.

• All corridors must be kept clear, so nothing may be left or stored there. The caretaker will immediately remove anything that does not belong there!

• After completion of a morphology course or project, tidying up the remaining materials and models is the responsibility of the group concerned. For the disposal of waste please contact the caretaker.

• Make sure that paint and batteries are disposed of properly. Always contact the caretaker for this.

• If you leave work in the classrooms without consulting the caretaker, it is at your own risk.

• The lift starts in the hall and reaches every floor. More than 8 persons or 600 kg are not allowed in this lift.

• Smoking is not allowed indoors, but is permitted outdoors. Use the ashtray outside and do not leave any cigarette ends on the stairs or in the hall.

78

Study programmes Master in Architecture

Master in Urbanism Master in Landscape Architecture

79

Marco Kramer, Re-creation

Gara Beukman, Mazi

80

Narda Beunders, Space to believe in

Hein van Lieshout, The New Dam

81

Ivar van der Zwan, A Front for the Back

Marjan van Herpen, Present

82

Master in Architecture Head CROHO-code Degree Study load

Jan-Richard Kikkert 44336 Architect, Master of Science 240 European Credits (120 EC Master’s programme / 120 EC practical)

Full time Course Language Dutch and English Contact info@bwk.ahk.nl Entry Requirements HBO Bachelor; degree in Architecture with differentiation Architecture, Building Technology or Restoration. Bachelor TU Delft or Eindhoven; degree in Architecture. Outside the Netherlands: Bachelor in Architecture or equivalent degree plus knowledge of Dutch. Outside the Netherlands: see 9 Admission, Application and Registration

83

semester

year

MASTER IN ARCHITECTURE

Internal curriculum projects P1a (AUL)

1

exercises

morphology* V1 (AUL)

4

O1 (AUL) P1b (AUL)

4

2

lectures 1

V2 (AUL)

C1a (AUL)

1

C1b (AUL)

1

Winter School

1

P2a (A)

2

1

4

O2 (AUL) P2b (A)

2

4

2

V3 (AUL)

2

C2a (AUL)

1

C2b (AUL)

1

C3a/C5a (AUL)

1

C3b/C5b (A)

1

Assesment 1 P3a (AL|AU)

3

4

O3a (AL|AU)

1

V4 (AUL) P3b (A)

4

O3b (A)

1

2

Winter School

2 4

P4 (A)

O4 (A)

2

C4/C6 (AUL)

8

3

2

Assesment 2

5

O5 (AUL)

3

C3a/C5a (AUL)

1

Clinic

1

C3b/C5b (A)

1

P5 (ASL) 7

Winter School

3 6

P6 (A)

O6 (AUL)

2

C4/C6 (AUL)

8

3

2

Assesment 3

7 Graduation

4 8

30

Assesment 4 *Students who enter via the course follow Tools 1+2 instead of the morphology class V1 up to and including V3

84

European Credits

MASTER IN ARCHITECTURE

External curriculum elective programme**

professional experience

Practical hours

1∙lectures

Practical records

60 60 15

15

Assessment practical records work shops

Assesment 1

Practical records Practical hours

lectures

14

15

60 60

Practical modules 1

Assessment practical records

study trips

Assesment 2

excursions

Practical hours

Practical records

60 60 15

15

Assessment practical records 3

Assesment 3

Practical records Practical hours 14

15

60 60

Practical modules 1

Assessment practical records Assesment 4 **Students should obtain 3 elective credits (3 EC) in the 2nd and 3rd year. One elective point is compulsory and consists of one series from the 1·Lecture.

85

240

YEAR 1

MASTER IN ARCHITECTURE

P1a (AUL) Place Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective The objective is to learn how to read a given location as a place with urban design and landscape architectural characteristics. Training in the formation of concepts. Training in spatial and compositional skills; recognition of the mutual relation between a place with its peculiarities and an intervention that takes place there. Capacity to analyse this relation and to translate it into a spatial design.

Assignment Designing a defined urban or rural space on the specified location.

Develop a spatial concept for the location, starting from the characteristics of the location. The spatial concept must show convincingly what interaction there is between the given situation and the newly designed urban or rural space. The intervention is spatial, but the programme may be left undefined. Elaborate the design down to the level of the crucial detail.

Object The object is a location with specific urban design and landscape architectural characteristics which invite commentary. The location is clearly delimited.

Method Individual design project with group supervision by an urban designer or landscape architect. An excursion to the location is a part of the project.

Result Models on a scale of 1:500-1:200; at least two A1 panels with spatial analysis of the location and programme, fundamentals of design, design research on the spatial sequence of the design (perspectives, ground-plans, cross-sections and drawings of the facade at a scale of 1:50 – 1:100).

Digital presentations are acceptable as a supplement but may not be used instead of models and panels.

86

YEAR 1

MASTER IN ARCHITECTURE

P1b (AUL) Space Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective Acquisition of elementary spatial, compositional skills; analysis of location and programme of requirements; interpretation of these prior conditions as an independent design premise that can be developed in a spatial design; learning to deal with technical and physical requirements, functional requirements and architectural fascinations, and on the basis of them to arrive at a design; materialisation of the design down to the level of detail.

Assignment Design a structure/object/building on a modest scale with a public function in an urban or rural location. Interpret the limiting conditions, location and programme of requirements as an independent design premise. In working on the design, pay attention to the spatial qualities, the transitions of spaces and the transitions from inside to outside. Ensure that the programme is integrated in the volume in a logical and spatial way. The emphasis in the designing process is on investigating the spatialcompositional aspects in relation to the physical appearance of the object.

Object A (free-standing) building or facility consisting of a minimum of three relevant spaces that are in relation to each other and their environment. The building should have a public function in an inner city or rural location. The location and programme are specified in the assignment.

Method Individual design project with group supervision by an architect, in which the emphasis is on spatial research by using models and drawings of the cross-section of the building and its environment.

An excursion to the location is a part of the project.

Result 1:20 - 1:50 scale models; at least two A1 panels with the spatial analyses of location and programme; design premises; design research on the spatial sequence of the design; spatial visualisation of the design (perspectives, ground plans, cross-sections and facade drawing scale 1:50.

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

87

YEAR 1

MASTER IN ARCHITECTURE

O1 (AUL) Repertoire Year: Duration: Study load and credits: Teaching method:

1, semester 1 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective To acquire knowledge of the architectural, urban design and landscape architecture repertoire. To learn to analyse the main examples and references, and to grasp the importance of historical and stylistic research. To practice with questions of scale and dimension, density, quantity, view, distance, and so on; to develop and apply different techniques of analysis and notation.

Content The tutors supply different ground plans, situations and patterns on which reductions and adaptations are carried out. Various cartographic processes are applied, such as ‘cut and paste’, ‘calculate and draw’, ‘enlarge and reduce’, ‘remove and add’, which appeal to the sense of dimension and scale, and insight is developed into size, densities, numbers, distance, etc. Various architectural and topographical processes such as ‘restoring’, ‘citing’, ‘paraphrasing’, ‘faking’ and ‘cloning’ are used to appeal to and develop a critical attitude towards the past and a historical awareness of one’s own surroundings. The adaptations are recorded in sketches; the series of sketches is the individual product.

Method Seminar; the exercise is carried out entirely during the seminar. The repertoire of the disciplines is treated in three five-week blocks on the basis of three workbooks.

O1 includes an excursion. Under the supervision of a coordinator, students prepare a part of the excursion themselves and make a guide.

Result In addition to contributing to the excursion guide, students are asked to make presentation sketches in a timeline, and a knowledge test will take place with the whole group around the joint panel.

88

YEAR 1

MASTER IN ARCHITECTURE

V1 and V2 (AUL) Objective: Autonomy; Origin: Art Year: Duration: Study load and credits: Teaching method:

1, semester 1 2 times 11 weeks 2 times 28 hours and 2 times 1 European Credit Interdisciplinary (AUL)

Educational objective Developing an autonomous signature style; Discovering craftsmanship; Developing a concept for a visual framework; Designing pur sang; The primal idea; Assignment-generating autonomous thinking; Communicating visually Description During the first phase, we set the student free from all pragmatism and force him or her to let go of all well-defined preconceptions.

Moreover, we seek out the uncertain field of tension of the blank space, blank page, open landscape or the stateless urban planning.

Art forms the foundation in this, and this occurs on the basis of driven and experienced artists and autonomous designers.

Means, method The means used are: Visual art, photography and film, audio-visual art, collage and craftsmanship. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result An object, image, film, sketch, book, scale model or spatial installation.

All documented with a ‘one minute’ film per project.

89

YEAR 1

MASTER IN ARCHITECTURE

Tools 1+2 (A) Construction technique Year: Duration: Study load and credits: Teaching method:

1, semester 1 and 2 4 times 8 weeks 112 hours and 4 European Credits Disciplinary (A)

Educational objective As a continuation of the Building technique course, the Tools 1 and Tools 2 follow-up training course is held for course participants in the first year of the regular study programme. These replace the morphology classes. This training course has a simple programme, as a result of which the emphasis is placed more on the architectural and constructional elaboration than on the programmatic elaboration. A lot of the design and communication will be done by means of scale models during the lessons. The building will be elaborated on in various steps at a detailed level.

90

YEAR 1

MASTER IN ARCHITECTURE

C1a (AUL) History and practice: landscape architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This series of lectures follows the developments in landscape architecture based on selected themes, especially in the last two centuries. The discipline is dealt with in itself, as well as in relation to other spatial, cultural and socio-economic developments. The role of landscape architecture in the design of the Netherlands, a subject of design and research in study and practice, will also receive attention.

The course will address relevant changes to the theory and practice of design, to the role of the designer and to the assignments which designers have faced and are currently facing. The approach may differ per lecture: monographic, thematic, more generally historical or theoretical. Themes can be handled from different historical perspectives, such as a style, iconography, ideology or geography.

Dutch examples will be presented in particular, interpreted within an international context. Speakers may be both (historical) researchers and designers. A moderator will connect the lectures and lead the discussions. The creation of a logbook reflecting on the material of the lectures forms part of the lecture series and will be assessed.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of year 1, there will be an excursion through the Netherlands, the so-called Holland Tour with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

91

YEAR 1

MASTER IN ARCHITECTURE

C1b (AUL) History: Architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of architecture, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of architecture in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide.

92

YEAR 1

MASTER IN ARCHITECTURE

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the Head of one of the Departments.

The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the Head of Department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, plans, visions and proposals connected with the theme.

93

YEAR 1

MASTER IN ARCHITECTURE

P2a (A) Villa Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Disciplinary (A)

Objective Learning to interpret spatial themes and acquiring the ability to convert them into a design premise. Learning to formulate a programme, to interpret a location, and to develop a spatial design based on the design premise. Developing design skills and the capacity to elaborate a design consistently down to the level of material and detail.

Assignment Formulate a design premise on the basis of the investigation of a given spatial theme. Interpret and link this theme to a programme of your choice. The location is specified in the assignment. Elaborate the design assignment into a spatial design that takes into account the relation between the design premise and the design.

Object A building (villa) of between 200 and 400 m2 in a rural location.

Method Individual design project for architecture students with group project supervision by an architect.

Result Model on scale 1:50 and three A1 panels. The panels offer insight into the interpretation of the theme, the choice of the programme, the location and the theme. The panels contain a spatial visualisation of the design (perspectives), ground plans, crosssections and facade drawings scale 1:100 and details scale 1:10. An explanatory text of about 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

94

YEAR 1

MASTER IN ARCHITECTURE

P2b (A) Construction and Building Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Disciplinary (A)

Educational objective Learning to interpret themes relating to constructional themes and acquiring the capacity to convert them into design premises.

Developing design skills and acquiring the capacity to elaborate a design consistently down to the level of material and detail.

Assignment Design a building with a public function. Location and programme of requirements are fixed in the assignment. The emphasis in the design process is on the organisation of the given programme, the choice of a structure and construction, and the development of a spatial design on the given location on the basis of that structure and construction. The design is elaborated down to the level of material and detail.

Object A building with a public function and of considerable size (between 500 and 1.500 m2) on an urban location.

Method Individual design project for architecture students with group supervision by an architect. In the project the tutor is combined with a construction engineer or building technology expert. The latter fulfils an advisory role.

Result 1:100 scale model and three A1 panels. The panels offer insight into the analysis of function and location and the design research on the relation between the programme and the spatial design. The panels contain a spatial visualisation of the design (perspectives), ground plans, cross-sections and façade drawings scale 1:100 and details scale 1:10. An explanatory text of about 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

95

YEAR 1

MASTER IN ARCHITECTURE

O2 (AUL) Textual Analysis Year: Duration: Study load and credits: Teaching method:

1, semester 2 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective The objective of the textual research exercise is to familiarise the students with reading critically and writing systematically, help them to find their way in the literature of their discipline, encourage them to adopt an orientation within the discipline and teach them to convey ideas.

Content After a number of introductory lectures, exercises in reading and writing are conducted in small groups in the form of a seminar.

Different kinds of texts, such as architectural criticism and texts by designers, are read and analysed in the group. An independent criticism of a recent plan is written. In the final sessions the students write a text to accompany the design for the project on which they are working at that moment.

Result Text analysis. Plan critique. Plan elaboration.

96

YEAR 1

MASTER IN ARCHITECTURE

V3 (AUL) Objective: Materials science; Origin; Design Year: Duration: Study load and credits: Teaching method:

1, semester 2 1 time 11 weeks 2 times 28 hours; 1 time 2 European Credits Interdisciplinary (AUL)

Educational objective Acquiring knowledge of materials; Developing a material; Designing a material; Working with a material; Material research Description In the second phase within the Morphology classes the materials science of the student is the main focus. A building is more than steel, glass and concrete; a landscape is more than grass, trees and paths; a city is more than a collection of these. During V3 and V4, the focus lies on diversity and tactility in both architecture, landscape architecture and urbanism. We immerse the student in the richness of materials and design.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A study, sample book, project book, film, sketch, book or spatial in-situ installation.

All documented with a ‘one minute’ film per project.

97

YEAR 1

MASTER IN ARCHITECTURE

C2a (AUL) History: urbanism Year: Duration: Study load and credits: Teaching method:

Year 1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of urbanism, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of urbanism in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of year 1, there will be an excursion through the Netherlands, the so-called Holland Tour, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

98

YEAR 1

MASTER IN ARCHITECTURE

C2b (AUL) History: art Year: Duration: Study load and credits: Teaching method:

1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Objective To place architecture, urban design and landscape architecture as artistic disciplines and to relate them to the development of the arts and to thinking about art and aesthetics. To encourage the students to actively determine their position amid current developments in the spectrum of art and culture.

Content Architecture has been seen as the mother of the arts. In the meantime, the spatial design disciplines have secured a position among the arts in the broadest sense. A series of thematic lectures will discuss this from a philosophical, art historical and practical perspective and will investigate their relevance for spatial design today. The lecture series is delivered by one teacher, who will introduce and initiate the discussion as well. A sheet introducing the theme will be handed out at the beginning of each session.

The course component includes compulsory reading.

The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

99

Examination 1

Year 2

100

YEAR 2

MASTER IN ARCHITECTURE

P3a (AL) Building in Landscape Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Interdisciplinary (AL)

Educational objective The development of design skills at the scale level of a built object and the environment with which it is inextricably connected.

Acquiring insight into organisational principles that govern and link a building and an outdoor space. The capacity to make a coherent composition. Training of insight into the differences between an architectural and a landscape architectural approach.

Further training of the capacity to elaborate a design coherently down to the level of material and detail.

Assignment Make a plan consisting of a green area and a building. Arrive at a convincing cohesion of building and outdoor space. Use the given programme. Indicate which guiding principles have determined the spatial design and how they have been incorporated in the organisation of the programme. Elaborate the design down to the level of dimensions and material for the crucial planning elements for the building and green site.

Object The archetype for this project is the country estate in which a house and the green surroundings are inextricably linked with one another. There must be an inextricable functional and aesthetic coherence of ‘indoors’ and ‘outdoors’, of building and immediate surroundings.

The programme and location are fixed in the assignment. The building has an unambiguous programme (museum, library, meeting place, hotel room etc.). The surface area is roughly between 1,000 and 5,000 m2. The green area is limited in size to enable sufficient elaboration. It should be between roughly 1 and 5 hectares.

Method Individual design project with group supervision by an architect and a landscape architect. An architecture tutor will pay two visits in the course of the project. Use is made of the knowledge acquired in the exercise O3a. Architecture and Landscape Architecture students are asked to make a relevant design for both indoors and outdoors in which the emphasis is not on demonstrating knowledge specific to their subject (types of trees, or construction), but on the elements that provide coherence: organisation, composition, significance.

Result Research on the organisational and compositional main design of the whole object, including its location within the wider surroundings; drawings of the ensemble on scale 1:5000 / 2000 / 1000; design drawings, profiles and cross-sections on scale 1:200 / 20; models on an adequate scale to be determined by the student; perspective drawings and atmospheric sketches. The result is summarised on at least 3 panels. Explanatory text of approx. 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

101

YEAR 2

MASTER IN ARCHITECTURE

P3a (AU) Urban Ensemble Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Interdisciplinary (AU)

Educational objective The development and further training of design skills at the scale level of the urban ensemble (the urban ground plan), a combination of a number of specific buildings and public spaces, focusing on the analysis and design of the mutual relation between building typology and the urban setting. Development of design skills and the ability to elaborate a design coherently down to the level of material and detail.

Assignment In an urban location, design a plan for an ensemble consisting of a limited number of specific buildings and public spaces with a mixed programme. Indicate how the plan is positioned in the city, fits in with the current urban structure end in what ways it will improve on this. Indicate which main motives have determined the design and how they are expressed in the organisation of the programme. Elaborate the design architecturally to the level of dimension and choice of materials of crucial elements of the plan and the structuring of the public space.

Object An existing urban area in need of improvement or where there is room for the addition of a number of buildings and public spaces.

The programme and the location are laid down in the assignment.

A mixed programme with housing, work and facilities (possibly including parking) from 20,000 to 50,000 m2.

Method In the project use is made of the knowledge acquired in the exercise O3a Urban Ensemble. Individual design project with group supervision by an architect with expertise in the field of urban design.

Result Analytical and diagnostic diagrams of the present situation at different scale levels; schematic visualisation of the new spatial main structure and stages of the plan; drawings of the urban design plan on scale 1:5000 / 2000 / 1000; design drawings, profiles and cross-sections on scale 1:200 / 20; sketch models on an adequate scale; perspective drawings and atmospheric sketches. The result is summarised on at least 3 panels. Explanatory text of approx. 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

102

YEAR 2

MASTER IN ARCHITECTURE

P3b (A) Housing Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Disciplinary (A)

Educational objective Acquiring insight into the concept of (housing) typology and applying it in analysis and design. Handling constructional, physical, technological and functional requirements. Development of design skills and the capacity to elaborate a design consistently down to the level of material and detail.

Assignment Acquiring insight into the concept of (housing) typology and applying it in analysis and design. Handling constructional, physical, technological and functional requirements. Development of design skills and the capacity to elaborate a design consistently down to the level of material and detail.

Object A building containing between 20 and 50 housing units, with eventually an additional programme on an urban location.

Method Individual design project with group supervision by an architect.

The project is linked to research assignment O3b.

Result Models of the building and housing types on an adequate scale and three A1 panels that offer insight into the analysis of programme and location and the typological research. The panels contain a spatial visualisation of the design (perspectives), ground plans, cross-sections, facade drawings and details on an adequate scale to be determined by the student, accompanied by an explanatory text of approx. 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

103

YEAR 2

MASTER IN ARCHITECTURE

O3a (AL) Building in Landscape Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 European Credit Interdisciplinary (AL)

Educational objective To acquire insight into the way in which a building and landscape can be designed to form a coherent ensemble. Getting to know exemplary models and deriving insight from them. Learning to understand the meanings of indoor and outdoor spaces, functions of those spaces; logistics; visual axes, proportions, symbolism.

Application of analytical techniques; making of clear analytical drawings and scale models.

Content The exercise is designed in coordination with the project P3a AL Ensemble. In that project students design an object (in an urban or rural setting) that consists of a green area with a building. The building and location are inextricably linked with one another in terms of composition, organisation and significance. In the exercise, examples of buildings in landscapes are studied that are relevant as input for the concurrently running Project P3AL. Method On the basis of existing villas and estates, scale models and analytical drawings will be made, intended to trace and identify links. Using a number of different types of drawing, the research on the compositional coherence, the logistics and organisation, the scenography will be recorded. Those types of drawing include ground plans, cross-sections and at least one scale model. The aim is to provide a precise scale representation that shows verifiable insight into the dimensions, scale and organisation.

Result The result consists of models and/or analytical drawings.

104

YEAR 2

MASTER IN ARCHITECTURE

O3a (AU) Urban Ensemble Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 European Credit Interdisciplinary (AU)

Educational objective Learning to analyse an urban design plan (thematically) as well as the relevant typology of buildings and public spaces, to apply analytical techniques, and to make and clearly present unambiguous analytical drawings. Gaining insight into the developmental history, the development and the functioning of a city area and the influence of the typological characteristics of buildings and public spaces in this regard.

Content A plan analysis is used to build up knowledge about the urban landscape on the basis of such concepts as morphology and structure; on the scale level of the urban development plan, knowledge about such aspects as composition, design themes, urban development typologies and characteristics of the various programmes; at the level of the programme, about density and building typologies; at the level of the public space, about the relation between public and private, access and parking.

Method Seminar; during the exercise existing plans will be discussed, visited (if possible) and analysed in terms of their characteristics by means of various drawing techniques. The exercise is conducted during the seminar.

Result The result is a workbook in A3 format with documentation and analysis of the reference project. Various short excursions are part of the programme.

105

YEAR 2

MASTER IN ARCHITECTURE

O3b (A) Housing Typology Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 credit Disciplinary (A)

Educational objective To acquire insight into the history, development and functioning of housing typologies. Development of techniques of analysis and notation, clear presentation of analyses and notations.

Content The analysis and comparison of historical and contemporary examples from the housing repertoire. The analysis is thematic, and the student is challenged to overstep the boundary between analysis/research and design. The themes concern such aspects as access, organisation, orientation, the relation between private, joint and public, densities, parking, outdoor space, and the organisation of the façade and the architectural elaboration.

Method Seminar; the exercise is largely conducted during the seminar.

Historical and contemporary examples from the housing repertoire are analysed and compared in groups. The exercise is connected to the design assignment P3b Result The result is a workbook in A3 format with documentation and analysis of the reference projects studied.

106

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V4 (AUL) Objective: Materials Science; Origin; The Practical Year: Duration: Study load and credits: Teaching method:

2, semester 1 and 2 2 times 8 weeks 2 times 28 hours and 2 times 1 European Credit Interdisciplinary (AUL)

Educational objective Stripping to the core; Development of autonomous strong signature style; Acting quickly on intuition; Formulating concisely; Communicating visually Description The third and last phase brings together the previous phases into a concrete assessment framework: the practical. It is the final presentation within the Morphology classes where an explicit proposal is developed with limited time frames. The modules Autonomy (V1 – V2) and Materials Science (V3) are the substance with which you can succeed. Through design, we look for a designed demonstration of the case that was set by each teacher.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A report, image or series of images, sketches, scale models or spatial translation.

All documented with a ‘one minute’ film per project.

107

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C3a/C5a (AUL) Design Methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 1st quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; the organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods.

Attendance at all lectures is compulsory.

108

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C3b/C5b (A) Professional Practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary

Educational objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content A series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

109

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MASTER IN ARCHITECTURE

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3, semester 2, 4 and 6 2 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

110

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MASTER IN ARCHITECTURE

P4 (A) Public Building Year: Duration: Study load and credits: Teaching method:

2, semester 4 16 weeks 224 hours and 8 European Credits Disciplinary (A)

Educational objective Learning to handle a complex programme for a public building.

Acquiring insight into the relation between a public building and the location and the wider context of the assignment. Dealing with constructional, physical, technological and user requirements.

Development of design skills and the ability to elaborate a design consistently down to the level of material and detail.

Assignment Design a public building with a complex programme of requirements. Programme and location are laid down in the assignment. Develop an idea of the relation between the programme and the location and the meaning of the public building. Elaborate the programme into a spatial design, paying considerable attention in the process to the expression, choice of materials and details of the building.

Object A public building of reasonable size (1,000 to 3,000 m2) with a complex programme of requirements.

Method Individual design project with group supervision by an architect.

The project is linked to research assignment O4.

Result Scale models on an adequate scale and six A1 panels. The panels offer insight into the analysis of the programme, the relation between the assignment and its context and the design research on the choice of materials of the design. The panels contain a spatial visualisation of the design (perspectives), ground plans, cross-sections, facade drawings and details on an adequate scale to be determined by the student, accompanied by an explanatory text of approx. 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

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O4 (A) Materialisation Year: Duration: Study load and credits: Teaching method:

2, semester 4 16 weeks 84 hours and 3 European Credits Disciplinary (A)

Educational objective The acquisition of knowledge of and insight into the design and (technological) development of building materials. Learning to critically evaluate the relation between a design premise and the materialisation of the design, and learning to assess materials in relation to use, maintenance and ageing.

Content On the basis of examples from industrial design, the notion of materialisation is further elaborated. Students are challenged to investigate the production process, the incorporation and the architectural applications on the basis of a specific theme (e.g. relief) or material.

Method Seminar in two parts; the exercise is largely conducted during the seminar. The first part consists of a confrontation/discussion with product designers, architects and manufacturers of materials (possibly combined with an excursion). The second part consists of an exercise in the design and development of a material prototype.

Result The result is a workbook in A3 format containing a report of the discussions and excursion and the development process of the building material and the sample, tests and prototypes produced.

112

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MASTER IN ARCHITECTURE

C4/C6 (AUL) Theory, society and design Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective •

• •

Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organisation.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

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Examination 2

Year 3

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P5 (AUL) Research and Design Year: Duration: Study load and credits: Teaching method:

3, semester 5 12 weeks 196 hours and 7 European Credits Interdisciplinary (AUL)

Educational objective Sharpening your own profile as a budding designer. Learning to formulate a water-tight assignment on your own on the basic of thematic research. Learning to trace, identify and make use of spatial essences and favourable situations through every level of scale and abstraction. Sharpening one’s own profile as a future designer. Being able to provide arguments for and to present your own views on the future of the building, the city and the landscape and the role of your own discipline in it. Viewing existing conventions critically and arriving at (innovative) spatial models on the basis of your own personal observations and research.

Recognising the relation between the theme, your own assignment and its elaboration. Being able to organise the working process to do justice to the various stages of the design process.

Assignment Develop a position of your own and define a design assignment on the basis of design-based research on a theme provided by the tutor.

This theme offers sufficient scope for a personal exploration of the spatial issues related to the theme. The design assignment consists of a strategic intervention with a specific programme. Regard the design as a research instrument and place spatial studies within the current social and professional debate. The exact location of the planning zone corresponding to this assignment has to be defined.

Go on to create a design for the essential planning component and elaborate it at the level of a sketch design with relevant details. Keep a close eye all the time on the relation between the research theme, the assignment, the design research and the elaboration.

Object In the first part of the project, P5 raises the question of a spatial or programmatic development within a generally described research theme. This theme might be related to a broader semester theme or research trajectory of the research groups. The research design targets all relevant scale levels, varying from architectural detail and urban context to regional landscape. Within the project, the design assignment you have defined yourself is elaborated as an object that can vary from one or several buildings/objects to a coherent section of the study area provided.

Method P5 consists of two parts. The first part consists of three intensive weeks in which work will be done (studio-style) three half days per week. This will take place through interaction with the designs from O5. The second part consists of nine Tuesday evenings. In the second part, the project assignment defined in the first part will be elaborated on in nine weeks.

In the first part the theme and the personal exploration of relevant spatial issues are explored in depth and the study area is analysed.

This is done on the basis of relevant research, which may be architectural historical, landscape morphological and urban morphological research, as well as through policy analysis and design research. In the first weeks a position is put forward on the basis of the findings. Analysis, design-based research, sketch design and debate should lead, at the end of the third week, to the definition per student of an assignment to be elaborated in the form of a 115

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project. This assignment must lead to a design for an architectural, urban or landscape intervention. The tutor approves the proposed assignment.

In the second half of the project the emphasis is on the student’s particular discipline. Incorporation of the preliminary research and deployment of craftsmanship come up in the elaboration of the plan.

Students follow O5 in parallel with P5. O5 requires the writing of a paper. The individual research question for that paper is derived from the research in the first three weeks of the P5, but is elaborated independently of that project.

The project will be supervised by two teachers, an architect and an urban designer or a landscape architect.

Result At the end of week 3: textual and visual presentation of a position.

Week 8: design assignment in image and text as well as the design research on which it is based in the form of a sketch. Besides that, at the end of week 3, a research question for the O5 should be formulated. The result in week 3 is given a written evaluation.

The final result after 12 weeks concerns the whole project from design research to assignment position, elaboration and detail. The project is presented on minimum of five A1 panels and is backed up by relevant scale models on an adequate scale, texts, films and other presentation media. Scale, areas for elaboration and details are determined by the student in close consultation with the tutor.

The relation between design research, the assignment position, the planning map, designs for the various strategic projects and any elaborated details must be clearly presented. Additionally, an explanation of approximately 400 words will be written. Supplementary presentations in digital form are possible but are not accepted as substitutes for scale models and panels.

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O5 (AUL) Paper Year: Duration: Study load and credits: Teaching method:

3, semester 5 16 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Educational objective The acquisition of skills in the writing of a good paper: setting up a relevant research in a systematic and analytical way, with a view to the discipline, and knowledge of relevant literature. The coherent study of a problem, with the objective of writing an attractive and readable paper.

Content In 12 sessions spread over 13 weeks, the student works in the O5 paper, under the supervision of the tutor, on formulating a problem statement, in connection with project P5. During the first week, the student becomes familiar with the theme, chooses a subject, and further clarifies this in week 2 and 3 on the basis relevant literature, thus determining the field of the research. A properly written research plan and problem statement are the basis for the planning of the further implementation of the research. This assignment involves research in sources, writing skills, and tips for oral presentation. The research in relation to this paper will fuel the P5 project as a result of the themes chosen.

Result A written paper, preferably illustrated, with a maximum of … words, including literature references. Handed in as a booklet- two copiesone for the tutor, one for the library.

Method Individual research project, supervised in a group.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations, OER)

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Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 5 4 Fridays 28 hours and 1 European Credit Disciplinary and Interdisciplinary

Educational objective The Educational objectiveof the clinic is to get rid of the shortcomings that were identified during Examination 2. It is important that after Examination 2 the student has a clearer picture of which aspects are strongly developed and which aspects will require extra attention during the third year of the study. The student can already work on this in the first half of the third year during the P5 and O5. During the clinic, an opportunity will be given to devote extra attention to a specific aspect.

Content Numerous thematic clinics are offered, each of which deal with a specific aspect of the design process. Each student signs up for one of the clinic on the basis of personal motivation in consultation with the head of his or her study programme.

Possible subjects of a clinic include: - accelerator: how do I arrive at an idea? (interdisciplinary) - conceptualisation: from idea to concept formation (interdisciplinary) - iterative process, designing back and forth, from analysis to design (disciplinary) - taking the design further, carrying on work on a scale level, (disciplinary) - practice vs. study: creating a practical portfolio (for foreign students).

Method The Clinic follows on from the P5. Over the course of four whole Fridays, the student will work individually, under the supervision of a teacher, on one of the themes listed above. A previously completed project can serve as the subject for this. Exercises can also be given that address the themes mentioned.

Result The clinic will provide the student with additional knowledge and personal insight about a specific aspect of the design process.

118

YEAR 3

MASTER IN ARCHITECTURE

C3a / C5a (AUL) Design Methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 1st quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; the organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods. This account can be written on the last of the lecture evenings and is a requirement for the credits.

Attendance at all lectures is compulsory.

119

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C3b/C5b (A) Professional Practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary

Educational objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content A series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

120

YEAR 3

MASTER IN ARCHITECTURE

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the Head of Department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

121

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P6 (A) Integral Design Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 224 hours and 8 credits Disciplinary (A)

Educational objective To refine one’s own profile as a designer. To learn to formulate a design assignment on the basis of a given location or programme by means of design research. To argue for and present the relevance of the assignment within a wider context and of one’s own fascinations/opinions and this elaboration in a spatial architectural design. Learning to organise a more long-term design project. Handling constructional, physical, technological and user demands. Developing design skills and the ability to elaborate a design consistently down to the level of material and detail.

Assignment Develop a design assignment through design research for a given programme or location. Explore the formulation of the assignment and the elaboration of personal fascinations and the broader (social) context. Elaborate the design assignment in a detailed spatial design for a building or ensemble of buildings. The design must be elaborated down to the level of material and detail.

Object A building or ensemble with a mixed or public programme.

Method Individual design project for architecture students, with group supervision by an architect.

In the first weeks, the theme as well as the personal exploration of relevant spatial issues are deepened and analysed on location.

This is done on the basis of relevant research such architectural historical, landscape and urban morphological research as well as programmatic and design research. At the end of the third week, design research, sketch research and debate will have lead each student to define a design task for a building or ensemble, with a mixed or public programme, to be elaborated. In the remainder of the project, the emphasis will be on the elaboration of the design task into an integral and detailed spatial design, in which programme, spatiality, structure, material and construction have been integrated in a consistent design.

Result Scale models on an adequate scale and six A1 panels. The panels offer insight into the personal fascinations as well as into the research on the translation of the assignment. The panels contain a spatial visualisation of the design (perspectives), ground plans, cross-sections, facade drawings and details on an adequate scale to be determined by the student. Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

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O6 (AUL) Paper & Graduation Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Paper Educational objective Studying, researching and describing a relevant subject in writing in a personal way, in the light of public debate or based on personal motives, that could serve as foundation for graduation plan. Systematically recording theoretical, ideological and opinionbased considerations relating to the self-chosen subject. Concisely and carefully word the background to a specific spatial theme or assignment. Discover and hone one’s own writing style. In the third year, the student writes two papers, which occurs in the educational elements O5 and O6. By doing this twice, he or she develops research and editorial experience.

Content In 13 sessions spread over 16 weeks, the student will work in the O6 graduation paper, under the supervision of a teacher, on the formulation and elaboration of a relevant research question, conduct independent research (literature study, fieldwork, plan comparison or otherwise) and write a paper, in which the question or issue raised is elaborated upon.

Method Individual research project, supervised in a group.

Result A written text, preferably illustrated, of at least 3,500 words, with bibliography, presented in booklet form in duplicate (for the tutor and the library). A public presentation of the research.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations)

Graduation clinic Educational objective Learning to organise a project. Choosing a relevant subject in light of the social debate or based on personal motives, which can form the basis for graduation. Formulating a clear graduation assignment that builds on the previously chosen subject.

Content The graduation clinic consists of four sessions, spread over the course of 16 weeks, in which the student is supervised by the head of the study programme in the formulation of the graduation assignment, in which the following questions are answered: What? (graduation subject), Why? (social relevance, personal motives), Where? (location) and with Whom? (mentor and supervisory committee). The graduation clinic runs parallel to the O6 with the head of the study programme in which the (global) graduation assignment is defined. At set times, coordination between paper and graduation clinic will take place.

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Method Individual research project, supervised in groups.

Result A strongly positioned summary of the graduation project, rough size 1 to 2 A4 pages of text, illustrated where necessary or if desired. The summary is the prelude to the Graduation plan (see section ‘The graduation project’).

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C4/C6 (AUL) Theory, society and design Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organisation.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

125

Examination 3

Year 4

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Study programme year 4 Graduation In the fourth year, the graduation process begins. In the third year, during the last four weeks of the O6, the student will get time and support in order to prepare the graduation plan. See the chapter on Graduation for all the information on the graduation procedure.

Examination 4 The Examination 4 will follow a positive assessment of the graduation committee in regards to the graduation work (after the fourth committee meeting). See chapter 6 on Examinations for all information.

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Learning outcomes Architect, Master of Science An architect who has graduated from the Academy of Architecture in Amsterdam has: • the ability to create architectural designs that meet all aesthetic, as well as technical and functional, requirements; • appropriate knowledge of history and architecture, related art forms and social sciences, as well as the social and cultural trends, insofar as they influence the field; • knowledge of the visual arts, insofar as it can influence the quality of the architectural design; • appropriate knowledge of urbanism, urban and regional planning and techniques used for these fields; • insight into the relationship between people and architectural structures, and between architectural structures and their environment, as well as insight into the necessity to tailor architectural structures and the spaces in-between to human needs and standards; • insight into the architectural profession and the role of the architect in society, especially when creating projects in which social factors have to be taken into account; • insight into and skill with the methods of research and preparation of a project; • insight into the problems in the field of structural design, the structure and civil engineering in connection with the design of buildings; • appropriate knowledge of the physical and technological issues, as well as the function of a building with a view to providing comfort and protection against weather conditions; • technical ability as designer, in order to be able to fulfil the requirements of the users of the building in question within the boundaries set by budgetary factors and building regulations; • appropriate knowledge of the industries, organisations and procedures that play a role when transforming designs into buildings and when incorporating plans in the urban and regional planning; • visual, written and spoken skills in order to clarify a plan for others.

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Winter School 'For ever Young', 2016

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Master in Urbanism Head CROHO-code Degree Study load Full time Course Language Contact

Arjan Klok 44337 Urbanist, Master of Science 240 European Credits Dutch and English avb-info@ahk.nl

Entry requirements HBO Bachelor; degree in Architecture, Civil Engineering, Spatial Planning and Planning with differentiation architecture, urban design, urban and regional development or urban and rural planning.

Bachelor TU Delft or Eindhoven; degree in Urban Design. Outside the Netherlands see chapter 9 Admission, Application and Registration.

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semester

year

MASTER IN URBANISM

Internal curriculum projects P1a (AUL)

1

exercises

morphology* V1 (AUL)

4

O1 (AUL) P1b (AUL)

4

2

lectures 1

V2 (AUL)

C1a (AUL)

1

C1b (AUL)

1

Winter School

1

P2a (U)

2

1

4

O2 (AUL) P2b (UL)

2

4

2

V3 (AUL)

2

C2a (AUL)

1

C2b (AUL)

1

C3a/C5a (AUL)

1

C3b/C5b (U)

1

Assesment 1 P3a (AS)

3

4

O3a (AS)

1

V4 (AUL) P3b (U)

4

O3b (U)

1

2

Winter School

2 4

O4a (UL)

1

O4b (U)

2

P4 (U)

2

C4/C6 (AUL) 8

2

Assesment 2

5

O5 (AUL)

3

C3a/C5a (AUL)

1

Clinic

1

C3b/C5b (U)

1

P5 (AUL) 7

Winter School

3 6

P6 (S, SL)

O6 (AUL)

2

C4/C6 (AUL)

8

3

2

Assesment 3

7 Graduation

4 8

30

Assesment 4 *Students who enter via the course follow Tools 1+2 instead of the morphology class V1 up to and including V3

134

European Credits

MASTER IN URBANISM

External curriculum elective programme**

professional experience

Practical hours

1∙lectures

Practical records

60 60 15

15

Assessment practical records work shops

Assesment 1

Practical records Practical hours

lectures

14

15

60 60

Practical modules 1

Assessment practical records

study trips

Assesment 2

excursions

Practical hours

Practical records

60 60 15

15

Assessment practical records 3

Assesment 3

Practical records Practical hours 14

15

60 60

Practical modules 1

Assessment practical records Assesment 4 **Students should obtain 3 elective credits (3 EC) in the 2nd and 3rd year. One elective point is compulsory and consists of one series from the 1·Lecture.

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MASTER IN URBANISM

P1a (AUL) Place Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective The objective is to learn how to read a given location as a place with urban design and landscape architectural characteristics. Training in the formation of concepts. Training in spatial and compositional skills; recognition of the mutual relation between a place with its peculiarities and an intervention that takes place there. Capacity to analyse this relation and to translate it into a spatial design.

Assignment Designing a defined urban or rural space on the specified location.

Develop a spatial concept for the location, starting from the characteristics of the location. The spatial concept must show convincingly what interaction there is between the given situation and the newly designed urban or rural space. The intervention is spatial, but the programme may be left undefined. Elaborate the design down to the level of the crucial detail.

Object The object is a location with specific urban design and landscape architectural characteristics which invite commentary. The location is clearly delimited.

Method Individual design project with group supervision by an urban designer or landscape architect. An excursion to the location is a part of the project.

Result Models on a scale of 1:500-1:200; at least two A1 panels with spatial analysis of the location and programme, fundamentals of design, design research on the spatial sequence of the design (perspectives, ground-plans, cross-sections and drawings of the facade at a scale of 1:50 -1:100).

Digital presentations are acceptable as a supplement but may not be used instead of models and panels.

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P1b (AUL) Space Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective Acquisition of elementary spatial, compositional skills; analysis of location and programme of requirements; interpretation of these prior conditions as an independent design premise that can be developed in a spatial design; learning to deal with technical and physical requirements, functional requirements and architectural fascinations, and on the basis of them to arrive at a design; materialisation of the design down to the level of detail.

Assignment Design a structure/object/building on a modest scale with a public function in an urban or rural location. Interpret the limiting conditions, location and programme of requirements as an independent design premise. In working on the design, pay attention to the spatial qualities, the transitions of spaces and the transitions from inside to outside. Ensure that the programme is integrated in the volume in a logical and spatial way. The emphasis in the designing process is on investigating the spatialcompositional aspects in relation to the physical appearance of the object.

Object A (free-standing) building or facility consisting of a minimum of three relevant spaces that are in relation to each other and their environment. The building should have a public function in an inner city or rural location. The location and programme are specified in the assignment.

Method Individual design project with group supervision by an architect, in which the emphasis is on spatial research by using models and drawings of the cross-section of the building and its environment.

An excursion to the location is a part of the project.

Result 1:50 - 1:20 scale models; at least two A1 panels with the spatial analyses of location and programme; design premises; design research on the spatial sequence of the design; spatial visualisation of the design (perspectives, ground plans, cross-sections and facade drawing scale 1:50.

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

137

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O1 (AUL) Repertoire Year: Duration: Study load and credits: Teaching method:

1, semester 1 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Objective To acquire knowledge of the architectural, urban design and landscape architecture repertoire. To learn to analyse the main examples and references, and to grasp the importance of historical and stylistic research. To practice with questions of scale and dimension, density, quantity, view, distance, and so on; to develop and apply different techniques of analysis and notation.

Content The tutors supply different ground plans, situations and patterns on which reductions and adaptations are carried out. Various cartographic processes are applied, such as ‘cut and paste’, ‘calculate and draw’, ‘enlarge and reduce’, ‘remove and add’, which appeal to the sense of dimension and scale, and insight is developed into size, densities, numbers, distance, etc. Various architectural and topographical processes such as ‘restoring’, ‘citing’, ‘paraphrasing’, ‘faking’ and ‘cloning’ are used to appeal to and develop a critical attitude towards the past and a historical awareness of one’s own surroundings. The adaptations are recorded in sketches; the series of sketches is the individual product.

Method Seminar; the exercise is carried out entirely during the seminar. The repertoire of the disciplines is treated in three five-week blocks on the basis of three workbooks.

O1 includes an excursion. Under the supervision of a coordinator, students prepare a part of the excursion themselves and make a guide.

Result In addition to contributing to the excursion guide, students are asked to make presentation sketches in a timeline, and a knowledge test will take place with the whole group around the joint panel.

138

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V1 and V2 (AUL) Objective: Autonomy; Origin; Art Year: Duration: Study load and credits: Teaching method:

1, semester 1 and 2 2 times 11 weeks 2 times 28 hours and 2 times 1 European Credit Interdisciplinary (AUL)

Educational objective Developing an autonomous signature style; Discovering craftsmanship; Developing a concept for a visual framework; Designing pur sang; The primal idea; Assignment-generating autonomous thinking; Communicating visually Description During the first phase, we set the student free from all pragmatism and force him or her to let go of all well-defined preconceptions.

Moreover, we seek out the uncertain field of tension of the blank space, blank page, open landscape or the stateless urban planning.

Art forms the foundation in this, and this occurs on the basis of driven and experienced artists and autonomous designers.

Means, method The means used are: Visual art, photography and film, audio-visual art, collage and craftsmanship. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result An object, image, film, sketch, book, scale model or spatial installation.

All documented with a ‘one minute’ film per project.

139

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MASTER IN URBANISM

Tools 1 + 2 (UL) Landscape Analysis Year: Duration: Study load and credits: Teaching method:

1, semester 1 16 weeks 56 hours and 2 European Credits Interdisciplinary (U, L)

Educational objective Becoming familiar with different landscape types. Gaining insight into landscape as a system. Learning to understand a location by means of landscape analysis. Learning to define an assignment through landscape analysis and to set purposes and wishes: being able to differentiate between primary and secondary issues in the landscape system.

Working with topographic analysis, the horizontal relationships and flow in the landscape and topological analysis, vertical relationships in the landscape between geological underground, soil, water management, flora, fauna and forms of settlement. How has the landscape emerged originally, what are its characteristics as opposed to different types of landscape? How has the landscape developed historically? Which landscape elements are most visibly expressed in the area?

Contents Being able to unravel the landscape through a number of proposed locations. The various layers of the landscape will be identified and the coherence between the different systems will be elucidated.

The landscape will be analysed on different scale levels: from the large coherence (landscape types) to a specific place. Performing a systematic landscape analysis and being able to put this into drawing. Connecting the biotic and anthropogenic layers of the landscape as well as the underground of soil, water, geomorphology.

Being able to read various map material and interpreting the information. Terrain studies. Literature studies.

Method Seminar; the exercise will be undertaken during class hours.

Visiting the location will be part of the tutorial.

This seminar is meant for students who finished the preparatory course in Urbanism and Landscape Architecture.

140

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MASTER IN URBANISM

C1a (AUL) History: landscape architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credits Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This series of lectures follows the developments in landscape architecture based on selected themes, especially in the last two centuries. The discipline is dealt with in itself, as well as in relation to other spatial, cultural and socio-economic developments. The role of landscape architecture in the design of the Netherlands, a subject of design and research in study and practice, will also receive attention.

The course will address relevant changes to the theory and practice of design, to the role of the designer and to the assignments which designers have faced and are currently facing. The approach may differ per lecture: monographic, thematic, more generally historical or theoretical. Themes can be handled from different historical perspectives, such as a style, iconography, ideology or geography.

Dutch examples will be presented in particular, interpreted within an international context. Speakers may be both (historical) researchers and designers. A moderator will connect the lectures and lead the discussions. The creation of a logbook reflecting on the material of the lectures forms part of the lecture series and will be assessed.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

141

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MASTER IN URBANISM

C1b (AUL) History: Architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of architecture, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of architecture in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, Netherlands with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice. Attendance at all lectures is compulsory.

142

YEAR 1

MASTER IN URBANISM

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3, semester 2, 4 and 6 2 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

143

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MASTER IN URBANISM

P2a (S) Urban Fabric Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Disciplinary (U)

Educational objective The development of design skills, learning to deal with the building blocks of the urban development plan. The development of conceptual principles for the design of a neighbourhood. Learning to convert a concept into urban parcellation. The deployment of a conceptual framework in which disclosure principles, building typologies and the transformative possibilities within time are treated. The development of precision of dimensions and scale of the building blocks of the urban fabric. There will be special focus on sustainability in terms of the spatial structure, dimensions and use of materials of the urban development plan.

Assignment Draw up an urban development design for an urban neighbourhood.

Link this neighbourhood to its surroundings. The assignment is relatively large in terms of scale and asks for a strong concept and a clear statement on the level of structure. Compare the composition to urban fabrics in the surrounding area or the repertoire. Reflect on the concept of sustainability and investigate what this means for the building blocks and composition of the plan Object An as of yet undeveloped location or a location due for redevelopment in an urbanised context in the Netherlands. An unambiguous, bounded site of approx. 10 to 20 ha.

Method A brief analysis is made of the location and of the position in the urbanised area. A concept will be developed for a (sustainable) neighbourhood with an accompanying conceptual framework: parcellation structure, streets, greenery and a clearly formulated idea of the typology and scale of the building. In the project, we will make use of the knowledge gained in the O1 Repertoire Research.

An individual project, supervised in groups. An excursion to the location is part of the project.

Result An urban development framework for a sustainable urban neighbourhood. The design is made clear through, among other things, profiles, sections, perspective drawings, reference images and models on an adequate scale. Presentation on at least three A1 panels contains at least concept diagrams, thematic analytical drawings explaining the concepts and building blocks used and a plan map (1:2000), with partial elaborations and profiles (1:5001:100). Overview scale model(s) (1:1000 and/or 1:500) and a partial scale model (1:500 and/or 1:200) of a section of the planning area, which explains how the parts of the urban fabric connect with each other. A written explanation of approximately 400 words (1 A4).

Digital presentations are an optional extra but are not accepted as replacements for scale models and panels.

144

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MASTER IN URBANISM

P2b (UL) Public Space Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Interdisciplinary (UL)

Educational objective Obtaining insight into the effect of larger and complex public space.

Obtaining insight into the interaction between public space and buildings. The development of design skills to shape atmospheres in an urban development plan based on the public space. Obtaining insight into how spaces relate within a totality and the influence that this has on the experience and functioning of the separate spaces. Learning to work with volumes, typology and orientation of buildings, programme, traffic, layout and use of materials as tools in public space.

Assignment Draw up a global urban development plan based on a design for the public space. Buildings can be deployed to form public spaces. Design a coherent structure of urban spaces with different atmospheres. Design the built programme in connection with the functioning and layout of the public space. Connect the public space with its surroundings. Elaborate characteristic components of the public space design at a detailed scale level. Give the identity of the totality a name.

Object An unambiguous, inner city location that will change function and/or will become available for redesigning, improvement or intensification. Different types of public space – square, park, a few streets – must be given a place within the location.

Method Design project to be followed individually with group supervision.

The project makes use of the knowledge acquired in O1 Repertoire research. An excursion to the location forms part of the project.

Result A public space design (1:2000/ 1: 500) and an elaboration of relevant components of the layout of the public space (1:200 / 1:50). Insight into the design is provided by profiles, cross-sections, perspective drawings, scale models, etc. The result is summarily presented on at least three A1 panels. A model (1:500/1:1200plays a key role in the oral explanation during the presentation. A written explanation of approximately 400 words.

Digital presentations are an optional extra but are not accepted as replacements for scale models and panels.

145

YEAR 1

MASTER IN URBANISM

O2 (AUL) Textual Analysis Year: Duration: Study load and credits: Teaching method:

1, semester 2 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective The objective of the textual research exercise is to familiarise the students with reading critically and writing systematically, help them to find their way in the literature of their discipline, encourage them to adopt an orientation within the discipline and teach them to convey ideas.

Content After a number of introductory lectures, exercises in reading and writing are conducted in small groups in the form of a seminar.

Different kinds of texts, such as architectural criticism and texts by designers, are read and analysed in the group. An independent criticism of a recent plan is written. In the final sessions the students write a text to accompany the design for the project on which they are working at that moment.

Result Text analysis. Plan critique. Plan elaboration.

146

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MASTER IN URBANISM

V3 (AUL) Objective: Materials science; Origin; Design Year: Duration: Study load and credits: Teaching method:

1, semester 2 1 time 11 weeks 2 times 28 hours and 1 time 2 European Credits Interdisciplinary (AUL)

Educational objective Acquiring knowledge of materials; Developing a material; Designing a material; Working with a material; Material research Description In the second phase within the Morphology classes the materials science of the student is the main focus. A building is more than steel, glass and concrete; a landscape is more than grass, trees and paths; a city is more than a collection of these. During V3 and V4, the focus lies on diversity and tactility in both architecture, landscape architecture and urbanism. We immerse the student in the richness of materials and design.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A study, sample book, project book, film, sketch, book or spatial in-situ installation.

All documented with a ‘one minute’ film per project.

147

YEAR 1

MASTER IN URBANISM

C2a (AUL) History: urbanism Year: Duration: Study load and credits: Teaching method:

1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of urbanism, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of urbanism in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

148

YEAR 1

MASTER IN URBANISM

C2b (AUL) History: art Year: Duration: Study load and credits: Teaching method:

1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective To place architecture, urban design and landscape architecture as artistic disciplines and to relate them to the development of the arts and to thinking about art and aesthetics. To encourage the students to actively determine their position amid current developments in the spectrum of art and culture.

Content Architecture has been seen as the mother of the arts. In the meantime, the spatial design disciplines have secured a position among the arts in the broadest sense. A series of thematic lectures will discuss this from a philosophical, art historical and practical perspective and will investigate their relevance for spatial design today. The lecture series is delivered by one teacher, who will introduce and initiate the discussion as well. A sheet introducing the theme will be handed out at the beginning of each session.

The course component includes compulsory reading.

The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

149

Examination 1

Year 2

150

YEAR 2

MASTER IN URBANISM

P3a (AU) Urban Ensemble Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Interdisciplinary (AU)

Educational objective The development and further training of design skills at the scale level of the urban ensemble (the urban ground plan), a combination of a number of specific buildings and public spaces, focusing on the analysis and design of the mutual relation between building typology and the urban setting. Development of design skills and the ability to elaborate a design coherently down to the level of material and detail.

Assignment In an urban location, design a plan for an ensemble consisting of a limited number of specific buildings and public spaces with a mixed programme. Indicate how the plan is positioned in the city, fits in with the current urban structure end in what ways it will improve on this. Indicate which main motives have determined the design and how they are expressed in the organisation of the programme. Elaborate the design architecturally to the level of dimension and choice of materials of crucial elements of the plan and the structuring of the public space.

Object An existing urban area in need of improvement or where there is room for the addition of a number of buildings and public spaces.

The programme and the location are laid down in the assignment.

A mixed programme with housing, work and facilities (possibly including parking) from 20,000 to 50,000 m2.

Method In the project use is made of the knowledge acquired in the exercise O3a Urban Ensemble. Individual design project with group supervision by an architect with expertise in the field of urban design.

Result Analytical and diagnostic diagrams of the present situation at different scale levels; schematic visualisation of the new spatial main structure and stages of the plan; drawings of the urban design plan on scale 1:5000 / 2000 / 500; design drawings, profiles and cross-sections on scale 1:100 / 20; sketch models on an adequate scale; perspective drawings and atmospheric sketches. The result is summarised on at least 3 panels. Explanatory text of approx. 400 words (1 A4).

Digital presentations are seen as an optional extra, but are not accepted as substitutes for scale models and panels.

151

YEAR 2

MASTER IN URBANISM

P3b (U) Urban Renewal Year: Duration: Study load and credits: Work form:

2, semester 3 8 weeks 112 hours and 4 European Credits Disciplinary (U)

Educational objective Learning to strategically handle the renewal of an existing city.

Learning to analyse the spatial qualities of the existing urban structure and the accompanying urban programme. Developing insight into the motivations and interests of parties involved.

Exploring a designer’s possibilities to act in a directive manner, grounded in a strategy of renewal, in a complex spatial and socioeconomic context. Practicing making choices for interventions on various scale levels, both in terms of spatial quality, programme and process.

Assignment Develop a vision on the renewal of a specific city area. (Based on analysis and design research, come to a well-founded design assignment that could form the basis for a productive renewal.

Develop a plan, which is both spatial and procedural, that describes the relationship between the long and the short term and identifies and specifies the role of the actors behind the plan. Elaborate the strategic component of the plan. Define the role of the urban designer in the renewal process Object A later-to-be-decided urban renewal area. The scale of the actual intervention is 5-15 ha. The area of study envelops a mixed programme or has the potential to accommodate a mixed A location in which different eras come together or where a variety of building typologies may be found (programme (outdated community centres, town centres, a badly functioning city neighbourhood).

Method In the first half of the project, the transformational processes of the location are analysed elaborately and then mapped out.

Based on this analysis, the student will then formulate a vision for transformation and a design task that makes a statement about the required spatial and programmatic interventions. An individual design project, supervised in groups. An excursion to the planning area is a part of the project.

Result A presentation of at least A1 panels with analytical drawings, the vision on the area’s transformation and the roles and interests of the parties involved, the proposed spatial, programmatic and processoriented concept, the relevant spatial development plan and the accompanying phasing. This should be done on adequate scales and with at least one elaborated spatial part of the transformation strategy. A scale model (1:1000- and/or 1:500). A written explanation of approximately 400 words (1A4). Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

152

YEAR 2

MASTER IN URBANISM

O3a (AU) Urban Ensemble Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 European Credit Interdisciplinary (AU)

Educational objective Learning to analyse an urban design plan (thematically) as well as the relevant typology of buildings and public spaces, to apply analytical techniques, and to make and clearly present unambiguous analytical drawings. Gaining insight into the developmental history, the development and the functioning of a city area and the influence of the typological characteristics of buildings and public spaces in this regard.

Content In the exercise, a plan analysis is used to build up knowledge about the urban landscape on the basis of such concepts as morphology and structure; on the scale level of the urban development plan, knowledge about such aspects as composition, design themes, urban development typologies and characteristics of the various programmes; at the level of the programme, about density and building typologies; at the level of the public space, about the relation between public and private, access and parking.

Method Seminar; during the exercise existing plans will be discussed, visited (if possible) and analysed in terms of their characteristics by means of various drawing techniques. The exercise is conducted during the seminar.

Result The result is a workbook in A3 format with documentation and analysis of the reference project. Various short excursions are part of the programme.

153

YEAR 2

MASTER IN URBANISM

O3b (U) Urban Typology Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 European Credit Interdisciplinary (AU)

Educational objective Learning to read, analyse and compare urban typologies and to compare urban typologies and typical structures of the city in the Netherlands and Europe.

Assignment Drawing research for a series of Dutch and European cities on the typical structures, building blocks, principles and forces that have formed the city plan on various scales and in various periods and conditions.

Method In the exercise, the logic of the urban plans of various cities is investigated on the basis of urban plans and aerial photographs.

Spatial characteristics such as scale, the relation between urban fabric and the underlying landscape, mobility networks and landscape structures are investigated and compared with other cities. Typical spatial structures such as park systems, mobility networks, boulevards, water fronts, CBDs, suburbs, etc. are drawn as coherent spatial systems. In addition, a quick scan is made of programmatic characteristics such as population and economic centres, ground values, characteristics that are typical and foundational for city plans for the various cities the unique and distinctive typological characteristics will be discussed and mapped. The exercise is carried out during the classes.

Result The result is an A3 workbook in which the various analyses, mainly carried out on Friday mornings, are drawn.

154

YEAR 2

MASTER IN URBANISM

V4 (AUL) Objective: Materials science; Origin; The Practical Year: Duration: Study load and credits: Teaching method:

2, semester 3 1 time 16 weeks 2 times 28 hours and 1 time 2 European Credits Interdisciplinary (AUL)

Educational objective Stripping to the core; Development of autonomous strong signature style; Acting quickly on intuition; Formulating concisely; Communicating visually Description The third and last phase brings together the previous phases into a concrete assessment framework: the practical. It is the final presentation within the Morphology classes where an explicit proposal is developed with limited time frames. The modules Autonomy (V1/V2) and Materials Science (V3) are the substance with which you can succeed. Through design, we look for a designed demonstration of the case that was set by each teacher.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A report, image or series of images, sketches, scale models or spatial translation.

All documented with a ‘one minute’ film per project.

155

YEAR 2

MASTER IN URBANISM

C3a/C5a (AUL) Design methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods. This account can be written on the last of the lecture evenings and is a requirement for the credits.

Attendance at all lectures is compulsory.

156

YEAR 2

MASTER IN URBANISM

C3b/C5b (U) Professional practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary (U)

Educational objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content A series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

157

YEAR 2

MASTER IN URBANISM

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3, semester 2, 4 and 6 2 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

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P4 (U) Regional design Year: Duration: Study load and credits: Teaching method:

2, semester 4 16 weeks 224 hours and 8 European Credits Disciplinary (U)

Educational objective Learning to distil an urban design assignment in a regional condition. Learning to analyse, understand and acknowledge the force field and dynamics of urban regions. Translating this understanding into characteristic and relevant spatial concepts, systems and re(definitions). Learning to use design research and design in order to mediate between the changing programmatic claims in an urban region. Elucidating the consequences, chances and effects that spatial statements concerning specific areas might have on a regional scale. Learning to develop and elaborate a strategic vision (spatial, programmatic and process-oriented) on a regional as well as a local scale. Developing a vision on the role of the urban designer and other design disciplines in regional challenges.

Assignment Investigate a programmatic transformation within an urban region, focusing on its spatial consequences, and translate these into a concrete spatial framework. Investigate the spatial and administrative conditions that govern the programmatic dynamism and the spatial constellation. Map out the relevant parties and stakeholders on the various scale levels. Define the role of the urban designer in the process. Draw up a strategic spatial developmental vision that has socially relevant implications on a regional as well as local scale. Create concrete developmental opportunities in the area of study by means of specific design explorations on the local scale.

Object An urban region with relevant aspects of urban dynamics.

Method The project consists of three parts: in the first part the spatial situation will be mapped out and the programmatic developments within the urban region will be analysed. On the regional scale, a strategic vision with an accompanying spatial and programmatic framework will be developed. In the second part, we will elucidate and test, on a local level, the consequences of the spatial vision.

In the third part, we will develop a spatial design and a development plan that will clarify the proposed regional and local developments and provide potentially successful conditions. This design should make definite statements about the interests, roles, responsibilities and actions on a regional and local scale. The design research will be backed up by knowledge and skills gained in the exercises O4a Regional research and O4b Strategy. The project will be individual as well as grouped-based. Supervision in groups. An excursion is part of the project.

Result The presentation of the design explorations convincingly visualises the opportunities of the spatial transformations- making use of drawings, perspective drawings and, if necessary, using scale models. This must be done on adequate scales. The presentation makes clear what the spatial-programmatic framework and the process-oriented vision are and how regional and local administrators and involved parties are positioned in the regional transformative process. The whole project is presented on at least five A1 panels, accompanied by an explanatory text of approx. 400 words (1 A4).

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Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

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O4a (UL) Regional research Year: Duration: Study load and credits: Teaching method:

2, semester 4 8 weeks 28 hours and 1 European Credit Interdisciplinary (UL)

Educational objective Learning to read and analyse details on a regional scale level and apply these in the design. Learning to analyse areas and plans.

Being able to handle large-scale maps; their charts; legends and (changes of) scale. Building up knowledge of the typology of the regional landscape. The objective of the exercise is to develop analytical skills that are useful for the projects P4, and possibly P5 and P6 too.

Content The exercise supports the P4 design projects of the Landscape Architecture and Urbanism study programmes. Projects on a regional scale present students with a series of new questions.

These concern the physical aspects of the region. How is this organised and why? The significance of the soil, water system, cultural history, infrastructure, land and spatial planning politics, varying from an approach focused more on the subsurface to concepts such as the urban network. Who does what when and how do you draw that? But also: what is the position of the designer between all the other power factors, which play a role in the design on a regional scale? His/her role as vision former, influencer, strategist will also be examined. Trends, future possibilities and the significance of scenarios will be discussed.

Method Seminar; The teacher provides information; presents this for discussion and has students practise converting these into design departure points. Both factual sources (soil map, newspaper report, etc.) and plans can be the basis for analysis. A part of the Netherlands to be demarcated by the teachers can be used as key theme in the exercise. Given the scope of the subjects, guest lecturers will be brought in for specific aspects. The exercise will be executed during class hours.

Result The result is a workbook using A3 format with documentation and analysis of reference projects studied. The regional analytical skills acquired can be used for the benefit of the P4, and possibly P4 and P6 too.

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O4b (U) Strategy Year: Duration: Study load and credits: Teaching method:

2, semester 4 8 weeks 42 hours and 2 European Credits Disciplinary (U)

Educational objective Developing knowledge concerning urban and regional strategies and the management of developments in the city and its surroundings. Gaining insight different roles an urban designer and the urban design are able to play in this context. Learning to facilitate an urban development debate and recognising ambitions and differences of opinion. Developing insight into spatial planning forms, planning processes and stakeholders’ interests and the means through which public support may be created. The purpose of this exercise is to develop strategic insights and a repertoire of techniques that can be put into practice in the projects P4, P5 and P6.

Content In this exercise, the insights from preceding exercises such as O4a will be broadened and deepened. Sample plans or design assignments on different scales and types, but with typical strategic characteristics will be discussed and analysed. Using these analyses, we will review a wide range of strategic methods and techniques. An important focal point is the analysis of the context and conditions of the planning process, the fundamental design problem and gaining insight into the perceptions and motivations of the parties involved in the process.

The sample plans will be examined in terms of problem definition, the visible and invisible goals and interests on a social, economic or cultural level, target groups and their needs, financial mechanisms and phasing and communication aspects. Underlying planning processes will be analysed in terms of urban management instruments The position, role and added value of the urban designer is considered from a strategic perspective as well.

Method Seminar. The teacher provides information and questions the possible interpretation and analysis of this information and challenges students to translate this information into consequences and possibilities for acting as a strategic urban designer.

Considering the scope of the subjects, there will be different guest teachers representing various aspects. The exercise is mainly conducted during the sessions.

Result The result is an A3 workbook with documentation of the learning points and analysis of the reference projects. The strategic insights and process techniques can support the P4, P5 and P6 presentations.

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C4/C6 (AUL) Design-based research Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organization.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

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Year 3

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P5 (AUL) Research and Design Year: Duration: Study load and credits: Teaching method:

3, semester 5 12 weeks 196 hours and 7 European Credits Interdisciplinary (AUL)

Educational objective Sharpening your own profile as a budding designer. Learning to formulate a water-tight assignment on your own on the basic of thematic research. Learning to trace, identify and make use of spatial essences and favourable situations through every level of scale and abstraction. Sharpening one’s own profile as a future designer. Being able to provide arguments for and to present your own views on the future of the building, the city and the landscape and the role of your own discipline in it. Viewing existing conventions critically and arriving at (innovative) spatial models on the basis of your own personal observations and research.

Recognising the relation between the theme, your own assignment and its elaboration. Being able to organise the working process to do justice to the various stages of the design process.

Assignment Develop a position of your own and define a design assignment on the basis of design-based research on a theme provided by the tutor.

This theme offers sufficient scope for a personal exploration of the spatial issues related to the theme. The design assignment consists of a strategic intervention with a specific programme. Regard the design as a research instrument and place spatial studies within the current social and professional debate. The exact location of the planning zone corresponding to this assignment has to be defined.

Go on to create a design for the essential planning component and elaborate it at the level of a sketch design with relevant details. Keep a close eye all the time on the relation between the research theme, the assignment, the design research and the elaboration.

Object In the first part of the project, P5 raises the question of a spatial or programmatic development within a generally described research theme. This theme might be related to a broader semester theme or research trajectory of the research groups. The research design targets all relevant scale levels, varying from architectural detail and urban context to regional landscape. In the second half of the project, the design assignment you have defined yourself is elaborated as an object that can vary from one or several buildings/ objects to a coherent section of the study area provided.

Method P5 consists of two parts. The first part consists of three intensive weeks in which work will be done (studio-style) three half days per week. This will take place through interaction with the designs from O5. The second part consists of nine Tuesday evenings. In the second part, the project assignment defined in the first part will be elaborated on in nine weeks.

In the first part the theme and the personal exploration of relevant spatial issues are explored in depth and the study area is analysed. This is done on the basis of relevant research, which may be architectural historical, landscape morphological and urban morphological research, as well as through policy analysis and design research. In the first weeks a position is put forward on the basis of the findings. Analysis, design-based research, sketch design and debate lead, at the end of the third week, to the definition per student of an assignment to be elaborated in the form of a 165

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project. This assignment must lead to a design for an architectural, urban or landscape intervention. The tutor approves the proposed assignment.

In the second half of the project the emphasis is on the student’s particular discipline. Incorporation of the preliminary research and deployment of craftsmanship come up in the elaboration of the plan.

Students follow O5 in parallel with P5. O5 requires the writing of a paper. The individual research question for that paper arises from the research in the first three weeks of the P5, but is elaborated independently of that project.

The project is supervised by two teachers, an architect and an urban designer or landscape architect.

Result At the end of week 3: textual and visual presentation of a position.

Week 8: design assignment in image and text as well as the design research on which it is based in the form of a sketch. Besides that, at the end of week 3, a research question for the O5 should be formulated. The result in week 3 is given a written evaluation.

The final result after 12 weeks concerns the whole project from design research to design proposal, elaboration and detail. The project is presented on minimum of five A1 panels and is backed up by relevant models on an adequate scale, texts, films and other presentation media. Scale, areas for elaboration and details are determined by the student in close consultation with the tutor. The relation between design research, the assignment, a planning map, designs for the various strategic projects and any elaborated details must be clearly presented. Additionally, an explanation of approximately 400 words will be written. Supplementary presentations in digital form are possible but are not accepted as substitutes for scale models and panels.

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O5 (AUL) Paper Year: Duration: Study load and credits: Teaching method:

3, semester 5 13 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Educational objective The acquisition of skills in the writing of a good paper: setting up a relevant research in a systematic and analytical way, with a view to the discipline, and knowledge of relevant literature. The coherent study of a problem, with the objective of writing an attractive and readable paper.

Content In 12 sessions spread over 13 weeks, the student works in the O5 paper, under the supervision of the tutor, on formulating a problem statement, in connection with project P5. During the first week, the student becomes familiar with the theme, chooses a subject, and further clarifies this in week 2 and 3 on the basis relevant literature, thus determining the field of the research. A properly written research plan and problem statement are the basis for the planning of the further implementation of the research. This assignment involves research in sources, writing skills, and tips for oral presentation. The research in relation to this paper will fuel the P5 project as a result of the themes chosen.

Result A written paper, preferably illustrated, with a maximum of 2000 words, including literature references. Handed in as a booklet- two copies- one for the tutor, one for the library.

Method Individual research project, supervised in a group.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations, OER)

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Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 5 4 Fridays 28 hours and 1 European Credit Disciplinary and Interdisciplinary

Educational objective The Educational objectiveof the clinic is to get rid of the shortcomings that were identified during Examination 2. It is important that after Examination 2 the student has a clearer picture of which aspects are strongly developed and which aspects will require extra attention during the third year of the study. The student can already work on this in the first half of the third year during the P5 and O5. During the clinic, an opportunity will be given to devote extra attention to a specific aspect.

Content Numerous thematic clinics are offered, each of which deal with a specific aspect of the design process. Each student signs up for one of the clinic on the basis of personal motivation in consultation with the head of his or her study programme.

Possible subjects of a clinic include: • accelerator: how do I arrive at an idea? (interdisciplinary) • conceptualisation: from idea to concept formation (interdisciplinary) • iterative process, designing back and forth, from analysis to design (disciplinary) • taking the design further, carrying on work on a scale level, (disciplinary) • practice vs. study: creating a practical portfolio (for foreign students).

Method The Clinic follows on from the P5. Over the course of four whole Fridays, the student will work individually, under the supervision of a teacher, on one of the themes listed above. A previously completed project can serve as the subject for this. Exercises can also be given that address the themes mentioned.

Result The clinic will provide the student with additional knowledge and personal insight about a specific aspect of the design process.

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C3a/C5a (AUL) Design methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 2ndt quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Learning objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods. This account can be written on the last of the lecture evenings and is a requirement for the credits.

Attendance at all lectures is compulsory.

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C3b/C5b (U) Professional practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary (U)

Educational objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content In consultation with the students, a series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

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Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 credits Interdisciplinary (AUL)

Educational objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

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P6 (U, UL) Integral design; Vision, Plan, Detail Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 224 hours and 8 European Credits Interdisciplinary (UL) and Disciplinary (U| L)

Educational objective Learn to make one’s own viewpoint transparent and productive.

Learn to organise a longer-term design project. Learn to turn a complex transformation assignment into a spatial concept from a personal standpoint. Learn to deal with the complexity of conflicts of interests and an uncertain and in part contradictory programme.

Learning to distil from a relevant assignment and initiate the accompanying discussion in relation to the development of the city and/or the landscape. Develop a personal interpretation of the planning tools that are necessary to place developments in a broader perspective and enable them to be productive and valuable for the development of the city and/or the landscape in the long term. Create a base of support. Learn to organise a longer-term project.

Content Develop a vision of the design assignment on the basis of a given programme, specific themes or scenarios. Research the relevant spatial, programmatic and procedural facets of the assignment and translate these into an ‘integral design’ with appropriate planning form. Indicate how the positions and interests of parties responsible, initiators and stakeholders in the area are given a place in the development strategy. Sketch what the design possibilities are for the study area, given the chosen approach. Develop the subareas into a convincing design. Demonstrate to what extent and how guidance is needed to fulfil the vision with regard to actual interventions. Design and detail these interventions. Evaluate elaborations and details, and adjust the vision where necessary.

Object An area, district or theme with a complex social-economic structure; evident spatial problems and various development potentials.

Method The project consists of two parts. A laboratory in which numerous spatial scenarios are studied by means of assessment, analysis, diagnosis and design research, and a personal position is taken.

This is translated into an integral concept with clearly defined spatial, programmatic and procedural characteristics.

In the second part, the accent lies on the individual elaboration of the design assignment. The position and the proposed integral concept are further developed into a series of design proposals for parts, places or facets of the project. The planning form is made concrete and operation in this phase. The results of the two parts of the project are assessed separately as well as in conjunction with each other. An excursion to the location forms part of the project.

The project will be supervised by two teachers, an urban designer and a landscape architect. The teachers of the respective disciplines are each ultimately responsible for the guiding and assessing students from their discipline.

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Result A minimum of six A1 panels, scale model on a sufficient scale and a written explanation of approximately 400 words. The presentation includes the following components: analysis drawing and spatial diagnosis of the current situation; definition of the problem; a schematic representation of the transformation strategy; a spatial concept from which the position and programmatic vision can be derived; presentation of the design research; elaboration and scale models of the prototypical design proposals. A clear and specific interpretation of the concept ‘Integral design’ and the accompanying planning form. A vision of the role of the design, the responsible parties, initiators and stakeholders in the transformation process.

Digital presentations are possible as supplement, but are not accepted as substitute for scale models and panels.

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O6 (AUL) Paper & Graduation Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Paper Educational objective Studying, researching and describing a relevant subject in writing in a personal way, in the light of public debate or based on personal motives, that could serve as foundation for graduation plan. Systematically recording theoretical, ideological and opinionbased considerations relating to the self-chosen subject. Concisely and carefully word the background to a specific spatial theme or assignment. Discover and hone one’s own writing style. In the third year, the student writes two papers, which occurs in the educational elements O5 and O6. By doing this twice, he or she develops research and editorial experience.

Content In 13 sessions spread over 16 weeks, the student will work in the O6 graduation paper, under the supervision of a teacher, on the formulation and elaboration of a relevant research question, conduct independent research (literature study, fieldwork, plan comparison or otherwise) and write a paper, in which the question or issue raised is elaborated upon.

Method Individual research project, supervised in a group.

Result A written text, preferably illustrated, of at least 3,500 words, with bibliography, presented in booklet form in duplicate (for the tutor and the library). A public presentation of the research.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations)

Graduation clinic Educational objective Learning to organise a project. Choosing a relevant subject in light of the social debate or based on personal motives, which can form the basis for graduation. Formulating a clear graduation assignment that builds on the previously chosen subject.

Content The graduation clinic consists of four sessions, spread over the course of 16 weeks, in which the student is supervised by the head of the study programme in the formulation of the graduation assignment, in which the following questions are answered: What? (graduation subject), Why? (social relevance, personal motives), Where? (location) and with Whom? (mentor and supervisory committee). The graduation clinic runs parallel to the O6 with the head of the study programme in which the (global) graduation

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assignment is defined. At set times, coordination between paper and graduation clinic will take place.

Method Individual research project, supervised in groups.

Result A strongly positioned summary of the graduation project, rough size 1 to 2 A4 pages of text, illustrated where necessary or if desired. The summary is the prelude to the Graduation plan (see section ‘The graduation project’).

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C4/C6 (AUL) Theory, society and design Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organization.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

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Examination 3

Year 4

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Study programme year 4 Graduation In the fourth year, the graduation process begins. In the third year, during the last four weeks of the O6, the student will get time and support in order to prepare the graduation plan. See the chapter on Graduation for all the information on the graduation procedure.

Examination 4 The Examination 4 will follow a positive assessment of the graduation committee in regards to the graduation work (after the fourth committee meeting). See the chapters on Examinations and Graduation for all information.

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Learning outcomes Master in Urbanism • •

• •

•

•

• • •

•

•

•

• •

An urban planner who has graduated from the Academy of Architecture in Amsterdam has: the ability to translate information from other disciplines related to spatial planning into spatial structures and designs of spatial concepts; appropriate knowledge of the history and the theory of urbanism and of the relationship with other disciplines; insight into processes that have led to human settlements and occupation patterns from a cultural and natural history perspective; appropriate knowledge of the content of other disciplines involved in spatial design, namely architecture, public housing, and garden and landscape architecture; the ability to consider the relationship between people and spaces and the tailoring of that to human needs and standards, when developing a spatial concept for urbanism; insight into the profession of urbanism and the role of the urban planner in society; insight into and skill with the methods of research and preparation of a project; skills in the fields of spatial planning and urban design, insight into planning and design methods and skill with regard to the physical, structural and historical analysis of urban planning phenomena and solutions; appropriate knowledge of social processes, developments and preconditions, particularly with regard to cultural and spatial morphological developments, the living environment, nature and the environment; appropriate knowledge of the social sciences, social and historical geography, landscape study, ecology, civil engineering and the economy, as well as spatial and urban law; appropriate knowledge of the organisation, the tools and instruments of the spatial planning and planning levels in the Netherlands; visual, written and spoken skills and methods in order to clarify the plan and design for others, and appropriate knowledge of and insight into procedures and processes of decision-making.

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Workshop 'Action!', 2015

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Master in Landscape Architecture Head CROHO-code Degree Study load Full time Course Language Contact

Maike van Stiphout 44338 Landscape Architect, Master of Science 240 European Credits Dutch and English avb-info@ahk.nl

Entry requirements HBO Bachelor; degree in Architecture, Civil Engineering, Spatial Planning and Planning with differentiation architecture, urban design, urban and regional development or urban and rural planning; Bachelor TU Delft or Eindhoven; degree in Urban Design; admissible after passing the examination for the preparatory course Landscape Architecture/Urban Design. Hogeschool voor de Kunsten Utrecht; Bachelor in Design and Urban Interior.

Outside the Netherlands see: 9 Admission, Application and Registration

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semester

year

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Internal curriculum projects P1a (AUL)

1

exercises

morphology* V1 (AUL)

4

O1 (AUL) P1b (AUL)

4

2

lectures 1

V2 (AUL)

C1a (AUL)

1

C1b (AUL)

1

Winter School

1

P2a (L)

2

1

4

O2 (AUL) P2b (UL)

2

4

2

V3 (AUL)

2

C2a (AUL)

1

C2b (AUL)

1

C3a/C5a (AUL)

1

C3b/C5b (L)

1

Assesment 1 P3a (AL)

3

4

O3a (AL)

1

V4 (AUL) P3b (L)

4

O3b (L)

1

2

Winter School

2 4

O4a (UL)

1

O4b (L)

2

P4 (L)

2

C4/C6 (AUL) 8

2

Assesment 2

5

O5 (AUL)

3

C3a/C5a (AUL)

1

Clinic

1

C3b/C5b (L)

1

P5 (AUL) 7

Winter School

3 6

P6 (L, SL)

O6 (AUL)

2

C4/C6 (AUL)

8

3

2

Assesment 3

7 Graduation

4 8

30

Assesment 4 *Students who enter via the course follow Tools 1+2 instead of the morphology class V1 up to and including V3

186

European Credits

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External curriculum elective programme**

professional experience

Practical hours

1∙lectures

Practical records

60 60 15

15

Assessment practical records work shops

Assesment 1

Practical records Practical hours

lectures

14

15

60 60

Practical modules 1

Assessment practical records

study trips

Assesment 2

excursions

Practical hours

Practical records

60 60 15

15

Assessment practical records 3

Assesment 3

Practical records Practical hours 14

15

60 60

Practical modules 1

Assessment practical records Assesment 4 **Students should obtain 3 elective credits (3 EC) in the 2nd and 3rd year. One elective point is compulsory and consists of one series from the 1·Lecture.

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P1a (AUL) Place Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective The objective is to learn how to read a given location as a place with urban design and landscape architectural characteristics. Training in the formation of concepts. Training in spatial and compositional skills; recognition of the mutual relation between a place with its peculiarities and an intervention that takes place there. Capacity to analyse this relation and to translate it into a spatial design.

Assignment Designing a defined urban or rural space on the specified location.

Develop a spatial concept for the location, starting from the characteristics of the location. The spatial concept must show convincingly what interaction there is between the given situation and the newly designed urban or rural space. The intervention is spatial, but the programme may be left undefined. Elaborate the design down to the level of the crucial detail.

Object The object is a location with specific urban design and landscape architectural characteristics which invite commentary. The location is clearly delimited.

Method Individual design project with group supervision by an urban designer or landscape architect. An excursion to the location is a part of the project.

Result Models on a scale of 1:500-1:200; at least two A1 panels with spatial analysis of the location and programme, fundamentals of design, design research on the spatial sequence of the design (perspectives, ground-plans, cross-sections and drawings of the facade at a scale of 1:50-1:00).

Digital presentations are acceptable as a supplement but may not be used instead of models and panels.

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MASTER IN LANDSCAPE ARCHITECTURE

P1b (AUL) Space Year: Duration: Study load and credits: Teaching method:

1, semester 1 8 weeks 112 hours and 4 European Credits Interdisciplinary (AUL)

Educational objective Acquisition of elementary spatial, compositional skills; analysis of location and programme of requirements; interpretation of these prior conditions as an independent design premise that can be developed in a spatial design; learning to deal with technical and physical requirements, functional requirements and architectural fascinations, and on the basis of them to arrive at a design; materialisation of the design down to the level of detail.

Assignment Design a structure/object/building on a modest scale with a public function in an urban or rural location. Interpret the limiting conditions, location and programme of requirements as an independent design premise. In working on the design, pay attention to the spatial qualities, the transitions of spaces and the transitions from inside to outside. Ensure that the programme is integrated in the volume in a logical and spatial way. The emphasis in the designing process is on investigating the spatialcompositional aspects in relation to the physical appearance of the object.

Object A (free-standing) building or facility consisting of a minimum of three relevant spaces that are in relation to each other and their environment. The building should have a public function in an inner city or rural location. The location and programme are specified in the assignment.

Method Individual design project with group supervision by an architect, in which the emphasis is on spatial research by using models and drawings of the cross-section of the building and its environment.

An excursion to the location is a part of the project.

Result 1:50 - 1:20 scale models; at least two A1 panels with the spatial analyses of location and programme; design premises; design research on the spatial sequence of the design; spatial visualisation of the design (perspectives, ground plans, cross-sections and facade drawing scale 1:50.

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

189

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MASTER IN LANDSCAPE ARCHITECTURE

O1 (AUL) Repertoire Year: Duration: Study load and credits: Teaching method:

1, semester 1 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective To acquire knowledge of the architectural, urban design and landscape architecture repertoire. To learn to analyse the main examples and references, and to grasp the importance of historical and stylistic research. To practice with questions of scale and dimension, density, quantity, view, distance, and so on; to develop and apply different techniques of analysis and notation.

Content The tutors supply different ground plans, situations and patterns on which reductions and adaptations are carried out. Various cartographic processes are applied, such as ‘cut and paste’, ‘calculate and draw’, ‘enlarge and reduce’, ‘remove and add’, which appeal to the sense of dimension and scale, and insight is developed into size, densities, numbers, distance, etc. Various architectural and topographical processes such as ‘restoring’, ‘citing’, ‘paraphrasing’, ‘faking’ and ‘cloning’ are used to appeal to and develop a critical attitude towards the past and a historical awareness of one’s own surroundings. The adaptations are recorded in sketches; the series of sketches is the individual product.

Method Seminar; the exercise is carried out entirely during the seminar. The repertoire of the disciplines is treated in three five-week blocks on the basis of three workbooks.

O1 includes an excursion. Under the supervision of a coordinator, students prepare a part of the excursion themselves and make a guide.

Result In addition to contributing to the excursion guide, students are asked to make presentation sketches in a timeline, and a knowledge test will take place with the whole group around the joint panel.

190

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MASTER IN LANDSCAPE ARCHITECTURE

V1 and V2 (AUL) Objective: Autonomy; Origin; Art Year: Duration: Study load and credits: Teaching method:

1, semester 1 and 2 2 times 11 weeks 2 times 28 hours and 2 times 1 European Credit Interdisciplinary (AUL)

Educational objective Developing an autonomous signature style; Discovering craftsmanship; Developing a concept for a visual framework; Designing pur sang; The primal idea; Assignment-generating autonomous thinking; Communicating visually.

Description During the first phase, we set the student free from all pragmatism and force him or her to let go of all well-defined preconceptions.

Moreover, we seek out the uncertain field of tension of the blank space, blank page, open landscape or the stateless urban planning.

Art forms the foundation in this, and this occurs on the basis of driven and experienced artists and autonomous designers.

Means, method The means used are: Visual art, photography and film, audio-visual art, collage and craftsmanship. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result An object, image, film, sketch, book, scale model or spatial installation.

All documented with a ‘one minute’ film per project.

191

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MASTER IN LANDSCAPE ARCHITECTURE

Tools 1+2 (UL) Landscape Analysis Year: Duration: Study load and credits: Teaching method:

1, semester 1 4 times 8 weeks 112 hours and 4 European Credits Interdisciplinary (U, L)

Objective Becoming familiar with different landscape types. Gaining insight into landscape as a system. Learning to understand a location by means of landscape analysis. Learning to define an assignment through landscape analysis and to set purposes and wishes: being able to differentiate between primary and secondary issues in the landscape system.

Working with topographic analysis, the horizontal relationships and flow in the landscape and topological analysis, vertical relationships in the landscape between geological underground, soil, water management, flora, fauna and forms of settlement. How has the landscape emerged originally, what are its characteristics as opposed to different types of landscape? How has the landscape developed historically? Which landscape elements are most visibly expressed in the area?

Contents Being able to unravel the landscape through a number of proposed locations. The various layers of the landscape will be identified and the coherence between the different systems will be elucidated.

The landscape will be analysed on different scale levels: from the large coherence (landscape types) to a specific place. Performing a systematic landscape analysis and being able to put this into drawing. Connecting the biotic and anthropogenic layers of the landscape as well as the underground of soil, water, geomorphology.

Being able to read various map material and interpreting the information. Terrain studies. Literature studies.

Method Seminar; the exercise will be undertaken during class hours.

Visiting the location will be part of the tutorial.

Please note: This adapted morphology class is meant for students who finished the course in Urbanism and Landscape Architecture and former students of the HKU.

192

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MASTER IN LANDSCAPE ARCHITECTURE

C1a (AUL) History: landscape architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This series of lectures follows the developments in landscape architecture based on selected themes, especially in the last two centuries. The discipline is dealt with in itself, as well as in relation to other spatial, cultural and socio-economic developments. The role of landscape architecture in the design of the Netherlands, a subject of design and research in study and practice, will also receive attention.

The course will address relevant changes to the theory and practice of design, to the role of the designer and to the assignments which designers have faced and are currently facing. The approach may differ per lecture: monographic, thematic, more generally historical or theoretical. Themes can be handled from different historical perspectives, such as a style, iconography, ideology or geography.

Dutch examples will be presented in particular, interpreted within an international context. Speakers may be both (historical) researchers and designers. A moderator will connect the lectures and lead the discussions. The creation of a logbook reflecting on the material of the lectures forms part of the lecture series and will be assessed.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

193

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MASTER IN LANDSCAPE ARCHITECTURE

C1b (AUL) History: Architecture Year: Duration: Study load and credits: Teaching method:

1, semester 1 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of architecture, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of architecture in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, Netherlands with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice. Attendance at all lectures is compulsory.

194

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 European Credit Interdisciplinary (AUL)

Objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

195

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

P2a (L) Human and animal Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Disciplinary (L)

Objective Learning to embed a design in its surroundings not only spatially but also socially. Learning to come up with an answer to questions that arise from society. Learning to look for design ingredients outside the spatial context. Enriching the design with input derived from use. Learning to act as director. Abandoning aesthetics as the main objective in the design of public space. Making room for unconventional use of the public space. Independently drawing up a functional programme and design theme. Learning to make deliberate use of flexibility on the basis of use.

Assignment Design a (re)development plan for a location in an urban environment. Create a design that is socially and nature-inclusive, which is embedded in its surroundings. Look for information about use of the location by conducting several inquiries. Search for information about a type of animal that lives in the city.

Investigate the surroundings of the location too for every form of use. Observe how people behave on the location. Create a concept and subsequently a development plan guided by the ideas of the user groups. Try to create space for everyone. Aesthetic and artistic considerations are of secondary importance. Experiment with the interweaving of private and public. Question traditional rules and patterns of thought about what is and is not allowed in the public space.

Object A place in a highly urbanised situation with various users and cultures in its surroundings. The (re)development plan leads to a green zone in the city that derives its significance from its functionality and is nature-inclusive.

Method Elaborate the design for relevant components, distinguishing between elements that can be influenced to a greater or les degree by users. Specify the materials of the ground level, vegetation and furniture. Individual design project with group supervision. An excursion to the planning location forms part of the project.

Result Scale model, at least 3 A1 panels with visualisation, (re)development plan on scale 1:200 – 1:500 and elaboration of crucial details.

Supplementary presentations of observations in digital form may be included.

196

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

P2b (UL) Public Space Year: Duration: Study load and credits: Teaching method:

1, semester 2 8 weeks 112 hours and 4 European Credits Interdisciplinary (UL)

Educational objective Obtaining insight into the effect of larger and complex public space.

Obtaining insight into the interaction between public space and buildings. The development of design skills to shape atmospheres in an urban development plan based on the public space. Obtaining insight into how spaces relate within a totality and the influence that this has on the experience and functioning of the separate spaces. Learning to work with volumes, typology and orientation of buildings, programme, traffic, layout and use of materials as tools in public space.

Assignment Draw up a global urban development plan based on a design for the public space. Buildings can be deployed to form public spaces. Design a coherent structure of urban spaces with different atmospheres. Design the built programme in connection with the functioning and layout of the public space. Connect the public space with its surroundings. Elaborate characteristic components of the public space design at a detailed scale level. Give the identity of the totality a name.

Object An unambiguous, inner city location that will change function and/or will become available for redesigning, improvement or intensification. Different types of public space – square, park, a few streets – must be given a place within the location.

Method Design project to be followed individually with group supervision.

The project makes use of the knowledge acquired in O1 Repertoire research. An excursion to the location forms part of the project.

Result A public space design (1:2000/ 1: 500) and an elaboration of relevant components of the layout of the public space (1:200 / 1:50). Insight into the design is provided by profiles, cross-sections, perspective drawings, scale models, etc. The result is summarily presented on at least three A1 panels. A model (1:500/1:1200plays a key role in the oral explanation during the presentation. A written explanation of approximately 400 words. Digital presentations are an optional extra but are not accepted as replacements for scale models and panels.

197

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

O2 (AUL) Textual Analysis Year: Duration: Study load and credits: Teaching method:

1, semester 2 16 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Objective The objective of the textual research exercise is to familiarise the students with reading critically and writing systematically, help them to find their way in the literature of their discipline, encourage them to adopt an orientation within the discipline and teach them to convey ideas.

Content After a number of introductory lectures, exercises in reading and writing are conducted in small groups in the form of a seminar.

Different kinds of texts, such as architectural criticism and texts by designers, are read and analysed in the group. An independent criticism of a recent plan is written. In the final sessions the students write a text to accompany the design for the project on which they are working at that moment.

Result Text analysis. Plan critique. Plan elaboration.

198

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

V3 (AUL) Objective: Materials science; Origin; Design Year: Duration: Study load and credits: Teaching method:

1, semester 2 1 time 11 weeks 2 times 28 hours and 1 time 2 European Credits Interdisciplinary (AUL)

Educational objective Acquiring knowledge of materials; Developing a material; Designing a material; Working with a material; Material research Description In the second phase within the Morphology classes the materials science of the student is the main focus. A building is more than steel, glass and concrete; a landscape is more than grass, trees and paths; a city is more than a collection of these. During V3 and V4, the focus lies on diversity and tactility in both architecture, landscape architecture and urbanism. We immerse the student in the richness of materials and design.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A study, sample book, project book, film, sketch, book or spatial in-situ installation.

All documented with a ‘one minute’ film per project.

199

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

C2a (AUL) History: urbanism Year: Duration: Study load and credits: Teaching method:

1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective The aim of this course is to provide insight into the practical, historical and theoretical developments that have determined the spatial design disciplines down to the present and a grip on the available repertoire so that students can define their own position in relation to the design traditions in architecture, urbanism and landscape architecture. While the three disciplines will constantly be related to one another, the lectures will be offered in a disciplinary fashion.

Content This course follows the development of urbanism, especially in the last two centuries. The discipline will be examined in itself as well as in relation to other spatial, programmatic and socioeconomic developments. Special emphasis will be placed on the role of urbanism in the design of the Netherlands as a work of art, an object of design and research par excellence in both study and practice.

The course covers relevant changes in the theory and practice of design, the role of the designer, as well as changes in the assignments with which designers have been and are being confronted with. The approach may vary from one lecture to another: monographic, thematic or theoretical. The speakers are both researchers from a variety of disciplines and designers. A moderator will tie the lectures together as well as moderate the discussions. Compulsory literature will form part of the course and may be subject to examination.

Result A small test will form part of the lecture series, which will either be conducted orally or in writing. At the end of the first year, there will be an excursion throughout the Netherlands, the so-called ‘Holland Tour’, with the purpose to explore high dynamic and low dynamic parts of the urban landscape and to widen the students’ vision of the oeuvre of spatial designers of past and present. Designs which were examined during the course on the basis of drawings and photographs are now studied in real life. The route and the objects are selected by the students. They compile the accompanying excursion guide. The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

200

YEAR 1

MASTER IN LANDSCAPE ARCHITECTURE

C2b (AUL) History: art Year: Duration: Study load and credits: Teaching method:

1, semester 2 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective To place architecture, urban design and landscape architecture as artistic disciplines and to relate them to the development of the arts and to thinking about art and aesthetics. To encourage the students to actively determine their position amid current developments in the spectrum of art and culture.

Content Architecture has been seen as the mother of the arts. In the meantime, the spatial design disciplines have secured a position among the arts in the broadest sense. A series of thematic lectures will discuss this from a philosophical, art historical and practical perspective and will investigate their relevance for spatial design today. The lecture series is delivered by one teacher, who will introduce and initiate the discussion as well. A sheet introducing the theme will be handed out at the beginning of each session.

The course component includes compulsory reading.

The students will give a presentation during the excursion about the excursion destination of their choice.

Attendance at all lectures is compulsory.

201

Examination 1

Year 2

202

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

P3a (AL) Building in Landscape Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Interdisciplinary (AL)

Educational objective The development of design skills at the scale level of a built object and the environment with which it is inextricably connected.

Acquiring insight into organisational principles that govern and link a building and an outdoor space. The capacity to make a coherent composition. Training of insight into the differences between an architectural and a landscape architectural approach.

Further training of the capacity to elaborate a design coherently down to the level of material and detail.

Assignment Make a plan consisting of a green area and a building. Arrive at a convincing cohesion of building and outdoor space. Use the given programme. Indicate which guiding principles have determined the spatial design and how they have been incorporated in the organisation of the programme. Elaborate the design down to the level of dimensions and material for the crucial planning elements for the building and green site.

Object The archetype for this project is the country estate in which a house and the green surroundings are inextricably linked with one another. There must be an inextricable functional and aesthetic coherence of ‘indoors’ and ‘outdoors’, of building and immediate surroundings.

The programme and location are fixed in the assignment. The building has an unambiguous programme (museum, library, meeting place, hotel room etc.). The surface area is roughly between 1,000 and 5,000 m2. The green area is limited in size to enable sufficient elaboration. It should be between roughly 1 and 5 hectares.

Method Individual design project with group supervision by an architect and a landscape architect. An architecture tutor will pay two visits in the course of the project. Use is made of the knowledge acquired in the exercise O3a. Architecture and Landscape Architecture students are asked to make a relevant design for both indoors and outdoors in which the emphasis is not on demonstrating knowledge specific to their subject (types of trees, or construction), but on the elements that provide coherence: organisation, composition, significance.

Result Research on the organisational and compositional main design of the whole object, including its location within the wider surroundings; drawings of the ensemble on scale 1:5000 / 2000 / 1000; design drawings, profiles and cross-sections on scale 1:200 / 20; models on an adequate scale to be determined by the student; perspective drawings and atmospheric sketches. The result is summarised on at least 3 panels. Explanatory text of approx. 400 words (1 A4).

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

203

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

P3b (L) Place in landscape Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 112 hours and 4 European Credits Disciplinary (L)

Objective Training in the skill to quickly understand the assignment and move from concept to elaboration and choice of materials.

Broadening and re-evaluation of the application of typical landscape architecture materials and corresponding constructional skills (e.g. use of vegetation, furniture, paving, water). Exercise in the significance of a limited intervention in a larger area and development of sensibility with regard to the landscape genius loci.

Achievement of coherence between place, idea, function, form and material.

Assignment Design a meeting place at a given location. The design must have strength and impact in a much wider area and be meaningful in relation to several aspects (social, spatial, environmentally-friendly image). Make a convincing sketch and fill in the details carefully so that the construction from paving to any built elements, and the planting plan, can be analysed.

Object A meeting place in a given area with a given developmental perspective.

Method On the basis of a visit to the site and intuition, a choice is soon made of the situation and main idea of the design. This choice is recorded in a scale model and sketch, so that the initial idea can be rejected in favour of a better one if necessary in the course of the design trajectory. The second half of the project is devoted entirely to elaborating the design and determining the details, both to test the choice of materials and to demonstrate the relevance of the main idea. Individual assignment, group supervision.

Result Three to five A1 panels which indicate the argumentation behind the concept, but the emphasis lies on a design drawing and the elaboration at the level of detail 1:10 - 1:200 in ground plan and cross-section. Rough models and a final model are required.

Digital presentations are an optional extra, but are not accepted as substitutes for scale models and panels.

204

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

O3a (AL) Building in Landscape Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 credit Interdisciplinary (AL)

Objective To acquire insight into the way in which a building and landscape can be designed to form a coherent ensemble. Getting to know exemplary models and deriving insight from them. Learning to understand the meanings of indoor and outdoor spaces, functions of those spaces; logistics; visual axes, opportunities for human and animal, proportions, symbolism. Application of analytical techniques; making of clear analytical drawings and scale models.

Content The exercise is designed in coordination with the project P3a AL Ensemble. In that project students design an object (in an urban or rural setting) that consists of an environment with a building. The building and environment are inextricably linked with one another in terms of composition, organisation, usage and significance.

In the exercise, examples of buildings in landscape and city are studied that are relevant as input for the concurrently running Project P3a.

Method On the basis of existing villas and estates, scale models and analytical drawings will be made, intended to trace and identify links. Using a number of different types of drawing, the research on the compositional coherence, the logistics and organisation, the scenography will be recorded. Those types of drawing include ground plans, cross-sections and scale models. The aim is to provide a precise scale representation that shows verifiable insight into the dimensions, scale and organisation.

Result The result consists of models and/or analytical drawings.

205

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

O3b (L) Fieldwork Year: Duration: Study load and credits: Teaching method:

2, semester 3 8 weeks 28 hours and 1 credit Disciplinary (L)

Objective Learning to distil ingredients for design from the field. Learning to recognise relevant details and units that are typical of a landscape and its landscape structures. Discovering how this contributes to the identity of a landscape. Making a connection between what you see outdoors and what you find on the map and aerial photograph.

Learning to reduce material found on location on the ground plan, surface map and aerial photograph to structures, patterns or series.

Learning to interpret and select in terms of usefulness.

Assignment The exercise is connected with the project P3b. A number of rural locations are provided by the tutor. Visit the locations and use extensive series of photos to reveal what the ingredients are that are typical of the location. Look for the ingredients that are found a lot on the location. Consider both the buildings and the environment. Find out what they contribute to the identity of the landscape. Check each conclusion on the basis of the photographic material. Combine the ingredients of all the students in a single landscape structure drawing. Establish the connection with the surface map and aerial photograph. Interpret the findings and select ingredients that can be used in the design. Formulate individual conclusions and footholds for the design on the basis of photographs and drawings.

Method Seminar; the exercise is conducted entirely during the lessons. The method is practised on two locations in two 4-week blocks. Each block begins with an excursion to the location. The locations are photographed during the field excursion. The photographic material is the basis for the research.

Result The individual conclusions and research results are presented on an A1 panel. Joint final product in A0 format in which all the individual drawings are combined to form a single landscape structure drawing.

206

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

V4 (AUL) Objective: Materials science; Origin; The Practical Year: Duration: Study load and credits: Teaching method:

2, semester 1 and 2 1 time 16 weeks 2 times 28 hours and 1 time 2 European Credits Interdisciplinary (AUL)

Educational objective Stripping to the core; Development of autonomous strong signature style; Acting quickly on intuition; Formulating concisely; Communicating visually Description The third and last phase brings together the previous phases into a concrete assessment framework: the practical. It is the final presentation within the Morphology classes where an explicit proposal is developed with limited time frames. The modules Autonomy (V1/V2) and Materials Science (V3) are the substance with which you can succeed. Through design, we look for a designed demonstration of the case that was set by each teacher.

Means, method The means used are: existing archives versus, for example, 3D printing techniques, spatial assembly techniques or the simplicity of a two-dimensional collage, product prototyping to installations in situ within or outside the walls of the Academy. The method is dependent on the teacher and, as a result, highly specific and thus unpredictable.

Result A report, image or series of images, sketches, scale models or spatial translation.

All documented with a ‘one minute’ film per project.

207

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

C3a/C5a (AUL) Design Methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 1st quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Educational objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods. This account can be written on the last of the lecture evenings and is a requirement for the credits.

Attendance at all lectures is compulsory.

208

YEAR 2

MASTER IN LANDSCAPE ARCHITECTURE

C3b/C5b (L) Professional Practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary (L)

Educational objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content A series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

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Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 European Credit Interdisciplinary (AUL)

Objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

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P4 (L) Regional design and research Year: Duration: Study load and credits: Teaching method:

2, semester 4 16 weeks 224 hours and 8 European Credits Disciplinary (L)

Objective Learning to deal with the identity of landscape during the design process. Learning to work with the layered approach, the landscape structures and their building blocks. Learning to translate a program into spatial interventions that elaborate on the identity of the landscape, abiotic, biotic, spatial and cultural. Getting familiar with the possibility to playing a directive role as a designer in a socio-economic context. Discovering the role of the various actors in the landscape and learning to employ these. Learning to design in order to contribute to the development of a region. Practicing with choosing relevant scales and situation an elaboration that is relevant for the concept.

Task Develop a vision on the development of the landscape in an area in the countryside departing from a given, new functional interpretation.

First 8 weeks: Determine the identity of the landscape. Record the characteristic of the landscape and the development processes undertaken in map layers. On the basis of that, try to indicate an identity. Examine the spatial carriers, the building blocks and the structures that constitute the landscape. Conceive a development strategy. Give a view of the consequences of the proposed spatial development in time. An image of the landscape on a medium scale will serve as a test for the success of the vision.

Second 8 weeks: elaborate the spatial developmental strategy into a landscape plan. Pay attention to the complex of functions and uses. Specify the economic and social engines and identify the actors in the design. If necessary, differentiate between public and private interventions in the landscape. Elaborate the plan into design interventions on the smaller scale level for a number of significant places in the area.

Object A rural area in the Netherlands with a maximum size of 30 by 30 km. A landscape with a recognizable spatial and cultural identity. Moreover, a landscape in which a number of historical developmental layers are visible. In the area, there should be current problems concerning agriculture, mobility, business, recreation, housing, healthcare, water or nature.

Method Individual design process, supervised in a group. An excursion to the area is part of the project. The first and second halves of the project may be supervised by different teachers. Plan results will be individually finalized and presented.

Result Four to six A1 panels.

In the first phase: maps on 1:50.000 scale - 1:5.000 diagnosis of the situation; strategy, developmental perspective, drawn vision with clear outlines; In the second phase: elaborations on scale 1:5.000 - 1:200. An explanation of approximately 400 words (1 A4).

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O4a (UL) Regional research Year: Duration: Study load and credits: Teaching method:

2, semester 4 8 weeks 28 hours and 1 European Credit Interdisciplinary (UL)

Educational objective Learning to read and analyse details on a regional scale level and apply these in the design. Learning to analyse areas and plans.

Being able to handle large-scale maps; their charts; legends and (changes of) scale. Building up knowledge of the typology of the regional landscape. The objective of the exercise is to develop analytical skills that are useful for the projects P4, and possibly P5 and P6 too.

Content The exercise supports the P4 design projects of the Landscape Architecture and Urbanism study programmes. Projects on a regional scale present students with a series of new questions.

These concern the physical aspects of the region. How is this organised and why? The significance of the soil, water system, cultural history, infrastructure, land and spatial planning politics, varying from an approach focused more on the subsurface to concepts such as the urban network. Who does what when and how do you draw that? But also: what is the position of the designer between all the other power factors, which play a role in the design on a regional scale? His/her role as vision former, influencer, strategist will also be examined. Trends, future possibilities and the significance of scenarios will be discussed.

Method Seminar; The teacher provides information; presents this for discussion and has students practise converting these into design departure points. Both factual sources (soil map, newspaper report, etc.) and plans can be the basis for analysis. A part of the Netherlands to be demarcated by the teachers can be used as key theme in the exercise. Given the scope of the subjects, guest lecturers will be brought in for specific aspects. The exercise will be executed during class hours.

Result The result is a workbook using A3 format with documentation and analysis of reference projects studied. The regional analytical skills acquired can be used for the benefit of the P4, and possibly P4 and P6 too.

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O4b (L) Habitat Year: Duration: Study load and credits: Teaching method:

2, semester 4 8 weeks 28 hours and 2 European Credits Disciplinary (L)

Educational objective Increase knowledge in terms of the design for all that is living.

The basis of the ecology and ecosystem services is taught and the knowledge of the required information sources. What is our ecological footprint and how can we improve that? Learning to design in a nature-inclusive way.

Content How can one design in a nature-inclusive manner, on different scale levels in the city and in the countryside? Why is biodiversity important? The importance of ecology, aesthetics and economics will be discussed in the lessons. This knowledge is translated into application of principles in the field of work.

The lessons contribute to nature-inclusive thinking in the P4 design process. The designs of the students will be incorporated as cases in the discussions during the lessons. During the final lesson, the students will present to each other the considerations and measures relating to biodiversity they have included in their designs.

Method Seminar; the exercise will be executed during class hours. During the exercise, projects will be visited.

Result The panel for the P4 will also include the vision for the integration of biodiversity.

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C4/C6 (AUL) Theory, society and design Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organization.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

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Year 3

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P5 (AUL) Research and Design Year: Duration: Study load and credits: Teaching method:

3, semester 5 12 weeks 196 hours and 7 European Credits Interdisciplinary (AUL)

Educational objective Sharpening your own profile as a budding designer. Learning to formulate a water-tight assignment on your own on the basic of thematic research. Learning to trace, identify and make use of spatial essences and favourable situations through every level of scale and abstraction. Sharpening one’s own profile as a future designer. Being able to provide arguments for and to present your own views on the future of the building, the city and the landscape and the role of your own discipline in it. Viewing existing conventions critically and arriving at (innovative) spatial models on the basis of your own personal observations and research.

Recognising the relation between the theme, your own assignment and its elaboration. Being able to organise the working process to do justice to the various stages of the design process.

Assignment Develop a position of your own and define a design assignment on the basis of design-based research on a theme provided by the tutor.

This theme offers sufficient scope for a personal exploration of the spatial issues related to the theme. The design assignment consists of a strategic intervention with a specific programme. Regard the design as a research instrument and place spatial studies within the current social and professional debate. The exact location of the planning zone corresponding to this assignment has to be defined.

Go on to create a design for the essential planning component and elaborate it at the level of a sketch design with relevant details. Keep a close eye all the time on the relation between the research theme, the assignment, the design research and the elaboration.

Object In the first part of the project, P5 raises the question of a spatial or programmatic development within a generally described research theme. This theme might be related to a broader semester theme or research trajectory of the research groups. The research design targets all relevant scale levels, varying from architectural detail and urban context to regional landscape. Within the project, the design assignment you have defined yourself is elaborated as an object that can vary from one or several buildings/objects to a coherent section of the study area provided.

Method P5 consists of two parts. The first part consists of three intensive weeks in which work will be done (studio-style) three half days per week. This will take place through interaction with the designs from O5. The second part consists of nine Tuesday evenings. In the second part, the project assignment defined in the first part will be elaborated on in nine weeks.

In the first part the theme and the personal exploration of relevant spatial issues are explored in depth and the study area is analysed.

This is done on the basis of relevant research, which may be architectural historical, landscape morphological and urban morphological research, as well as through policy analysis and design research. In the first weeks a position is put forward on the basis of the findings. Analysis, design-based research, sketch design and debate should lead, at the end of the third week, to the definition per student of an assignment to be elaborated in the form of a 216

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project. This assignment must lead to a design for an architectural, urban or landscape intervention. The tutor approves the proposed assignment.

In the second half of the project the emphasis is on the student’s particular discipline. Incorporation of the preliminary research and deployment of craftsmanship come up in the elaboration of the plan.

Students follow O5 in parallel with P5. O5 requires the writing of a paper. The individual research question for that paper is derived from the research in the first three weeks of the P5, but is elaborated independently of that project.

The project will be supervised by two teachers, an architect and an urban designer or a landscape architect.

Result At the end of week 3: textual and visual presentation of a position.

Week 8: design assignment in image and text as well as the design research on which it is based in the form of a sketch. Besides that, at the end of week 3, a research question for the O5 should be formulated. The result in week 3 is given a written evaluation.

The final result after 12 weeks concerns the whole project from design research to assignment position, elaboration and detail. The project is presented on minimum of five A1 panels and is backed up by relevant scale models on an adequate scale, texts, films and other presentation media. Scale, areas for elaboration and details are determined by the student in close consultation with the tutor.

The relation between design research, the assignment position, the planning map, designs for the various strategic projects and any elaborated details must be clearly presented. Additionally, an explanation of approximately 400 words will be written. Supplementary presentations in digital form are possible but are not accepted as substitutes for scale models and panels.

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O5 (AUL) Paper Year: Duration: Study load and credits: Teaching method:

3, semester 5 16 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Educational objective The acquisition of skills in the writing of a good paper: setting up a relevant research in a systematic and analytical way, with a view to the discipline, and knowledge of relevant literature. The coherent study of a problem, with the objective of writing an attractive and readable paper.

Content In 12 sessions spread over 13 weeks, the student works in the O5 paper, under the supervision of the tutor, on formulating a problem statement, in connection with project P5. During the first week, the student becomes familiar with the theme, chooses a subject, and further clarifies this in week 2 and 3 on the basis relevant literature, thus determining the field of the research. A properly written research plan and problem statement are the basis for the planning of the further implementation of the research. This assignment involves research in sources, writing skills, and tips for oral presentation. The research in relation to this paper will fuel the P5 project as a result of the themes chosen.

Result A written paper, preferably illustrated, with a maximum of … words, including literature references. Handed in as a booklet- two copiesone for the tutor, one for the library.

Method Individual research project, supervised in a group.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations, OER)

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Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 5 4 Fridays 28 hours and 1 European Credit Disciplinary and Interdisciplinary

Educational objective The Educational objective of the clinic is to get rid of the shortcomings that were identified during Examination 2. It is important that after Examination 2 the student has a clearer picture of which aspects are strongly developed and which aspects will require extra attention during the third year of the study. The student can already work on this in the first half of the third year during the P5 and O5. During the clinic, an opportunity will be given to devote extra attention to a specific aspect.

Content Numerous thematic clinics are offered, each of which deal with a specific aspect of the design process. Each student signs up for one of the clinic on the basis of personal motivation in consultation with the head of his or her study programme.

Possible subjects of a clinic include: • accelerator: how do I arrive at an idea? (interdisciplinary) • conceptualisation: from idea to concept formation (interdisciplinary) • iterative process, designing back and forth, from analysis to design (disciplinary) • taking the design further, carrying on work on a scale level, (disciplinary) • practice vs. study: creating a practical portfolio (for foreign students).

Method The Clinic follows on from the P5. Over the course of four whole Fridays, the student will work individually, under the supervision of a teacher, on one of the themes listed above. A previously completed project can serve as the subject for this. Exercises can also be given that address the themes mentioned.

Result The clinic will provide the student with additional knowledge and personal insight about a specific aspect of the design process.

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C3a/C5a (AUL) Design Methodology Year: Duration: Study load and credits: Teaching method:

2 and 3, 1st quarter 7 weeks 28 hours and 1 European Credit Interdisciplinary (AUL)

Objective Insight into the process of designing; skill in directing this process; knowledge and recognition of critical phases in a design process and insight into the means of going through them successfully; improvement of individual design skills.

Content The series takes the form of a seminar. It begins with an evening in which the tutor and the students explore the design process and list the critical moments it contains. This is followed by a series of lectures by guest speakers (researchers, designers) to throw light on the different aspects on the basis of their own professional practice and of theory. Examples are the moment of the discovery of an idea, the role of the preliminary sketch, getting stuck in the design, the role of the acquisition of knowledge (material, construction); the significance of skills that can be learnt (drawing, analysis) in relation to pure talent; organisation of the design process.

Result In order to investigate the relation with the students’ personal design skill, they are expected to write a short account indicating which conclusions can be drawn from the series of lectures in relation to their own working methods. This account can be written on the last of the lecture evenings and is a requirement for the credits.

Attendance at all lectures is compulsory.

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C3b/C5b (L) Professional Practice Year: Duration: Study load and credits: Teaching method:

2 and 3, 2nd quarter 7 weeks 28 hours and 1 European Credit Disciplinary (L)

Objective Obtaining insight into success and failure factors within and outside the design process; obtaining insight into the relation between vision, craftsmanship and result. Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; dialogue with colleagues on the scope of the disciplines and the core of the professional practice.

Gaining insight into various forms of entrepreneurship.

Content In consultation with the students, a series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students prepare the meetings and ask the guests about their profile. The emphasis is on how professional knowledge, research, entrepreneurship and inspiration are translated into the design.

Result Students prepare introductions and questionnaires for the speakers.

Attendance at all lectures is compulsory.

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Winter School (AUL) Year: Duration: Study load and credits: Teaching method:

1, 2 and 3: semester 2, 4 and 6 2 weeks 56 hours and 2 European Credit Interdisciplinary (AUL)

Objective Learning to work in an interdisciplinary way in a team on an assignment that looks for and probably goes beyond the borders of the three disciplines; thereby widening one’s own horizon as a designer who works in a broader socio-cultural context. Training of intuition and the capacity to convert an idea into an inspired product in a limited period of time.

Assignment The Winter School is run by the head of one of the departments or a guest curator. The assignment in the workshop will therefore be unpredictable, as long as it is about an area or theme that is relevant to the design disciplines and should enrich them. The Winter School is ‘to undergo an experience’ in the widest sense, which will be focused on designing a more or less clearly defined object depending on the head of department. The assignment may take the form of a design contest.

Method Intensive work is conducted in interdisciplinary teams for two weeks. The whole period of the Fridays and the weekend are devoted to this; during the week only the evenings. The results are presented on the afternoon of the last Friday. The Winter School has an international character because of the presence of participants and tutors from abroad.

Result The result of the Winter School can vary from built objects to statements, manifestos, (public) debate, plans, visions and proposals connected with the theme.

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P6 (L, UL) Integral design; Vision, Plan, Detail Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 224 hours and 8 European Credits Interdisciplinary (UL)

Educational objective Learn to make one’s own viewpoint transparent and productive.

Learn to organise a longer-term design project. Learn to turn a complex transformation assignment into a spatial concept from a personal standpoint. Learn to deal with the complexity of conflicts of interests and an uncertain and in part contradictory programme.

Learning to distil from a relevant assignment and initiate the accompanying discussion in relation to the development of the city and/or the landscape. Develop a personal interpretation of the planning tools that are necessary to place developments in a broader perspective and enable them to be productive and valuable for the development of the city and/or the landscape in the long term. Create a base of support. Learn to organise a longer-term project.

Content Develop a vision of the design assignment on the basis of a given programme, specific themes or scenarios. Research the relevant spatial, programmatic and procedural facets of the assignment and translate these into an ‘integral design’ with appropriate planning form. Indicate how the positions and interests of parties responsible, initiators and stakeholders in the area are given a place in the development strategy. Sketch what the design possibilities are for the study area, given the chosen approach. Develop the subareas into a convincing design. Demonstrate to what extent and how guidance is needed to fulfil the vision with regard to actual interventions. Design and detail these interventions. Evaluate elaborations and details, and adjust the vision where necessary.

Object An area, district or theme with a complex social-economic structure; evident spatial problems and various development potentials.

Method The project consists of two parts. A laboratory in which numerous spatial scenarios are studied by means of assessment, analysis, diagnosis and design research, and a personal position is taken.

This is translated into an integral concept with clearly defined spatial, programmatic and procedural characteristics.

In the second part, the accent lies on the individual elaboration of the design assignment. The position and the proposed integral concept are further developed into a series of design proposals for parts, places or facets of the project. The planning form is made concrete and operation in this phase. The results of the two parts of the project are assessed separately as well as in conjunction with each other. An excursion to the location forms part of the project.

The project will be supervised by two teachers, an urban designer and a landscape architect. The teachers of the respective disciplines are each ultimately responsible for the guiding and assessing students from their discipline.

Result A minimum of six A1 panels, scale model on a sufficient scale and a 223

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written explanation of approximately 400 words. The presentation includes the following components: analysis drawing and spatial diagnosis of the current situation; definition of the problem; a schematic representation of the transformation strategy; a spatial concept from which the position and programmatic vision can be derived; presentation of the design research; elaboration and scale models of the prototypical design proposals. A clear and specific interpretation of the concept ‘Integral design’ and the accompanying planning form. A vision of the role of the design, the responsible parties, initiators and stakeholders in the transformation process.

Digital presentations are possible as supplement, but are not accepted as substitute for scale models and panels.

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O6 (AUL) Paper & Graduation Clinic Year: Duration: Study load and credits: Teaching method:

3, semester 6 16 weeks 84 hours and 3 European Credits Interdisciplinary (AUL)

Paper Educational objective Studying, researching and describing a relevant subject in writing in a personal way, in the light of public debate or based on personal motives, that could serve as foundation for graduation plan. Systematically recording theoretical, ideological and opinionbased considerations relating to the self-chosen subject. Concisely and carefully word the background to a specific spatial theme or assignment. Discover and hone one’s own writing style. In the third year, the student writes two papers, which occurs in the educational elements O5 and O6. By doing this twice, he or she develops research and editorial experience.

Content In 13 sessions spread over 16 weeks, the student will work in the O6 graduation paper, under the supervision of a teacher, on the formulation and elaboration of a relevant research question, conduct independent research (literature study, fieldwork, plan comparison or otherwise) and write a paper, in which the question or issue raised is elaborated upon.

Method Individual research project, supervised in a group.

Result A written text, preferably illustrated, of at least 3,500 words, with bibliography, presented in booklet form in duplicate (for the tutor and the library). A public presentation of the research.

Anti-plagiarism tool The Academy of Architecture has Safe Assignment as part of Blackboard. With this tool, all texts from O5 and O6 are tested for plagiarism (See article 24 of Education and Examination Regulations)

Graduation clinic Educational objective Learning to organise a project. Choosing a relevant subject in light of the social debate or based on personal motives, which can form the basis for graduation. Formulating a clear graduation assignment that builds on the previously chosen subject.

Content The graduation clinic consists of four sessions, spread over the course of 16 weeks, in which the student is supervised by the head of the study programme in the formulation of the graduation assignment, in which the following questions are answered: What? (graduation subject), Why? (social relevance, personal motives), Where? (location) and with Whom? (mentor and supervisory committee). The graduation clinic runs parallel to the O6 with the head of the study programme in which the (global) graduation assignment is defined.

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At set times, coordination between paper and graduation clinic will take place.

Method Individual research project, supervised in groups.

Result A strongly positioned summary of the graduation project, rough size 1 to 2 A4 pages of text, illustrated where necessary or if desired. The summary is the prelude to the Graduation plan (see section ‘The graduation project’).

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C4/C6 (AUL) Design-based research Year: Duration: Study load and credits: Teaching method:

2, semester 4 and year 3, semester 6 14 weeks 56 hours and 2 European Credits Interdisciplinary (AUL)

Educational objective Being able to place, interpret and analyse the design task from a broader social and professional context; Learning to recognise and assess relevant, effective and productive preliminary research within a design process; Learning to define and connect theory, social design methodology and ‘designers’ morality’ in the design process.

This is done in both a knowledge-oriented manner as well as thematically on the basis of relevant case studies from past and present.

Content The lecture series is offered in two academic years with a different line-up of speakers, themes and/or cases each year, in which the relationships and interaction between theory, society and design are revealed. The series consist of lectures and seminars. These are (partly) coupled to the lectureships. A coordinator monitors content and consistency, introduces (if necessary) the speakers, moderates discussions and involves the students in the organization.

Result Students take care of introductions and make questionnaires for the speakers. A report is made of each meeting.

A small test will form part of the lecture series, which will either be conducted orally or in writing.

Attendance at all lectures is compulsory.

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Year 4

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Study programme year 4 Graduation In the fourth year, the graduation process begins. In the third year, during the last four weeks of the O6, the student will get time and support in order to prepare the graduation plan. See the chapter on Graduation for all the information on the graduation procedure.

Examination 4 The Examination 4 will follow a positive assessment of the graduation committee in regards to the graduation work (after the fourth committee meeting). See the chapters on Examinations and Graduation for all information.

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Learning outcomes Master in Landscape Architecture • •

• • • • •

•

• • •

•

A landscape architect who has graduated from the Academy of Architecture in Amsterdam has: knowledge and insight into the entire physical-biotic phenomena and anthropogenic processes that underpin and are connected with the phenomenon landscape; knowledge and insight into the effects which occur with transformations of the natural/spatial environment; knowledge and insight into the temporal aspect of the spatial environment; skill in using the natural component of the spatial environment; knowledge and insight into the human and interpersonal activities in relation to the spatial environment; knowledge and insight into the planning process in its most important components: drawing up an inventory and analysis, formulating goals and programming, spatial planning, evaluation; knowledge, insight and skill in relation to the language in the broad sense of the word, that is to say knowing and being able to use words, signs, create images and symbols for the purpose of conveying ideas and the design of the spatial environment; knowledge and insight into the history and theory of landscape architecture in connection with related art forms; ability to solve varying spatial problems on different scale levels when designing; ability to make design solutions in the form of an allencompassing spatial concept, in which the influence of and connection with the wider environment and smaller environmental elements is clear; knowledge and insight into the techniques in order to make plans concrete.

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EMiLA- European Master in Landscape Architecture Year: Duration: Credits: Type of education:

2, semester 4 and 5 2 x 1 semester 60 European Credits Disciplinary (L)

Content EMILA (European master in Landscape Architecture) is a mutual exchange programme for landscape architecture students from five institutes in Europe: Leibniz Universitat Hannover Amsterdam Academy of Architecture Universitat Politecnica de Catalunya, Barcelona Edinburgh College of Art Ecole Nationale Superieure du Paysage, Versailles Students follow two semesters in two institutes of choice. Current information on the programme and more details can be found on the website www.emila.eu.

Parallel to the programme on these institutes, the students will attend a Summer school programme and an e-learning programme.

Up-to-date information about the programme and clarification can be found on the website www.emila.eu.

Objective The objective of EMILA is to provide landscape architecture students an opportunity to familiarize themselves with the European context and gain educational experience abroad as well as gain more insight into the most important European themes are in the landscape architecture discipline. Learning various methods of designing. Gaining insight into the political differences within Europe and its influence on the landscape. Gaining insight in the ways in which countries cooperate in the field of border-crossing landscape.

Assignment The students enter the current programme of the study and Method programmes. They take part in the annual Summer School, which is organised each year by one of the participating schools and in which non-EMILA students also participate.

Students also do an e-learning module, to be completed individually, which can be found on the website of EMILA. In this module, an exchange of knowledge and information takes place between all EMILA students under the supervision of the teacher.

Result The required results are specified in the handbook per international study programme. After following the EMILA programme in its entirety, students receive a diploma with the title European Master in Landscape Architecture.

Admission Each school has determined its own admission requirements requirements appropriate to the study programme. With regard to students of the Amsterdam Academy of Architecture, they may participate after completing the first year of the Master in Landscape Architecture.

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Minor and Courses

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Minor and Courses Alongside the regular master degree courses, the Amsterdam Academy of Architecture offers a varied and growing number of minors and courses: Building technique course: http://www.ahk.nl/en/architecture/study-programmes/preparatory-courses/buildingtechnique-course/ Urbanism and landscape architecture course: http://www.ahk.nl/en/architecture/study-programmes/preparatory-courses/urbanism-andlandscape-architecture-course/ Minor Architecture: http://www.ahk.nl/bouwkunst/opleidingen/minors/minor-architectuur/ Minor Urbanism and Landscape Architecture: http://www.ahk.nl/bouwkunst/opleidingen/minors/minor-stedenbouw-enlandschapsarchitectuur/

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Winter School 'Occupy the Ring A10', 2015

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Education and Examination Regulations

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Education and Examination Regulations for the Master’s programmes in Architecture, Urbanism and Landscape Architecture Amsterdam Academy of Architecture In accordance with article 7.13 of the Dutch Higher Education and Research Act Publication date: August 2016

Contents Section 1 General Section 2 Education Section 3 Sitting interim examinations Section 4 Interim examination result Section 5 Exemption Section 6 Final examination Section 7 Conditions for enrolment, re-enrolment and termination of enrolment Section 8 Student counselling Section 9 Fraud and plagiarism Section 10 Final provisions and implementation regulations

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EDUCATION AND EXAMINATION REGULATIONS

Section 1 General Article 1: Applicability of the regulations These regulations are applicable to the study programmes and the examinations of the Master’s programme in Architecture, the Master’s programme in Urbanism, and the Master’s programme in Landscape Architecture, which are offered by the Amsterdam Academy of Architecture, unless it is explicitly stated, or is evident from the context that the passage in question refers to only one or two of these study programmes. Where these regulations mention the study programme or study programmes without further specification, they should be taken to refer to all three study programmes.

The study programmes are offered within the Faculty of Architecture of the Amsterdam School of the Arts, hereinafter referred to as: the Academy or the Faculty.

These regulations will take effect as of 1 September 2016 until an updated version is adopted and are applicable to all students of the study programme irrespective of the year they started the study programme.

Article 2: Definition of terms In these regulations, the following terms shall mean: A the Act, or WHW: the Dutch Higher Education and Research Act (Wet op het Hoger onderwijs en Wetenschappelijk onderzoek, WHW); B WAT: the Academic Titles (Architects) Act (Wet op de architectentitel, WAT), protects the title of architect, urban planner, landscape architect and interior architect; C Further Regulations: the ministerial regulations for the structure of the training of architects, urban planners, landscape architects and interior architects; D Architects Registration Bureau: the executive body of the Academic Titles (Architects) Act; E the School: the Amsterdam School of the Arts; F student: he or she who is enrolled as a student at the Amsterdam School of the Arts in order to participate in the educational programme and/or sit the interim examinations and the final examinations of the study programme; G study programme: a coherent ensemble of course units aimed at achieving the objectives in the fields of knowledge, insight and skills which anyone completing the study programme is required to possess, as described in article 3; H course component: the components or sub-components organised by the Academy of Architecture. These are described in the study guide; I professional experience component: the work a student carries out as part of his or her professional experience, insofar as relevant to his training as an architect, urban planner or landscape architect; J component: a unit of study of the study programme, as defined in the Act; K subcomponent: a practical or theoretical exercise that is part of a component of the study programme, in one of the following forms: • participation in projects (P); • following a lecture series (L); • participation in exercises (E); • participation in morphology classes (M); • writing an essay or making a (technical) design; • the execution of a research assignment; • participation in fieldwork or an excursion; • participation in another educational activity, which is aimed at obtaining certain skills; • accumulating practice hours; • building up a practice portfolio.

K EC/ECTS: European Credit / European Credit Transfer and Accumulation System, European system for the standardised value assignment of the acquired course components, one EC stands for 28 study hours; L interim examination: a test of the knowledge, insight and skills of the examinee, as well as the result of that test, to conclude a component; M final examination: final examination in which the examination committee determines whether all of the conditions for the conferral of the degree have been met; 240

EDUCATION AND EXAMINATION REGULATIONS N board of studies: the heads of the three departments and the director; O examination committee: as defined in article 7.12 of the WHW, among whose responsibilities is giving guidelines and directives to the (committees of) examiners, safeguarding the quality of assessments, interim examinations and final examinations, granting exemptions, taking action against fraud, and issuing degree certificates.

P examiner: a person designated by the examination committee to conduct interim examinations; Q interim examination committee: committee of examiners assembled to conduct interim examinations; R COBEX: Examinations Appeal Board as defined in article 7.60 of the Act. Article 3: Objective of the study programme The objective of the study programme is to train students to the level of independent practitioners as architects, urban planners or landscape architects. The exit qualifications fulfil the prerequisites of the various registers of architects, as formulated in the Academic Titles (Architects) Act. Article 4: Type of study programme 1. Each study programme is equivalent to 240 study credits. The four-year curriculum covers a full-time study load, consisting of a part-time course component at the Academy and a parttime practical component. This educational model is known as: concurrent education.

2. Admission requirements and a selection procedure apply for the study programmes; these are described in the study guide.

3. The study programme is bilingual. The courses and examinations are held in English and Dutch. The language of instruction is Dutch if all persons present agree to this.

It is not possible to supply all the teaching material in translation.

4. Students are expected to have command of the English language a secondary education level (Dutch HAVO/VWO) or at a comparable level according to TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System).

Article 5: The final examination of the study programme The following final examination can be taken as part of the study programme: the final examination, as described in article 18.1

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Section 2 Education Article 6: Components of the study programme The study programme contains the following components with the corresponding study load expressed in credits (EC): 1. Year 1: Development of professional practice (Semester 1 and 2) a. Course component 30 EC b. Practical component 30 EC Year 1 is concluded with Examination 1 2. Year 2: Deepening of professional practice (Semester 3 and 4) a. Course component 30 EC b. Practical component 30 EC Year 2 is concluded with Examination 2 3. Year 3: Positioning of professional practice (Semester 5 and 6) a. Course component 30 EC b. Professional experience component 30 EC Year 3 is concluded with Examination 3 4. Year 4: Graduation/’Master’s test’ (Semester 7 and 8) a. Course component 30 EC b. Practical component 30 EC Year 4 is concluded with Examination 4 All components have their own interim examination. The structure of the education (programme components, teaching methods, method of assessment) is described in the study guide.

Article 7: admissibility interim examinations 1. Before admission to the interim examination of the component specified in Article 6 subsection 1, the student must have completed the corresponding subcomponents, as described in the study guide, with a sufficient mark.

2. Before admission to the interim examination of a component specified in Article 6 subsections 2, 3 or 4, the student must have successfully completed the corresponding subcomponents, as described in the study guide, with a sufficient mark.

3. Before being allowed to take part in subcomponents corresponding to the interim examination of an academic year, the student must have successfully passed the interim examination of the previous year.

4. Contrary to subsection 1 and 2, after having consulted the board of studies, the examination committee may, at the request of a student, give him or her written permission to sit the interim examination as specified in article 6 subsection 1, 2, 3 and 4 if he or she has taken one subcomponent corresponding to the interim examination, but completed it with an insufficient mark. Permission is not granted if this concerns a subcomponent lasting 11 weeks or longer. If the student successfully passes the interim examination, the subcomponent in question is considered to have been successfully completed.

5. Contrary to subsections 1 to 4, after having consulted the board of studies, the examination committee may set additional requirements when granting the permission as specified in the first sentence of the preceding subsection.

6. Contrary to subsections 1, 2 and 3, after having consulted the board of studies, the examination committee may, at the request of a student, give him or her written permission in exceptional cases, and under conditions stipulated by the committee itself, to sit the interim examination as specified in Article 6 subsections 1, 2, 3 or 4, if the student has not yet completed all of the subcomponents corresponding to the interim examination.

7. If a student fails the interim examination of a component as specified in Article 6 under point 1, the examination committee may, after having consulted the board of studies, demand that the student retakes and successfully completes all or a part of the subcomponents corresponding to that interim examination before being once again permitted to sit the interim examination.

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EDUCATION AND EXAMINATION REGULATIONS 8. If a student fails the interim examination of a component as specified in Articles 6 subsections 2, 3 or 4, the examination committee may demand, after having consulted the board of studies, that the student successfully completes one or more of the subcomponents, tailored to the individual learning trajectory of the student, before being once again permitted to sit the interim examination.

Article 8: Job requirements The course components, as specified in Article 6 subsections 1b, 2b, 3b and 4b, are related to the professional experience period described in the Academic Titles (Architects) Act. The aim, the content of and the requirements and conditions that are applied to the professional experience are described in ‘The External Curriculum concerning professional experience as a component of the study programmes at the Academies of Architecture‘ and the corresponding appendices: 1. Exit qualifications and 2.Transition table.

The professional experience component is part of the compulsory curriculum of the study programme.

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Section 3 Sitting examinations Article 9: The examination committee 1. The examination committee is appointed by the Executive Board on the recommendation of the faculty director.

2. The examination committee is responsible for: • determining whether the student meets the conditions set by Education and Examination Regulations (OER) with regards to the knowledge, insight and skills required to obtain a degree; • issuing the degree certificate on behalf of the Executive Board and granting the relevant degree associated with the completed study programme; • granting the designation ‘cum laude’ in accordance with the conditions of the Education and Examination Regulations (OER); • granting exemptions; • granting permission for a non-standard personal study path; • granting specific amendments to the curriculum or the method of assessment in connection with disability and study, in accordance with the relevant protocol; • appointing examiners; • dealing with complaints related to testing and assessment; • issuing statements to students who leave the study programme early; • imposing sanctions if fraud and/or plagiarism are detected.

3. The examination committee is authorised to set further regulations with regard to the interim examinations, as described in these Education and Examination Regulations.

4. The examination committee is authorised in individual cases to make an exception to the Education and Examination Regulations in favour of the student.

5. All matters concerning the interim examinations that are not described in these Regulations will be decided by the examination committee.

Article 10: Order of the interim examinations Participation in the interim examinations is not permitted before all interim examinations of previous academic years have been passed and all the subcomponents related to the interim examinations have been completed, as described in article 7.

Article 11: Time periods, frequency and resitting of interim examinations 1. The opportunity to sit the interim examination of the components described in article 6 subsection 1 is given once a year.

2. The opportunity to take the interim examination of the components described in article 6 subsections 2 and 3 is given twice a year.

3. The opportunity to take the interim examination of the components described in article 6 subsection 4 is given four times per year.

4. After having taken an interim examination twice, the right to participate in programme components or graduation supervision will cease to apply.

5. A resit for the component, as described in article 6 subsection 4, must take place within a period determined by the examination committee no more than 12 weeks after the interim examination result has been determined.

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EDUCATION AND EXAMINATION REGULATIONS Article 12: Form of the interim examinations 1. The interim examinations of the course components as described in article 6 are conducted orally.

2. Examinations are conducted individually, unless the examination committee decides otherwise.

3. Examinations are conducted publicly, unless the examination committee decides otherwise.

4. During the interim examinations of a component, as described in article 6 subsections 1, 2, 3 or 4, the student is assessed on all the subcomponents connected to that interim examination, which are looked at together and on the basis of internal consistency, as well as on the presentation of this as a whole and his or her vision on the professional field; all in light of the exit qualifications of the study programme and related to the educational objectives of the course component that is intended to be completed with this interim examination.

5. Students with a physical or sensory impairment or handicap are offered the opportunity to sit the interim examinations in a manner that is adapted to their individual impairment or handicap as much as possible. The student must submit a written request beforehand for this to the examination committee via the study adviser. The examination committee will seek expert advice, if necessary, before reaching a decision.

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Section 4 Interim examination result Article 13: Determination and announcement of the result 1. The examiners will determine the result immediately after conducting the oral interim examination and will offer an oral explanation about this matter to the student.

2. Within two weeks after the interim examination, as described in article 6 subsections 1, 2, 3 and 4, the examiners will provide the administration of the faculty with the necessary details for the purpose of issuing the written proof of the result to student.

3. In the written declaration concerning the result of the interim examination, the student is notified of the possibilities of appeal, as described in article 15 and 16.

Article 14: Period of validity If a study result from interim examinations, components or subcomponents has been obtained more than six years ago, the examination committee can decide, on their own initiative or on the recommendation of the board of studies, that the result is no longer valid, if the previously acquired and tested knowledge and skills are no longer up-to-date. The examination committee may decide that one or more course components have to be taken again, or that a supplementary assignment has to be completed, in order to raise the knowledge or skills in question to an upto-date level.

Article 15: Reassessment Notwithstanding the provisions in article 16, a student can appeal to the board of studies after an assessment and can, in conjunction with the board, ask the examiners for further explanation or justification. In the event of a difference of opinion about the assessment of an interim examination, the student can lodge a substantiated objection to the interim exam result with the exam committee, within two weeks after issuance of the written evidence of the result, and ask for a reassessment. The examination committee will decide within four weeks (excluding days on which the Academy is closed) if they see grounds for a reassessment.

If the examination committee sees grounds for reassessment in the arguments, it will declare the interim examination in question invalid and instruct the board of studies to put together a new committee of examiners, who will carry out a reassessment on the basis of the same work within four weeks.

Article 16: Appeal Notwithstanding the provisions in article 15, a student can appeal against a decision taken by or on behalf of the examination committee In that case, the student can appeal against the decision to the Examination Appeals Board (COBEX) within six weeks of the announcement of the decision.

For information on this Appeals Board, one must consult the Service Bureau of the School.

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Section 5 Exemption Article 17: Exemption At the request of a student and on the recommendation of the board of studies, the examination committee can grant exemption from a (sub)component of the course component and/or the professional experience component and the related interim examination, provided one of the following conditions is satisfied: 1. An interim examination has been passed in a component of a comparable higher professional degree course in the Netherlands that is similar in terms of content and study load, at the discretion of the examination committee; 2. An interim examination has been passed in a component of a comparable university degree programme in the Netherlands that is similar in terms of content and study load, at the discretion of the examination committee; 3. An interim examination has been passed in a component of a comparable study programme abroad that is similar in terms of content and study load, at the discretion of the examination committee; 4. Proof of at least a number of years of work, to be determined by the examination committee, in a field or profession of relevance to the interim examination concerned, at the discretion of the examination committee; For a request for exemption, the board of studies must submit a written dossier, supplemented by pieces of evidence from the student, to the examination committee.

The examination committee will reach a decision on the requested exemption within a period of 8 weeks after submission of the written dossier.

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Section 6 Final examination Article 18: Determination of the result and designation ‘cum laude’ 1. The final examination consists of an assessment of the oral presentation of the graduation project and the written documentation of it, the Examination 4. In addition, it consists of a final verification of the study components taken and interim examinations completed with a passing mark.

2. As soon it has been verified that the student has met all conditions for the awarding of a degree, the examination committee will determine if the student can receive the degree certificate.

3. Contrary to the provisions in the first subsection, the examination committee can itself, prior to the awarding of the degree certificate, conduct an inquiry into the knowledge, insight and skills of the student with regard to one or more components of the study programme, if and insofar as the results of the corresponding interim examinations give cause for that, before deciding on the result of the final examination.

4. The examination committee can, on the recommendation of the committee of examiners, confer the designation cum laude if the student has excelled in every aspect of the field of study, if the graduation project has an unusual and pioneering character and constitutes an exceptional graduation project, and if the student has demonstrated an exceptional level of reflection on his or her graduation work and position within the field of study.

5. The conferral of the designation cum laude requires the unanimous recommendation of the committee of examiners to the examination committee. The recommendation must be supported in the report of Examination 4 with arguments referring to the above-mentioned criteria. On the assessment form of Examination 4, all assessment categories must be assessed as good or excellent.

6. The student is not informed of the recommendation of the examination committee with regard to the conferral of the designation cum laude with the issuance of the written evidence of the interim examination result. The conferral and announcement of the designation cum laude takes place during the degree ceremony.

Article 18a: Degree certificate 1. As proof that the final examination, as specified in Article 18, has been successfully taken, the examination committee confers the degree certificate as specified in Article 7.11 of the WHW, but not before it has been determined that the student has satisfied all of the other applicable conditions imposed by or by virtue of the Act. 2. A diploma supplement is attached to the degree certificate. In addition to the standard information, information on the specific composition of the curriculum can be included with the diploma supplement.

3. The examination committee ensures that the degree title corresponding to the completed study programme is indicated on the degree certificate.

The degree titles are: for the Architecture programme: Architect, Master of Science; for the Landscape Architecture programme: Landscape architect, Master of Science and for the Urbanism programme: Urbanist, Master of Science.

4. Where applicable the designation cum laude will appear on the degree certificate.

5. The degree certificate and diploma supplement are drawn up in Dutch. If desired and requested in advance, the student can receive an English version instead of a Dutch version.

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Section 7 Conditions for enrolment, re-enrolment and termination of enrolment Article 19: Enrolment and re-enrolment after a temporary interruption of study 1. The procedure for enrolment and re-enrolment is described in the regulations for enrolment and termination of enrolment of the Amsterdam School of the Arts.

2. Notwithstanding Article 19 subsection 1, additional demands can be set for re-enrolment after an interruption of study or termination of enrolment on the basis of Article 7.26a subsection 1 of the WHW. 3. A student is entitled to re-enrol after an interruption of study if agreements have been made and recorded in that regard in accordance with Article 20: Temporary interruption of study and termination of study.

4. If at the moment of re-enrolment, a student has not yet passed the interim examination as specified in Article 6 subsection 1, he or she must go through the normal selection procedure for new students. Students who have to resit the interim examination, as specified in Article 6 subsection 1, are exempt from this.

5. Article 20 applies in all other cases.

Article 20: Temporary interruption of study and termination of study 1. A student can submit a reasoned written request to the study adviser and the director in order to interrupt the study for a specific period of time. The board of studies decides the conditions on the basis of which re-enrolment can occur.

2. Prior to the period of interruption of study, agreements are made between the board of studies and the student prior to the period of interruption of study regarding the moment when, and conditions under which, the student is entitled to continue the course.

3. The study is only interrupted if the student terminates enrolment him or herself.

4. The maximum duration of an interruption of study is 12 months.

5. If the student extends the period of interruption of study that has been agreed upon without the permission of the board of studies, even if this falls within the maximal period of 12 months, the right to re-enrolment is repealed. The board of studies may require the student to go through the admission procedure again.

6. A student who interrupts the study without the application of the provisions under subsections 1 to 4 is regarded as a dropout and has no automatic right to return. In this case, a request for an admission procedure with a view to re-enrolment may be turned down by the board of studies.

7. The agreements are recorded in the student dossier.

8. A temporary interruption of study has no suspensive effect for the period of validity of the interim examinations. In accordance with article 14, the validity of interim examinations, components and subcomponents passed longer than six years ago will be checked upon reenrolment.

9. This article does not apply to students from outside the EEA; they lose their visa in the event of interruption of study or dropping out of a study.

Article 21: Termination of enrolment 1. Termination of enrolment and the reimbursement of tuition fees are covered in the regulations on enrolment and termination of enrolment of the Amsterdam School of the Arts.

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Section 8 Student counselling Article 22: Study progress and student counselling 1. The faculty board is responsible for the registration of the study results. Students have access to the results they have obtained via intranet.

2. A dossier is kept for each student. This ‘student dossier’ includes, among other things, the diploma of the preparatory course, the registration form, the proof of the study results obtained and the decisions of the examination committee regarding the student.

3. The faculty board is responsible for giving students advice with regard to their orientation towards possible courses of study both in and outside the study programme. The study advice and supervision is designed by the heads of the Master’s programmes, the study adviser and the professional experience coordinator.

Section 9 Fraud and plagiarism Article 23: Fraud 1. If the examiner suspects fraud on the part of the student during any test or other form of assessment, he or she informs the examination committee of this in writing as soon as possible.

2. The examination committee will conduct an investigation into the report of fraud and, upon establishing fraud, will decide within four weeks on the measures to be taken. The examination committee does not decide until the student in question has been allowed to state his or her case, or at least has been given ample opportunity to do so. A report of the interview is made. A report of the interview is made.

3. If a student commits fraud, the examination committee can, in accordance with article 7.12b subsection 2 of the WHW, take away the right of the person concerned to sit one or more interim examinations or final examinations designated by the examination committee, for a period not exceeding one year to be determined by the examination committee. In the case of extensive fraud, the university board can permanently terminate the enrolment in the study programme of the person concerned, on the recommendation of the examination committee.

The decision of the examination committee is put down in writing.

4. If fraud occurs with the consent and/or cooperation of a fellow student, the latter is an accessory. Corresponding procedures and sanctions apply in this case.

Article 24: Plagiarism 1. Plagiarism is understood to include passing off somebody else’s visual material, texts, data or ideas as one’s own work. Article 23 subsection 1 to subsection 3 is applied by analogy if plagiarism is detected.

2. If plagiarism takes place with the consent and/or cooperation of a fellow student, the latter is an accessory. Corresponding procedures and sanctions apply in this case.

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Section 10 Final provisions and implementation regulations Article 25: General hardship clause 1. The examination committee is authorised in individual cases to make exceptions to the Education and Examination Regulations in favour of the student, if there are compelling reasons to do so.

2. The management decides in cases that are not covered by the Education and Examination Regulations, unless it concerns the authority of the examination committee.

Article 26: Amendments and announcement 1. Amendments to the Education and Examination Regulations apply without prejudice to all students of the relevant study programme, regardless of the year in which they started the study programme.

2. If in the case of amendments, no transitional arrangement is specified for earlier starting cohorts and students of these earlier starting cohorts are adversely affected by this, the examination committee will take previous regulations, which were applicable at the time of its decisions, into consideration.

3. These regulations will be announced to all students at the start of the academic year via the intranet.

Article 27: Entry into force The present Education and Examination Regulations will take effect as of 1 September 2016 until an updated version is adopted and replaces all previous versions of the Education and Examination Regulations for the Master’s degree programmes of the Academy of Architecture.

As determined on behalf of the Executive Board of the Amsterdam School of the Arts on 31 August 2016, after having obtained the approval of the Faculty Council on 31 August 2016 .

Signed Madeleine Maaskant Director Academy of Architecture

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Colophon Publisher Amsterdam Academy of Architecture August 2016 (subject to changes) Editorial staff Staff and Board of Studies Academy of Architecture Editor-in-chief Klaas de Jong, Madeleine Maaskant Productions Klaas de Jong Text corrections Nik Berkouwer Photography Hans Krüse George Maas Inge Hoogland Milad Pallesh Thomas Lenden Elisabeth Floris Hester Annema Design Studio Sander Boon Translation Richard Glass (Alphabet Town)

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