Welsh School of Architecture (WSA). Masters in Architecture Design (MA AD) 2020-2021

MA AD Masters Architectural Design Masters in Architecture Design (MA AD)

Handbook

2020-21 MA AD Handbook 2020-2021

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MA AD AD prospectus Handbook 2017-18 2020-2021 MA

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Contents Preface 4 Section 1: Research by Design at the MA AD 1.1 MA AD Structure 1.2 MA AD Practice-Based research and multidisciplinary approach 1.3 MA AD Learning and Assessment

1.4 MA AD Weekly Timetable 1.5 MA AD Core Module

6 7 9 12 14

Section 2: MA AD units 2.1 The Design Units

Unit A. EMUVE UNIT LEWISHAM 2021: Inter-Cultural Nodes (ICN)

Unit B. Synergetic Landscapes

Unit C. Questioning the Ambivalence of Urban Commons: A Comparitive Investigation 2.2 MA AD Reading List

2.3 MA AD Selected Work

23 24 26 28

30 31

Section 3: Description of Optional Modules and Some Additional Information 3.1 Optional Modules Description

3.2 Studio Culture and Conduct

3.3 Supporting facilities 3.4 MA AD Digital Learning 3.5 Some Additional Information 3.4 Unit leaders and module leaders

MA AD Handbook 2020-2021

43 53 56 58 59 63

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Preface This one year full-time MA in Architectural Design is aimed at students who are looking for a rich, engaging and design-research focused post-graduate programme. It provides a great transversal approach accross all PGT programmes and a greater flexibility in terms of study choices, allowing you to engage with the interests of our research staff.

In the programme, we will focus on using designled research to inform your learning process and research explorations.

You will develop your existing design skills by focusing on how design thinking might address current global challenges. This approach offers an intense and lively forum for the exploration and the discussion of design issues. This is why we place particular emphasis on using design as a means to conduct research. Researching through design is a creative activity that closely integrates the process

MA AD Handbook 2020-2021

of designing with the act of researching, so they can mutually inform each other. You will explore problems by making and testing design propositions, introducing and developing established knowledge as and when required. Through project work, you will draw on knowledge from many disciplines.

This prospectus is issued to MA AD post graduate international students, staff and external contributors.

The MA AD is benefitting from a well developed multidisciplinary educational environment and a carefully programmed framework, both responsive and dynamic. The MA AD course is as well in synergy with other WSA PGT courses, such as the MA UD and other under graduate such as MArch. We are exploring the development of a rich and stimulating interaction between post-graduate programmes.

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Section 1: Research by Design in the MA AD MA AD Handbook 2020-2021

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1.1 MA AD Structure This programme is available on a one year full-time basis. You will be based at the Welsh School of Architecture for the duration of the programme, one of the top-ranked schools of architecture in the UK. The taught element of this programme is structured around Architectural Design and Research (ADR) studio-based design module worth of 60 credits, where you will use techniques of research through design to explore an issue of interest related to one of the MA AD design units. This will normally run between October and early May, and will conclude with a final presentation in front of a panel of reviewers. Your work in the design studio is complimented by the 30 credit module Analysis of Precedents, and a broad range of choice of optional study modules from other PGT programmes.

The MA AD structure encompasses three Core modules, summarised as follows: ART701 Architectural Design and Research (60 cr) ART703 Analysis of Precedent (30 cr.)

ART704 Design Thesis (Dissertation) (60 cr.)

MA AD Handbook 2020-2021

You will usually start the dissertation element of the programme in May and complete this over the summer. The dissertation is the culmination of your design research throughout the programme. The dissertation usually comprises of a documented design project, that includes a 6000 word critical commentary. Support for developing the necessary skills of research through design will be provided during the taught elements of the programme.

In addition, The MA AD, encompasses ten further Optional modules, that in 2020-2021 are: ART102 People and Buildings (10 Cr.) ART802 Computational Form Finding (20 Cr.) ART501 The Conservator’s Role (20 Cr.) ART502 Tools of Interpretation (20 Cr.) ART505 Methods of Repair (20 Cr.) ART028 Passive Design (10 Cr.) ART035 Low Carbon Buildings (10 Cr.) ART041 Climate Comfort and Energy (20 Cr.) AR3003 Issues in Contemporary Architecture (10 Cr.) ART702 Architectural Technology 3A (10 Cr.)

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1.2 MA AD practice-based research and multidisciplinary approach The MA AD, with its unique and distinctive structure will bridge the gap between practice and research by strengthening learning outcomes from Practice Based Research, Design and Reflective Practice.

A varied range of optional modules will inform the students’ research and design outcomes from different multidisciplinary approaches. Students will have the options to develop their design thinking in the School’s principal research areas which currently include: - Urban regeneration - Architectural practice - Low carbon/energy design and construction - Building performance, prediction and evaluation - Making/prototyping - Materials - Sustainable cities - History and theory of architecture and urbanism - Building conservation

MA AD Handbook 2020-2021

Project work in MA AD balances the disciplines of design, practice and research that will be applied critically through Practice-Based Research.

During your year on the programme, you will focus on developing a design-research agenda, defining and establishing your own position in architectural design. The topics covered are usually structured around thematic studios, or ‘design units’ under the guidance of an experienced design tutor who have expertise and interest in specific areas of research and practice. The themes are often related to areas of research expertise within the School.

You will also work independently to develop a research-focussed approach to your studies. This will require you to question and evaluate evidence and think creatively and iteratively. Emphasis will be both on individual discovery and personal reflection in addition, peer discussions and debates will be developed in your group and individual works to

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foster the collective intelligence of each designresearch Unit. The aim is to promote your own individual critical thinking and therefore your learning experience.

MA AD Design practice-based research Design-Based Research is an original investigation undertaken in order to gain new knowledge partly by means of practice and the outcomes of that practice. In MA AD context, such practice will be your exploratory analytic and desing work. The emphasis is on creative process and the works that are generated from that process: the ‘artefact’ (in our case, the design project) The originality and contribution to knowledge that is key to any consistent research should be demonstrated through the creative outcomes of your design work, together with other additional physical outcomes such as art installations, built artefacts and/or curated exhibitions.

MA AD Handbook 2020-2021

Under this intellectual framework, you will undertake the analysis of architectural precedents within the studio environment and choose 30 credits worth of optional modules, chosen from a list of subjects based on the research interests of the staff in the school. This list is reviewed on an annual basis. You can choose any combination of 10 and 20 credit modules of your preference.

For your dissertation, you will work independently using the skills that have been developed during the taught programme, for developping a critical research argument through design. This will involve completing a design thesis project. You will be expected to supplement this with a 6000 word critical written commentary that will be included in your design research portfolio as a written explanation of it.

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1.3 MA AD Learning and Assessment As a result of this exceptional year where we all have to deal with the COVID -19 Pandemic, during the Autumn Term 2020, most of the MA AD studio teaching will be delivered remotely. This will be reconsidered for the Spring Term 2021, according to the Pandemic evolving circumstances. However, we also will be committed to meet face-to-face with other students and staff, offering face to face activities for providing social engagement and learning.

MA AD Studio is the location for the design teaching, model-making tutorials, workshops and intellectual debates. It is also used for exhibitions and “crits” – at which students display their work for critical discussion and assessment by staff, fellow students and visiting critics. Working both formally and informally with your fellow students in the studio provides you opportunities for valuable peer-review and discussions around your work.

Module Core Modules (Non Optional)

ART 701 Architectural Design and Research Design Thesis (dissertation) ART 703 Analysis of Precedents

Credits

Level

Pass Marks

60 60 30

7 7 7

50% 50% 50%

7 7 7 7 7 7 7 7 6 6

50% 50% 50% 50% 50% 50% 50% 50% 40% 40%

Optional Modules (Maximum of 30 credits total) ART102 People and Buildings 10 ART802 Computational Form Finding 20 ART501 The Conservator's Role 20 20 ART502 Tools of Interpretation ART505 Methods of Repair 20 ART028 Passive Design 10 ART035 Low Carbon Buildings 10 ART041 Climate Comfort and Energy 20 AR3003 Issues in Contemporary Architecture 10 ART702 Architectural Technology 3A 10 MA AD Handbook 2020-2021

You will be taught both by permanent academic staff and tutors from leading UK practices, that will provide you with an exciting mix of design approaches and experiences.

As one of the top-ranked schools of architecture in the UK and leading in Wales, we have strong and lastling links with the Welsh Governmentn and other public Institutions, additionally we undertake close collaborations with construction industry and professional practices. Strong international links at European and International levels, with European public Institutions of the European Union, other schools of architecture and internationally renowned practices, makes the WSA a cosmopolitan hub for the development of innovation in Architectural design thinking and practice.

The School encourages effective student-led and independent learning, whether through site analysis, library research or “reflective practice”.

Autumn Semester O N D J

F

Spring Semester M A M 05/05/21

J

J

Summer A S 08/09/21

22/02/21

02/02/21

02/03/21

17/12/20 02/12/20 01/02/21

01/03/21

08/02/21

20/03/21

10/12/20

25/02/21 23/02/21

23/03/21

09/02/21 18/12/20 17/03/21

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Your studies will also include lectures and seminars as part of your optional modules, and as support for the design module. Teaching also includes the provision of online learning materials, such as briefs, bibliographies, readings and precedents, as appropriate to the module. We aim to make appropriate use of audio-visual support to aid learning and for the development of subject-specific skills. You will be given access to relevant teaching materials through the University’s virtual learning environment, “Learning Central”.

The dissertation element of the programme is conducted through the process of design, continuing on from your taught design project completed during the first part of the course.You will be meeting with your design unit tutor on a weekly basis until the end of June. This is usually followed by a period of reflection and writing where you will work

MA AD Handbook 2020-2021

independently under the guidance of your tutor and under the supervision of the programme leader or another member of the academic staff.

How will I be supported?

Contact time with staff is high and you will receive regular feedback on your progress throughout the course through the weekly tutorials. The Programme director is responsible for overseeing student progress. You will also have a personal tutor with whom you can (in confidence) discuss any concerns that may affect your progress. Regular progress reviews are held throughout the year with the year team, and an open-door policy exists throughout the School.

The School provides opportunities for you to reflect on and define your individual learning needs. This generally takes the form of an online Reflective Diary that will be 20% worth of your total mark in ART701 Architecture and Design Core Module. In addition, please feel free to use the ‘classic’ sketch book.

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The Architecture Library is located in the same building as the WSA, and provides easy access to resources and support. Electronic course materials are also generally held on the University network.

You will usually receive your feedback from the module leader. If you have questions regarding your feedback, module leaders are usually happy to give advice and guidance on your progress

Modules within the programme make extensive use of the University’s virtual learning environment, Learning Central, where you can access discussion forums and find course materials including recordings of lectures, and links to related materials.

How will I be assessed?

Design projects and related exercises are assessed continuously, often through pin-up reviews and symposia where feedback is given. At the end of the year, a portfolio of all design-related work is presented for formal examination by a panel of reviewers.

The University also offers a range of services for students to access, including the Careers Service, the Counselling Service, the Disability and Dyslexia Service, the Student Support Service, and excellent libraries and resource centres.

Feedback Feedback on coursework is usually given using a standard feedback pro-forma or can be given orally.

MA AD Handbook 2020-2021

Optional modules are usually assessed through written examination and coursework submitted during the semester. Please read the module descriptions for your chosen optional modules to find out more about the ways they are assessed.

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The criteria by which assessments are made are contained in the School’s PGT Teaching Handbook, in project and coursework documentation, and explained at introduction to the various modules and design projects.

MA AD learning outcomes The Learning outcomes for this Programme describe what you will be able to do as a result of your study at Cardiff University. They will help you to understand what is expected from you. Academic staff will focus on what they want you to achieve within each Module. Each ART701 ADR/ART704 DT Design Research Units will have specific Learning Outcomes that are derived from the following general ones. The Unit leaders will provide these Unit-related Learning Outcomes.

Knowledge & Understanding: - Critically understand how knowledge is advanced through design-led research to produce clear, logically-argued and originally-written design work related to architectural culture, theory and design.

Professional Practical Skills: - Generate complex design proposals showing understanding of current architectural issues, originality in the application of subject knowledge and, where appropriate, ability to test new hypotheses and speculations at professional level.

- Evaluate materials, processes and techniques that apply to complex architectural designs and building construction, and to integrate these into practicable design proposals; Transferable/Key Skills: On completing the programme you should be able to: - Demonstrate problem-solving skills, professional judgment, and ability to take the initiative and make appropriate decisions in complex and unpredictable circumstances; - Identify individual learning needs and understand the personal responsibility required to prepare for work within the architectural profession; - Evaluate and apply a comprehensive range of visual, oral and written media to test, analyse, critically appraise and explain design proposals;

Intellectual Skills: - Pursue a personal research agenda within the context of the School’s research portfolio;

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1.4 MA AD Weekly Timetable 10:00 10.00-17.00

11:00

12:00

13:00

14:00

15:00

16:00

17:00

ART701 Architectural Design and Research (Core), 60 Cr. Federico Wulff Barreiro and MA AD ULs. 26/10/20-5/5/21 Monday

(SBC Deadlines) ART501 The Conservator’s Role (Optional), 20Cr. Chris Whitman. Preliminary Hand-in: 16/11/20; Final Hand-in: 14/12/20 ART502 Tools of Interpretation (Optional), 20Cr. Bruce Induni. Preliminary Hand-in: 1/2/21; Final Hand-in: 1/3/21 ART505 Design tools: Methods of repair (Optional), 20Cr. Bruce Induni. Preliminary Hand-in: 8/2/21; Final Hand-in: 22/3/21 11.00-13.00 Synchronous live teaching (Asynchronous lectures will be available from 9:00am every Tuesday).

ART041 Climate, Comfort and Energy (Optional), 20 Cr. Eshrar Latif. 27/10/20

Tuesday

–9/2/211

14.00-17.30 ART035 Low Carbon Buildings, 10 Cr. (Optional) Simon Lannon. 23/2/21 – 23/3/21

9.00-13.00 ART102 People and Buildings (Optional), 10Cr. Chris Tweed & Hiral Patel. 2/2/21-2/3/21 10.00-12.00 ART502 Tools of Interpretation (Optional), 20Cr. Bruce Induni. Tutorials (tbc): 19/1/21, 9/2/21

14.00-16.00 ART502 Tools of Interpretation (Optional), 20Cr. Bruce Induni. Tutorials (tbc): 19/1/21, 9/2/21

10.00-12.00 ART505 Design tools: Methods of repair (Optional), 20Cr. Bruce Induni.

Tutorials (tbc): 26/1/21, 23/2/21

14.00-16.00 ART505 Design tools: Methods of repair (Optional), 20Cr. Bruce Induni. Tutorials (tbc): 26/1/21, 23/2/21

10.00-13.00 MA AD complementary teaching activities (MA AD Design Research Workshops) Wednesday 10.00-12.00 ART501 The Conservator’s Role (Optional), 20Cr. Chris Whitman.

Tutorials (tbc): 11/11/20, 2/12/20

14.00-16.30 ART702 Architectural Technology 3A (Optional), 10 Cr. Gabriela Zapata. 26/10/20-16/12/20 + 1 Online session: 3/2/21 Draft assignment 1: 25/11; Deadline MA AD assignment 1: 13/1; Second and FINAL assignment for MAAD students: 17/3/21 14:00-16:00 (depending on student numbers) ART501 The Conservator’s Role (Optional), 20Cr. Chris Whitman.

Tutorials (tbc): 11/11/20, 2/12/20 14.00-16.00 ART802 Computational Form Finding (Optional), 20 Cr. Wassim Jabbi. 29/10/2020-17/12/2020

9.40-17.00 AR3003 Issues in Contemporary Architecture, 10Cr. (Optional) Marga Munar.

Lectures: 29/10/20, 5/11/20, 19/11/20, 26/11/20 Seminars: 12/11/20, 10/11/20 or 11/11/20 (FRIDAY-tbc by AR3003 ML) Interim Deadlines: 9/11/20 (before 13.00), 7.12.20 (before 13.00) Final Summative deadline: 18/12/20 10.00-13.00 ART501 The Conservator’s Role 14.00-16.30 ART501 The Conservator’s Role (Optional), 20Cr. Thursday

(Optional), 20Cr. Chris Whitman.

Chris Whitman.

Lectures: 5/11/20, 26/11/20

Lectures: 5/11/20, 26/11/20

10.00-13.00 ART502 Tools of Interpretation (Optional), 20Cr. Bruce Induni.

Site Visits: 14/1/21, 4/2/21

14.00-16.30 ART502 Tools of Interpretation (Optional), 20Cr. Bruce Induni. Site Visits: 14/1/21, 4/2/21

10.00-13.00 ART505 Design tools: Methods of repair (Optional), 20Cr. Bruce Induni.

Site Visit: 21/1/21; Lecture: 11/2/21

14.00-16.30 ART505 Design tools: Methods of repair (Optional), 20Cr. Bruce Induni. Site Visit: 21/1/21; Lecture: 11/2/21 14.00-16.00 Activity sessions / 16.00-18.00 Group online tutorials ART028 Passive Design (Optional), 10 Cr. Vicky Stevenson. 10/12/2020 – 25/2/2021

ART703 Analysis of Precedent, 30 Cr. (Core) Marie Davidova. 30/10/20-22/2/20 Friday

(Asynchronous Recorded Teaching: to be watched later on for avoiding clashes with ART703) ART502 Tools of Interpretation (Bruce Induni), 20Cr. (Optional) Asynchronous Recorded Lectures: 15/1/21, 5/2/21 (Asynchronous Recorded Teaching: to be watched later on for avoiding clashes with ART703) ART505 Design tools: Methods of repair (Optional) (Bruce Induni), 20Cr. Lectures (10.00-13.00; 14.00-16.30): 22/1/21, 12/2/21

1. Colors in the Timetable represents the overlapping optional modules, Further inforamation is available on the Learning Central https://learningcentral.cf.ac.uk/webapps/blackboard/execute/announcement?method=search&contex MA AD Handbook 2020-2021

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1.5 MA AD core modules Architectural Design and Research (ADR) ART701 This module represents the core of the taught part of the MA in Architectural Design. It aims to extend the students’ knowledge and skills of architectural design through the conception, development, communication, and presentation of a complex design proposal. The development of this design proposal unfolds over the course of the year in response to challenges set by a series of design thesis unit leaders, tutors and consultants (as elaborated below in Section 2). Alongside to the design project, this module enables students to develop skills in design-research – forming an essential pre-cursor to the design-research based dissertation module that will follow. As part of developing a design thesis, students are expected to and should show understanding of current architectural issues and be informed by appropriate

MA AD Handbook 2020-2021

history, theory and precedent in addressing specific contexts. Students will learn how research questions might arise in response to formulated design problems and how issues can be addressed in informed, responsive, creative and propositional ways.

ADR is organised around the ‘Design Thesis’, which has a long history in architectural education, having figured in institutions as diverse as the Ecole des Beaux Arts and the Bauhaus. It remains a strong tradition in architectural education, not least at the Welsh School. It has been an opportunity for students in school to demonstrate their abilities and take a stand in the discipline before beginning life as an architect in practice. Notwithstanding, the synthetic and propositional skills which it develops are valuable resources for a wide range of settings beyond practice.

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The design thesis provides an opportunity for graduates to formulate an intellectual position regarding architectural design, with the support of Practice-Based and design-research methodologies.

Its architecture can ‘say’ whatever you want it to – but it must be responsive to the work that has gone before, accepting or rejecting it knowledgeably from a consistent and well-informed intellectual position. Architecture is a research activity and the design proposition should demonstrate the research which underpins it in all respects: cultural, social, formal, political, technological, contextual, tectonic, environmental, historical, philosophical, and economic. In synthesising an approach to these facets of the discipline, projects will proclaim architectural positions.

of preparatory, analytical work, a built artefact or a ‘primer’ project which may substantiate and help in defining the design hypothesis or question.

A thesis describes a reasoned argument as a response to a research question which stems from a knowledge gap previously identified in a first analytic or exploratory work. A design-research led architectural proposition should set out a clear and cogent argument. It should demonstrate the reasoning and evidence which it supports. It should show coherence of purpose – and should be therefore systematic and methodical. Any representation should be well structured and be robust enough to withstand testing through criticism and review, but it is fair to say that there is an equivalence of valency of design development to ‘final’ solution.

The main project of the ‘Design Thesis’ may be informed by a research process with the support

Unlike the undergraduate education, it is the graduate in collaboration with staff who set the

MA AD Handbook 2020-2021

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parameters and extends the possibilities of the design project. And unlike in the undergraduate years – where Technology, History, Theory, Urban Design and Economics are presented in separate courses alongside design studio – there is no such separation. The design thesis should demonstrate the fundamental integration of the many facets of architecture. The emphasis in the final design is on the graduate’s own initiative and responsibility.

The educational framework set by the MA AD team will help graduates develop the thesis and provide opportunities to work with like-minded colleagues.

The school is not prone to projects that rest on self-indulgence. Architecture has moral and ethical responsibilities. The design thesis must be rooted in a serious question or questions. The choice of question and details of resolution will be determined through the particular processes adopted by each unit. Investigations may focus on a social need or

MA AD Handbook 2020-2021

economic situation; or the distinctive character of a particular site; or the architecture which might derive from a particular material or materials; or phenomenal qualities of light or sound or touch, or much else besides. The MA AD also demands that design proposition should be grounded in the needs of the real world: not only “can you have an idea?” but “can you make the idea work?” in the contexts of inhabitation, site, climate, culture and feasible technologies. The school believes that such pragmatism is not inhibiting; architects must be able to deliver their speculations. And from necessity comes richness. In this respect, your project should be conspicuously made.

Professional architecture is an expert practice, and the elegant resolution of the thesis demonstrates expertise. The school of architecture, staff, and collaborators have international reputations in their respective fields of specialism. It is to the advantage

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of the graduate to engage with these fields and specialists. It is also important to collaborate with colleagues in a studio environment, especially for the MA AD students with the MA UD cohort. For these reasons, the design module is aiming for teaching collaborations between, the MA AD, MA UD and MArch courses, but also with the rest of the Postgraduate programmes on offer at the WSA. Each Unit will normally have a maximum of 9 students working together. Graduates may choose from a number of themes. We try our hardest to ensure that each student has at least her or his first or second choice of Unit.

MA AD cohort will come together to frequently sharing lectures, seminars and crits as appropriate, and work broadly to the same timetable until Easter.

Graduates are encouraged to pay attention to Units other than their own, to spend time together, and to

MA AD Handbook 2020-2021

learn from what each other is doing, including the other design courses accross the school.

Note should be made, however, that individual Units set criteria and will work, develop and progress in different ways throughout the year. Therefore, attempting to gauge personal progress through direct comparison between the different Units wouldn’t be always helpful.

In the UK, the Arts and Humanities Research Board (now Council) (AHRB, 2000) defines Research primarily in terms of research processes rather than outputs. This definition is built around three key features: 1. It must define a series of research questions or problems that will be addressed in the course of the research. It must also define its objectives in terms of seeking to enhance knowledge and understanding the

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questions or problems to be addressed.

research questions.

2. It must specify a research context for the questions or problems to be addressed. It must specify why it is important that these particular questions or problems should be addressed, what other research is being or has been conducted in this area and what particular contribution this project will make to the advancement of creativity, insights, knowledge and understanding in this area.

Creative Design output can be produced, or practice undertaken, as an integral part of the research process. However, the outcomes of such design practice must be accompanied by documentation of the research process, as well as by some form of analysis or explanation to support its position and to demonstrate critical reflection.

3. It must specify the research methodology for addressing and answering the research questions or problems. In the course of the research project, how to seek to answer the questions, or advance available knowledge and understanding of the problems must be shown. It should also explain the rationale for the chosen research methods and why they provide the most appropriate means by which to answer the

MA AD Handbook 2020-2021

The MA AD Design Thesis, the Reflective diary and the accompanying research project [known as the dissertation] should be linked to one another. The dissertation may then act as critical commentary covering aspects of design and contextualising design within the broader issues of the subject area.

More information on the precise specification of this piece of work is provided on the relevant module descriptor.

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who are highly-skilled in assisting students translate ideas that are often abstract and conceptualized into briefs and realisable architectural proposals.

The project work will be aimed at the higher level of creative ambition. Therefore the level and complexity of the problem set for and tackled by each student will be of a sufficiently high order to enable the following levels of achievement:

The themes offered are expected to be founded on areas of research and expertise that are established and can be supported from within the School.

Specialist advice from outside the School will supplement the work of each thematic studio.

• Systematic knowledge • Critical awareness • High level of visual thinking and representation • Processes and solutions informed by the

forefront of the discipline of architectural design.

As specific outcomes will necessarily vary between units, unit tutors will map their aims and envisaged outcomes against the general attributes and criteria in their extended Unit briefs. The distinctive nature of each Unit has been displayed in various national and international exhibitions we have held in recent years and we look forward to seeing this continue this coming year.

Projects will be developed under one of the several Units on offer in MA AD. These Units are led by tutors

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Analysis of Precedent (AP) ART703

This module focusses on how architecture can learn from that which precedes it and on how we analyse precedents in order to learn something that can be applied to future design thinking. The emphasis will be on the discovery of issues that are not always immediately obvious. As part of your design project units, you will work in groups to identify a relevant set of precedents from any design field or from other built, artificial or natural environment, and then conduct an in-depth analysis in order to address your research questions. The methods of analysis that you will use vary depending on the nature of your unit project and the issue being investigated. It will include graphical analysis of form, space, environment (physical as well as virtual), ecosystem, performances and atmospheres physical measurements and observations, together with written reflections and analysis. Such approaches will be integrated in a individual or collective Gigamap (Davidová, 2018; Sevaldson, 2018). The final output will be a portfolio, that will cover either individual or collective gigamaps. In addition, you will define an abstract and series of explanatory texts. The gigamaps will be submitted for Relating Systems Thinking and Design 9 (RSD9) conference, and will be displayed on an exhibition (https://systemicdesign.net/).

MA AD Handbook 2020-2021

Reading List: • Bjørndal Skjelten, E. (2014). Complexity & Other Beasts: Guide to Mapping Workshops (1st ed.). Oslo: AHO. • Davidová, M. (2014). Generating the Design Process with GIGA-map: The Development of the Loop Pavilion. In B. Sevaldson & P. Jones (Eds.), Relating Systems Thinking and Design 2014 Symposium Proceedings (pp. 1–11). Oslo: Oslo School of Architecture and Design. Retrieved from http://systemic-design.net/wp-content/uploads/2015/03/MD_RSD3_Gener atingtheDesignProcesswithGIGA-map.pdf • Davidová, M. (2017). Systemic Approach to Architectural Performance: The Media Mix in the Creative Design Process. FormAkademisk - Research Journal of Design and Design Education, 10(1), 1–25. https://doi. org/10.7577/formakademisk.1713 • Davidová, M. (2018). Roles, Agency and Relations of GIGA-Maps in Systemic Approach to Architectural Performance: The Special Prototypes of Post-Anthropocene. In J. Bean, S. Dickinson, & A. Ida (Eds.), AMPS Proceedings Series 12. Critical Practice in an Age of Complexity (pp. 114–132). Tucson: University of Arizona. Retrieved from http:// architecturemps.com/wp-content/uploads/2018/11/AMPS-Proceedings12-Critical-Practice-in-an-Age-of-Complexity.pdf • Davidová, M., & Raková, D. (2018). Biodiversity and Climate Change Adaptation through Non-Discrete Architectural Spaces and Architectures: Systemic Approach to Traditions for Sustainable Futures. FormAkademisk - Research Journal of Design and Design Education, 11(4), 1–31. https:// doi.org/https://doi.org/10.7577/formakademisk.2287 • Davidová, M., & Zímová, K. (2018). COLridor: Co-Design and Co-Living Urban Adaptation. FormAkademisk - Research Journal of Design and Design Education, 11(4), 1–30. https://doi.org/https://doi.org/10.7577/ formakademisk.2647 • Romm, J., Paulsen, A., & Sevaldson, B. (2014). Practising Systems Oriented Design: A guide for business and organisations that want to make real changes (1st ed.). Oslo: Oslo School of Architecture and Design.

• Sevaldson, B. (2011). GIGA-mapping: Visualisation for complexity and systems thinking in design. In J.-J. Lee (Ed.), Nordes ’11: the 4th Nordic Design Research Conference (pp. 137–156). Aalto: Aalto University.

Retrieved from http://www.nordes.org/opj/index.php/n13/article/ view/104/88 • Sevaldson, B. (2013). Systems Oriented Design: The emergence and development of a designerly approach to address complexity. In J. B. Reitan, P. Lloyd, E. Bohemia, L. M. Nielsen, I. Digranes, & E. Lutnaes (Eds.), DRS // CUMULUS 2013 (pp. 14–17). Oslo: HIOA. https://doi.org/ ISBN 978-82-93298-00-7 • Sevaldson, B. (2015). Gigamaps: Their role as bridging artefacts and a new Sense Sharing Model. In Relating Systems Thinking and Design 4 (pp.

1–11). Banff: Systemic Design Research Network. Retrieved from https:// app.box.com/s/tsj7ewtcy9dr63knf64tvo3yrepmzdov • Sevaldson, B. (2018). Visualizing Complex Design: The Evolution of Gigamaps. In P. Jones & K. (Kyoichi) Kijima (Eds.), Systemic Design (pp.

243–269). Tokio: Springer Japan. https://doi.org/10.1007/978-4-43155639-8_8 20

Design Thesis. Dissertation (DT) ART704

This module represents the culmination of the MA in Architectural Design. It builds on the skills and intellectual position developed as part of the Architectural Design and Research and aims to extend the students’ knowledge and skills developed through the realisation of their own design proposal.

The final design thesis should show understanding of current architectural issues and be informed by appropriate history, theory and precedent in addressing specific contexts. As a ‘thesis’, it should evidence how research questions arising in response to formulated design problems and issues can be addressed in informed, responsive, creative and propositional ways.

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References Reading lists specific to each thematic design thesis unit are included as part of the Units briefs.

Directed reading lists related to the thesis topic will be led by the Thesis tutor.

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Section 2: MA AD Design Units MA AD Handbook 2020-2021

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Section 2: MA AD units

2.1 The Design Units The four MA AD Units cover complementary aspects of contemporary architecture design. We strongly encourage the cross-feeding between the four Units and with the other design masters (MA UD and MArch, and also the other PGT courses on offer at the WSA) in order to promote the common intellectual reflection and foster collaborative practice culture. The themes of the Units are part of the diverse and rich research agenda that exists across the Welsh School of Architecture. These themes also respond to the world in which architecture will be practised. Architectural education at this level at the Welsh School Architecture must be responsive to this context.

The Design Thesis Units for 2020-2021 Academic Year are as follows:

Unit A: EMUVE UNIT LEWISHAM 2021: Inter-Cultural Nodes (ICN) Unit B: Synergetic Landscapese Unit C: Questioning the Ambivalence of Urban Commons Unit D: EMUVE2 UNIT1

1. EMUVE2 Unit is associated with EMUVE unit LEWISHAM 2021, therefore no separate Unit description is provided.

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UNIT A. EMUVE UNIT LEWISHAM 2021: Inter-Cultural Nodes (ICN) Tutor: Dr. Federico Wulff Barreiro / Guest Tutor: Dr. Noha Nasser

Introduction During the last decade, our European cities are undergoing profound changes as a reaction to the successive crises that our continent is facing, starting from the 2008 economic downturn and its urban and socio-economic impacts on deprivation, degradation and abandonment. Then, other successive crises have been added on, such as present COVID-19 challenges, the current crisis of European identity and its associated values and the widespread fear of the otherness as reflected in Brexit process, and the refugee and migrant crisis from 2015 onwards . The European migrant and refugee crisis has been by far the most important displacement of people fleeing from warfare and deprivation that our European continent has experienced since World War II, with more than 1 million refugees crossing the European Union since 2015.

The European urban public management models and planning methodologies have proven to be excessively rigid and obsolete for addressing these complex and rapidly-evolving crises from spatial and social perspectives.

European research project EMUVE / MA AD EMUVE Unit The European research project EMUVE (EuroMediterranean Urban Voids Ecology) , funded by the European Commission and hosted at the Welsh School of Architecture, has been conceived as a response to this concerning context at the architectural and urban scales. EMUVE has explored innovative design reactivation strategies for addressing the urban and social degradation processes resulting from these successive crises, focusing on the Mediterranean as the hardest MA AD Handbook 2020-2021

European frontier, the most conflicted and impactful area of the continent. A number of examples of this wider impact could be identified in North Europe, such as Calais’ informal migrant camps in North France and the migrants and refugees’ dangerous crossings of the British Channel for reaching the UK .

EMUVE European project has worked on several case studies in Spain (Andalucía region and Barcelona), France (Marseille) and Italy (Rome and Palermo) with precedents in the UK, in London (Hackney Wick in London) and Cardiff (Cardiff bay).

For further information about EMUVE European Project, please see the following EMUVE publications: https://www.cardiff.ac.uk/people/view/1254516wulff-federico#tab-publications MA AD-EMUVE Unit has been officially approved by the European Commission in 2014 as the design research laboratory of EMUVE European research project.

During 2020-2021, EMUVE Unit will be working in Lewisham, one of the most intercultural boroughs of London that forms part of the Intercultural Cities network of the Council of Europe . We will work within the logic of a design research think tank in collaboration with Lewisham borough and local stakeholders.

EMUVE Lewisham 2021 Unit Lewisham is one of the 33 boroughs of London, located in the south-east of the city, with a population of 264,500. The borough has a short section of the south bank of the Thames, with the greatest concentrations of ethnic minority residents around Deptford, New Cross and Lewisham Central, and it has long been one of the most impoverished parts of the capital. The traditional white population is long 24

gone to the outer suburbs and if any ethnic group can now be considered to be indigenous to Lewisham it is probably the black Caribbean population.

Currently, Lewisham is probably the only local authority in the UK which has been pursuing an explicitly intercultural approach, and it has been doing this for several years prior to its inclusion into the Inter-Cultural Cities network of the Council of Europe in 2007.

More recently, the Mayor of London, Sadiq Khan, has announced that Lewisham has been awarded the title of London Borough of Culture for 2021 . London Mayor’s award has given an explicit political support to the Lewisham borough’s Intercultural agenda.

EMUVE Lewisham 2021 Unit will explore multiscalar intercultural dynamics in Lewisham, focusing both on the redesign of public spaces aimed for intercultural interaction and the reactivation of derelict and underused buildings that could become spaces for social exchange. We will develop a multi-scalar conception, development and implementation of a network of Inter-Cultural Nodes (ICN).

As Bhabha (1994) and Bloomfield (2007) argue, an Inter-Cultural Node (ICN) could be identified as a ‘third space’ , a pluralist space which is inbetween that develops a relational practice at multiple scales (urban, public space, architectural), where the participants, including locals and all kinds of culturally diverse migrants that have been frequently subjected to exclusion, could collaborate together on joint projects within shared openness, cultural recognition, equality, anti-discrimination, dialogue and sharing of knowledge.

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1- https://www.theguardian.com/global-development/2020/sep/14/refugeesdemand-rescue-from-lesbos-after-moria-camp-blaze 2- EMUVE European Research on the European Commission website: https:// cordis.europa.eu/project/id/331084 - EMUVE research in Cardiff University website: https://www.cardiff.ac.uk/ research/explore/find-a-project/view/euro-mediterranean-urban-voids-ecologyemuve 3-https://en.wikipedia.org/wiki/Calais_Jungle https://www.coe.int/en/web/interculturalcities/london-lewisham; 4-https://rm.coe.int/0900001680482a3f; https://rm.coe.int/09000016802ff6cc 5-The following Lewisham’s description as a case study and intervention site has been taken from the 2011 Intercultural Cities Network report “The London Borough of LEWISHAM. Intercultural Profile”, Intercultural Cities Network, Council of Europe. https://rm.coe.int/0900001680482a3f 6-https://www.ladywell-live.org/2020/02/11/sadiq-khan-crowns-lewisham-aslondon-borough-of-culture-for-2021/ ; https://www.gold.ac.uk/news/lewishamborough-of-culture-2021/ 7-As BLOOMFIELD (2007: 6) argues, [...] “identifying and creating ‘third spaces’ away from the dualism of either/or, them vs. us – places which have no exclusive belonging to one side or the other, and are actually many sided, a space open to all. Usually these spaces will be open-ended, self-managed and non-hierarchical, encouraging equal participation”.

Reading List: A full reading list is available from EMUVE Lewisham 2021 Unit extended Brief.

•Intercultural Cities Network’s report 2011. “The London Borough of LEWISHAM. Intercultural Profile”, Intercultural Cities Network, Council of Europe. https://rm.coe.int/0900001680482a3f •Lewisham report 2005 https://rm.coe.int/1680492592, London: COMEDIA consultants •The Guardian’s 2017 news: “How the battle of Lewisham helped to halt the rise of Britain’s far right” https://www.theguardian.com/uk-news/2017/aug/13/battle-of-lewishamnational-front-1977-far-right-london-police •EMUVE European Research Summary published in the EU European Commission Website: EMUVE EU Research Project •AWAN N., SCHNEIDER T., TILL J. (2011), Spatial Agency: Other Ways of Doing Architecture, London: Routledge.

•BUNDELL-JONES, P., PETRESCU, D. AND TILL, J. (eds., 2005) Architecture and Participation. Abingdon: Spon Press.

•BLOOMFIELD, J. and BIANCHINI, F. (2004), Planning for the Intercultural City.

Stroud: Comedia.

• LA BARBERA, M. (2015), “Identity and Migration: An Introduction”, In: La Barbera, M. (ed.) (2015), Identity and Migration in Europe: Multidisciplinary Perspectives, International Perspectives on Migration, vol 13. New York: Springer.

LANDRY, C., WOOD P. (2008), The Intercultural City, Planning for the diversity advantage, London: Earthscan.

•WULFF F., BRITO O. (2020), “The production of intercultural urban landscapes, a multi-scalar approach: the case of Ballarò, Palermo”, URBAN DESIGN International 25, 250–265, London: Springer Nature https://link. springer.com/article/10.1057/s41289-020-00126-6z

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Unit B. Synergetic Landscapes Dr. Marie Davidová The collaborative unit aims to investigate the synergy of ‘non-anthropocentric architecture’ (Hensel, 2013), co-design across human and non-human communities and its linkage to emerging technologies. It will test how the emerging technologies (blockchain, reading and prototyping devices) and innovative approaches to life and business (circular economy, platform and token economies) help us rethink established forms of exchange and value with regards to sustainability and cultural landscape eco-systems. By doing that, the unit will investigate the possibilities of integration of decision-making on landscapes from the ‘bottom-up’ on a community level.

The collaborative unit proposes hands-on experiencesharing, built on synergising multiple research interests across of the unit team members in close codesign with the local community. The overall holistic team-built project will explore the possibilities of cities’ transition towards Post-Anthropocene for cross-species co-living.

This will be approached through codesign and full-scale prototyping in the complexity of real-life and real-time in so-called ‘real-life codesign laboratory’ (Davidová, 2019; Davidová, Pánek, & Pánková, 2018). The ‘laboratory’ will be central to the unit’s collective project and is located in Grangetown community in Cardiff. It will investigate the prototyping of materialised eco-systemic interventions for cross-species habitable and edible cultural landscape ecotop. The ‘prototypical urban interventions’ (Doherty, 2005) will be developed in the form of non-human dwellings and agriculture. They will test a generative agenda across the eco-system and its potential to interact with more extensive food chains and bio-corridors across the city.

The project will test its linking through QR codes to their online recipes for DIY. Subsequently, such prototypes and recipes will investigate how they can be networked to a blockchain system of values investigating its use for socially and environmentally sustainable circular economy.

Or generally, it will investigate on how to develop new structures for social/economic exchange 21st century models.

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The methodology will be grounded in Research by Design (Morrison & Sevaldson, 2010; Sevaldson, 2010).

This means that the unit will generate theory through the experimental practice of designing and its outputs implementation into-, observation of- and reflection on- the real-life codesign laboratory. The designing will be approached through combining codesign (Sanders & Stappers, 2008) as well as individual design in Systems Oriented Design (SOD) (Sevaldson, 2013) and full-scale prototyping (Hensel & Menges, 2006). The students will develop collaborative teamworking skills while holding their specific roles within the team. This will be approached through collaborative visual complexity mapping tool of SOD, so-called gigamapping (Sevaldson, 2018). The individual roles will be based on their research interest within the unit’s team project. Therefore, each student will deeply develop her/his research interest in expertise. They will learn how to relate such to other team members’ expertise within a framework of one complex collaborative, holistic project. After the initial collective project that will be prototyped in real life, each individual student will develop her/his expertise and its relations to others into a design thesis. Real-life observations and improvements will inform this.

The world today faces an Anthropocene Extinction, or 6th Mass Extinction, defined as a current ongoing event in which a large number of living species are threatened with extinction or are becoming extinct because of environmentally destructive human activities (Wagler, 2017). 80% of insects by biomass have disappeared since the end of 1980s (Vogel, 2017). Agricultural birds have likewise been disappearing (Czech Ornithologists Association, 2016). More generally, the Living Planet Report suggests that the decline in wildlife populations in the past 40 years has reached 60% (Grooten & Almond, 2018). Various environmental ecologists show that many species are adapting for life within the cities (Nemeth & Brumm, 2009). Therefore, the previously anthropocentrically-developed cities need to adapt to co-living (Davidová & Raková, 2018). As humans have 26

equal—neither privileged nor pejorative—roles within the overall eco-system and biosphere (Boehnert, 2015; Davidová & Zímová, 2018), human world citizens must understand and pursue their equal active role within the co-creation of the biosphere. The World Economic Forum has recognised that blockchain, crypto-currency and the ‘token economy’ provide a means for 21st-century communities and distributed organisation to reclaim power and enact their values in a way not possible through 20th century centralised banking, industrial and commerce models (World Economic Forum, 2018).

This research extends existing research (rethinking the blockchain) and explores how these technologies and concepts might empower communities, reconfigure eco-systems of people/plants/animals/things to create sustainable ecosystems of commerce and exchange.

These ecosystems of exchange are based around things people value (water quality, sustainability) rather than the (monetary) value or things.

Optional Module Encouragement: The students of this unit are highly encouraged to sign up for ‘Computational form finding’ optional module. This is because, in the unit, we will be using parametric modelling Grasshopper 3d and digital fabrication out of it.

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Reading List •

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• • •

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Barbero, S., & Bicocca, M. (2017). Systemic Design approach in policymaking for sustainable territorial development. The Design Journal, 20(sup1), S3496–S3506. https://doi.org/10.1080/14606925.2017.1352 853 Beesley, P., Hasting, S., & Bonnemaison, S. (Eds.). (2019). Living Architecture Systems Group White Papers 2019. Kitchener: Riverside Architectural Press. Retrieved from http://livingarchitecturesystems.com/ publication/white-papers-2019/ Bjørndal Skjelten, E. (2014). Complexity & Other Beasts: Guide to Mapping Workshops (1st ed.). Oslo: AHO. Boehnert, J. (2015). Ecological Literacy in Design Education - A Theoretical Introduction. FORMakademisk, 8(1), 1–11. https://doi. org/10.7577/formakademisk.1405 Bratton, B. H. (2013). Some Trace Effects of the Post-Anthropocene: On Accelerationist Geopolitical Aesthetics - Journal #46 June 2013 - e-flux. E-Flux, 46(6), 1–12. Retrieved from https://www.e-flux.com/ journal/46/60076/some-trace-effects-of-the-post-anthropocene-onaccelerationist-geopolitical-aesthetics/ Cathlow, R., Garrett, M., Jones, N., & Skinner, S. (Eds.). (2017).

Artists Re:Thinking the Blockchain. Torque Editions & Furtherfield.

Retrieved from http://torquetorque.net/wp-content/uploads/ ArtistsReThinkingTheBlockchain.pdf

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Unit C. Questioning the Ambivalence of Urban Commons: A Comparative Investigation Dr. Giorgio Talocci The commons are a crucial terrain of socio-political and intellectual struggle in the current urban age.

Commons are sites of experimentation of postcapitalist cooperative relations; or even sites where anti-capitalist practices of resistance take place (Enright and Rossi 2018). Collectively run cultural spaces, urban farms, gardens, workshops, cooperative forms of housing, community land trusts, but also, broadly speaking, squat-occupied buildings and reclaimed pieces of leftover land: places which groups of people care for and use in a shared way through a variety of norms, and underpinned by a set of values. The act of commoning is therefore a chiefly political one, which allows to eschew the solely market-driven exchange value of urban land, housing and facilities. Instead of excluding others by the means of property, the commons endeavour to a reclaim a potentially inclusive use of goods.

The literature, however, remarks how the commons are characterised by a fundamental ambivalence, by a tension between openness and exclusion – and how the very notion of ‘commons’ is in conflict with the one of ‘public’. The Unit grounds in such debate, and wants to stimulate a reflection on the significance and challenges of producing and maintaining urban environments whose use and resources are shared amongst a group of people; whose access is (to some extent) open; whose ownership is apparently subtracted to the tyranny of urban capitalism.

Importantly, the Unit wants to question the role of such environments at multiple scales, understanding the commons as a complex assemblage of urban knowledge and resources.

What socio-spatial practices contribute to promote a common use of urban resources, in an open and inclusive fashion?

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The Unit will revolve around this design research question, and around a dialogue between a SouthEast Asian urbanism (Phnom Penh, Cambodia), analysed remotely, and a case study (tbc, given current global circumstances) where students will be able to conduct research on primary sources – specific sessions will address the methodological and ethical challenges of doing field research, too.

In so doing, the Unit aims to reveal a comparative account of dissimilar trends of urbanisation, and to explore the agency of design in addressing situation of uneven power relations in different contexts. The Unit will expose students to an iterative design-based research methodology, requiring them to investigate the reality of the two cities as projects – i.e. bearing in mind a transformative endeavour. Students will map urban actors and analyse their discourses, to critically understand forms of control, management and organisation of urban territories, to focus on individual and collective narratives of inhabitance and transformation, to analyse morphologically several grounds of investigation, to reflect on the aesthetic dimension of the production of commons in the two cities Phase 1 of the Unit will focus on a short-term remote investigation of the reality of Phnom Penh, Cambodia. While the city is certainly scarred by socio-spatial exclusionary patterns – most visibly evictions of informal populations from the city centre toward peripheral camp-like relocation sites – a refined investigation shows how practices of commoning do exist and contribute to open up, decommodify and repoliticise urban space.

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Students will be asked to focus their analysis on informal settlements along railway tracks and river banks, within dilapidated buildings, in periurban areas; and to question the exclusionary reality of profit-driven developments and relocation sites.

What are the practices currently emancipating from a solely capital-driven production of urban realm?

What socio-spatial strategies, at multiple scales, can we implement in order to empower such practices further?

In phase 2, the same questions will drive our investigation in the second case study, that will be facilitated by a series of local partners sharing our same interests and endeavours. Against the background of an increasingly exclusionary urban realm – with skyrocketing housing prices, dilapidated transport infrastructures, high levels of unemployment and very slow investment patterns – the Unit will question commoning practices as being at the core of a potential open and inclusive idea of urbanity.

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Reading list • • • • • •

Agamben, G. (2013) The highest poverty. Monastic rules and form-of-life.

Stanford, CA: Stanford University Press.

Borch, C. and Kornberger, M. (2015, eds.) Urban Commons: Rethinking the City. London: Routledge.

Dellenbaugh, M., Kip, M., Bieniok M. et al. (2015, eds.) Urban Commons: Moving Beyond State and Market. Berlin: Birkhauser Press.

Enright, T. and Rossi, U. (2018) Ambivalence of the urban commons.

In: Ward, K. et al. The Routledge Handbook on Spaces of Urban Politics.

London: Routledge, pp. 35-46.

Ferguson, F. (2014, ed.) Make_Shift City: Renegotiating the Urban Commons. Berlin, Jovis Verlag.

Squatting Europe Kollective (1965) The squatters’ movement in Europe: Commons and Autonomy as Alternatives to Capitalism. Edited by C. Cattaneo and M. A. Martínez. London: Pluto Press. doi: 10.1192/ bjp.111.479.1009-a.

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2.2 MA AD reading List

Design Research References • •

Fraser, M. ed., 2013. Design Research in Architecture: an overview.

Ashgate Publishing, Ltd. Till, J. 2007., “Three Myths and One Model” in Collected Writing https://jeremytill.s3.amazonaws.com/uploads/post/attachment/34/2007_Three_Myths_and_One_ Model.pdf / http://www.jeremytill.net/

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RIBA (Royal Institute of British Architects), Research in Practice Guide https://www.architecture.com/-/media/gathercontent/home-improvements-housing-research-inpractice/additional-documents/ribaresearchinpracticeguidepdf.pdf

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Sanders, L., 2008. An evolving map of design practice and design research. interactions, 15(6), pp.13-17.

Parsons New School of Design, NY http://sds.parsons.edu/transdesign/shedding-light-on-design-led-research/

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Research Through Design (RTD) Conference series http://researchthroughdesign.org/

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Coyne, R., 2006. Creative practice and design-led research.

Ways of seeing, thinking and doing architecture •

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• • • • • • • •

Budak, Adam and Marta Anna Urbanska, eds., WHAT IS ARCHITECTURE?: texts on theory and practice of contemporary architecture (Krakow: Manggha Centre for Japanese Art and Technology, 2008 Burry, Mark; Burry, Jane, Prototyping for Architects, (London: Thames & Hudson Ltd, 2016.

Chard, Nat and Perry Kulper, eds., Contingent Practices (London: Ashgate, 2013) Deplazes, Andrea, (Ed) Constructing Architecture: Materials, Processes, Structures (Basel: Birkhauser Verlag, 3rd Edition 2013) Dovey, Kim, Becoming Places: Urbanism / Architecture / Identity / Power Fainstein, Susan, The Just City (Ithaca and London: Cornell University Press, 2010) Frampton, Kenneth, Studies in tectonic culture: The poetics of Construction in Nineteenth and Twentieth Century Architecture, (MIT Press, 1995) Haydn, Florian and Robert Temel, Eds., Temporary Urban Spaces: Concepts for the Use of City Spaces (Basel: Birkhäuser, 2006) Hawkes, D. 1996. The environmental tradition: studies in the architecture of environment. London: Spon.

Hernandez, Felipe, Bhabha for Architects (Thinkers for Architects) (London: Routledge, 2010) Hertzberger, H. 2016, Lessons for students in architecture, Rotterdam : nai010 publishers Hill, Jonathan, Weather Architecture (London and New York: Routledge, 2012) Lynch, K. 1960 The Image of the City, London: M.I.T. Press Jacobs, J., 1992. The death and life of great American cities. 1961. New York: Vintage.

Rem, K., 1994. New York Delirious.

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• • • • • • •

Leach, Neil, Rethinking Architecture: A Reader in Cultural Theory (London and New York: Routledge, 1997) Reed, Chris and Nina-Marie Lister, eds., Projective Ecologies (Cambridge, Mass: Harvard Graduate School of Design and ACTAR, 2015) Rykwert, J., 2000. Seduction of place: The city in the twenty-first century.

Pantheon.

Sennett, Richard, The Craftsman (London and New York: Penguin, 2009) Sharr, A. ed., 2012. Reading architecture and culture: researching buildings, spaces, and documents. Routledge.

Sternberg, M. and Steiner, H. eds., 2015. Phenomenologies of the City: Studies in the History and Philosophy of Architecture. Ashgate Publishing, Ltd..

Till, Jeremy, Architecture Depends (Cambridge, Mass: The MIT Press, 2007) Till, Jeremy, Nishat Awan and Tatjana Schneider, Spatial Agency: Other Ways of Doing Architecture (London: Routledge, 2011) Tonkiss, Francine, Cities by Design: The Social Life of Urban Form (Malden, MA: Polity) Tuomey, J., 2004. Architecture, Craft and Culture: Reflections on the Work of O’Donnell+ Tuomey (Vol. 1). Gandon Editions.

Unwin, S. 2014. Analysing architecture. Fourth edition,. London ; New York : Routledge.

Unwin, S. 2015. Twenty Five Buildings every Architect Should Understand, London ; New York : Routledge Vidler, Anthony, The Architectural Uncanny: Essays in the Modern Unhomely (Cambridge, Mass, The MIT press, 1992)

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2.3 MA AD Selected Work MA AD Handbook 2020-2021

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Selected Work from the Academic Year 2019-20 MA AD Handbook 2020-2021

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Student Name: Yijun Chen Unit: EMUVE Palermo 2020: Refugees + Migrants Project: Intercultural Node Expansion on Stakeholder Network

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Student Name: Yuchen Wang Unit: Synergetic Landscape Project: Eco Metropolis

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Student Name: Zirui Wang Unit: Circular Landscape Project: Closing the loop for Local Resilient Ecosystem Circular Building Ecology Education Centre

Movable window disassembled when in event launch day Frame work: A pre-finished 100mm length aluminium clip on top and bottom Partitions Panel: 12mm toughened safety glass Panel Joint: Clear dry pvc joint and Top&bottom Mohair Brush Finishes: Satin anodised or polyester powder coating to all exposed aluminium components available in a wide range of colours as standard.

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Student Name: Peerapat Singkalvanch Unit: Questioning the Ambivilance of Urban Commons Project: Heritage Passage of Testaccio

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Selected Work from the Academic Year 2018-19 MA AD Handbook 2020-2021

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Student Name: Xiang Lin Unit: EMUVE Palermo 2019: Refugees + Migrants Project: Intercultural Node

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Student Name: Youting Yin Unit: EMUVE Palermo 2019: Refugees + Migrants Project: Intercultural Dialogue Platform

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Student Name: Asawari Sudhir Dalvi Unit: Communities on the Edge Project: Reimagine the Image of Suburbia

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Student Name: Zhaozhan Lu Unit: Communities on the Edge Project: Architecture for the Wellbeing of Homeless Youth

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Section 3: Description of Optional Modules & Learning Experience Information MA AD Handbook 2020-2021

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3.1 Optional Modules Description People and Buildings ART102, 10 Cr. It is increasingly recognised that the occupants’ routines and actions in buildings affect the operational performance. This module will build upon the contents of the shared modules to provide an advanced knowledge of the methods to investigate the human and social factors that affect the energy use in buildings.This module will introduce the concepts from social sciences and user-centred design to inform the performance investigations and develop a deep understanding of the relation between people and buildings. The main objective of this module is to develop an advanced knowledge of the methods and techniques to investigate the relationship between building performance and occupants’ comfort, well being and productivity. This module aims to equip the student with the knowledge and skills to conduct investigations focused on human and social aspects of environmental and energy performance.

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While the focus of the module is the ‘human factors in performance’, it will consider the interrelation between the data obtained from human studies and environmental measurements.

On completion of the module a student should be able to -Apply the theories from social sciences and usercentred design to inform the analysis of the energy and environmental performance of buildings in operation.

-Identify the methods and techniques applicable to the investigation of human and social factors in the context of environmental and energy performance of buildings design and conduct different types of human studies.

-Explain the human and social factors in the context of energy and environmental performance of buildings in operation.

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Computational Form Finding ART802, 20 Cr. The aim of this module is to introduce you to the use of physical and digital prototyping methods of form-finding for creative design enquiry. It extends the concepts and techniques of design investigations to include principles of computational design. This module will allow you to investigate several design concepts and workflows and create form-finding solutions and workflows that address them. You will learn how abstract principles learned from physical form-finding investigations and apply them to a digital form-finding process. The module will enable you to understand both general concepts and specific form-finding strategies. In addition, you will gain an understanding of principles and methods of architectural design and representation.

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On completion of the module a student should be able to -Critically evaluate the role of computational principles and methods in a creative process.

-Creatively apply computational principles and methods in a design process.

-Present creative computational processes and their outcome effectively.

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The Conservator’s Role ART501, 20Cr. The module sets out to establish and question an understanding of the role of the built heritage sector at a global and a local level. It introduces both economic and ethical dilemmas that present constant challenges to the theory and practice of building conservation.

As an introductory module, it frames the broadest theoretical influences that lie behind current legislation and thinking and anticipates that these may be used to colour judgments made later in the course when addressing case studies. It follows an induction covering research, writing and technical drawing skills.

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On completion of the module a student should be able to -Demonstrate knowledge of the development of the history and theory of the Conservation movement through comparative analysis of differing and evolving Conservation philosophies.

-Demonstrate a depth of understanding of principles and practice of conservation legislation through knowledge of the history, structure, operation and hierarchy of local (Cadw and Historic England) as well as international legislative frameworks and the role of NGOs, DOCOMOMO etc in the Conservation movement.

-Discuss and defend theoretical positions relating to ethical or economic positions regarding heritage with reference to established criteria as well as emerging challenges in terms of broad principles -Argue for or against the value of Heritage assets in economic terms with reference to global and local contexts -Seek evidence from relevant sources to justify claims by knowing where to look

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Tools of Interpretation ART502, 20Cr. The module addresses methods for both desk-based research and on site surveys into and of historic buildings. It then further encourages the development of interpretive skills using both methods to form reasoned conclusions about the nature, stability and date of historic buildings. The presentation of specific and general phenomena by example is used to assist in the identification of patterns and exemplars of decay and survival, as well as anomalies. Techniques of surveying will be explained and tested. The Cadw and Historic England (Governmental bodies for statutory protection of historic environment in Wales and England) levels of survey will be explained.

Common causes of damage and decay will be identified in order to assert real life exemplars of technical dilemmas.

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On completion of the module a student should be able to -Identify by reference to its location and form of construction the probable date range of a building in Britain by using both desk-based historical research and appropriate methods of survey.

-Identify the appropriate approach to surveying all or part of a building or set of buildings in order to propose alteration or repair -Identify and draw probable alterations and modifications to original structure -Discuss probable causes of decay and be aware of relevant sources of expertise

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Methods of Repair ART505, 20Cr. A core set of tools understood through an approach to materials will be applied to the repair and conservation of a sequence of building typologies which will rotate annually providing variety to people taking the module as part of an RIBA, IHBC or RICS CPD programme.

Varied approaches to the repair of building types will be taken to address different building elements and methods of construction viewed under varying constraints. The teaching method will be iterative and studio based to encourage discourse and experimentation.

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On completion of the module a student should be able to -Propose with authority a programme based on a conservative approach applied to a particular building typology within a particular context Outline the lime cycle and the importance of breathability in old buildings Evaluate the potential for traditional building technologies in relation to modern methods for energy use Recognise the merits and constraints of working with particular building technologies

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Passive Design ART028, 10Cr. Passive Design is an approach to environmental design in which emphasis is given to the building envelope and other parts of the building fabric in modifying the climate; making use of ambient energy to get as close to comfort as possible without use of mechanical building services. This approach recognises that the form and fabric of a building have an effect on the environment experienced inside that building and aims to make it acceptable for as long a period in the year as possible. This module considers the principles of passive design as revealed by a number of basic strategies for lighting, heating, and cooling buildings. In this module specific strategies will be explained, case studies investigated, and guidance on when to apply them and what level of performance to expect from those strategies will be delivered.

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On completion of the module a student should be able to -Propose one passive strategy for in-depth analysis and develop a corresponding brief; -Investigate the current state of the art in applying the passive design strategy considering energy collection, storage, distribution and utilisation as required; -Analyse the capability of the passive strategy in addressing some or all of the daylighting, heating, cooling or ventilation needs of the self-brief using appropriate methods; -Critique the proposal -suggest developments to improve its capability in addressing the needs of the self-brief.

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Low Carbon Buildings ART035, 10Cr. Low carbon design requires an holistic approach to the energy use of a building. The designer needs to understand in principle how buildings use energy and to supplement this understanding with evidence on energy use from the field. He or she needs to be able to work with goals for building design, such as zero carbon standards, and with ways of off-setting energy consumption with renewable technologies.

The aims of the module are therefore: -to introduce the ways buildings use energy; -to introduce methods of matching building energy demands through renewables and low energy systems to introduce techniques for assessing the energy footprint and sustainable performance of the building using benchmarking

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On completion of the module a student should be able to -Explain how buildings use energy, the demands and loads with buildings and the impact of occupancy on energy use -Explain use of renewable technologies and low energy cooling technologies within buildings show a basic knowledge of the concept of embodied energy -Show an understanding of assessment tools for sustainable design evaluate how well a building attains low carbon design -Assess the impact of the various building services options on a building design problem.

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Climate Comfort and Energy ART041, 20Cr. A crucial concern in the design of the built environment is the need to minimise energy use whilst ensuring comfort and satisfaction of the users or occupants.

An overarching theme of the module is comfort; the built environment is created to provide acceptable thermal, visual and acoustic comfort for the occupants. Often this can lead to high energy requirements, and the role of the environmental designer is to optimise, producing the best environment for the least energy.

In order to aid this optimisation, this module aims to provide knowledge and understanding of the physical mechanisms through which the built environment uses energy in order to attain human comfort. It builds from concepts surrounding the flow of energy from the ambient environment, or climate, through the building envelope as passive filter, to active mechanical services. Approaches available to the designer to control or influence comfort and energy flows will be considered.

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On completion of the module a student should be able to -Recognise, and use correctly, advanced terminology and concepts related to building physics, passive and active energy systems and human comfort in the built environment -Use such concepts to discuss, and suggest solutions to complex problems in the design and performance of the built environment -Determine, through calculation, the estimated energy requirement and thermal comfort of a simple building, and through analysis of those estimates suggest and demonstrate the efficacy of improvements to the design or specification of that building in order to improve its performance; -Research and discuss, using appropriate examples, the current best, or emerging, practice in an aspect of the design or specification of the built environment.

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Issues in Contemporary Architecture AR3003, 10Cr. This course is an introduction to critical thinking in architectural theory. The scope covers ‘contemporary’ issues – issues which are currently under debate in architectural theory, research and practice. As such, the course may vary from year to year, depending upon current debates, and upon the research and practice interests of staff, students and visiting lecturers, and the content of other year-three modules. The course aims to introduce students to critical debate, to explore the relationship between words and building, to encourage students to set out their own critical viewpoint, and to prepare students to communicate clearly and write critically.

The course consists of weekly lectures, supportive seminars and students’ group presentations. Lectures will typically survey different philosophical or intellectual perspectives on an issue in contemporary architecture alongside related architectural examples.

The seminars will aim to support students to develop critical thinking supporting and correlating with the assignments. Students’ group presentations will consist of case studies of relevant buildings conveying a succinct exploration of an issue in contemporary architecture in relationship to practice and theory.

The main submission is a 2000-word essay relating architecture to ideas through theory and practice.

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On completion of the module a student should be able to -Communicate a critical point of view on a series of issues in contemporary architectural theory and practice -Analyse different relationships between verbally formulated ideas/theories and architectural practice -Contextualise your own thinking and ideas in relation to theories of architecture and approaches to architectural practice.

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Architectural Technology 3A ART702, 10Cr. The module is intended to familiarise students with principles and information on various aspects of technology relevant to buildings of moderate complexity. These aspects refer to: -Construction & Materiality -Structural Strategies -Building Physics and Science -Building Services The course is designed where possible to foster students’ ability to apply respective knowledge and principles to actual architectural design problems.

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On completion of the module a student should be able to -Critically evaluate and appraise technological design approaches to buildings of moderate complexity in terms of their use of site, structural strategy, materiality, construction techniques, building performance and services, and impact on the broader environment.

-Critically evaluate and identify user needs, local context, environmental demands and architectural aspiration and systematically transform them into technological design strategies.

-Propose and present design strategies and detailed solutions related to buildings of moderate complexity, considering the appropriate use of site, structure, materiality, construction techniques, building performance and services, and impact on the broader environment, in accordance to relevant regulatory frameworks.

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3.2 Studio Culture and Conduct The school promotes a convivial and collaborative studio culture. The majority of MA AD students choose to work in studio, benefiting from shared learning amongst peers. Design studios are a location where students within a thematic studio can meet, where experiences can be shared across studios and where informal tutorials take place.

At MA AD level, students are expected to develop an autonomous and responsible attitude to their learning and also to the planning of their time. Weekly tutorials, seminars and consultancies should be considered to be a valuable resource, and students should aim to maximise the benefits that they get from these. This is best achieved when students adopt a professional attitude towards their conduct in the school.

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This might include: • Attending all tutorials and consultancies at the allotted time. If a tutorial slot is missed, it may be difficult to reschedule a student to another time.

• Bringing with them, all necessary drawings and models: discussion around a student’s work can be difficult if key items are missing.

• Ensuring that drawings are presented in a professional manner, using, where necessary, appropriate drawing conventions.

• In group tutorials, listening and contributing towards the discussions on the work of other students.

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The school’s design studios should be an inviting, pleasant, clean, and organised space which is open to all architecture students in the school. MA AD students have 24 hour access to the studios, but this should be considered as a privilege that will be lost if due care and consideration is not given towards the school’s property and relevant health and safety obligations. Studios should be kept in a clean and tidy state, and students should ensure that appropriate facilities for cutting, spraying and model making are always used.

Friary house studios The School is highly regarded and top-ranked both nationally and internationally.

However, no organisation can remain static. It has to change, if only to respond to changes that happen in the outside world. Rather than be reactive, it is usually better to be part of the change process, to lead the change. That is what we are trying to do within the School. Our goals are: 1 To create “critical mass” in key areas.

Expand the number of academic staff to develop research profiles and deliver education programmes in key areas.

2 To broaden and diversify the educational and research offering the School makes to society so that we are not wholly reliant on a handful of specialisms. The context for both the built environment and architectural education is increasingly diverse, dynamic and uncertain.

We aim to flourish, not just cope.

3 To produce graduates with design skills who can operate across the wide spectrum of activity related to the sustainability of MA AD Handbook 2020-2021

the built environment and who can solve the ‘wicked’ problems that involve working with contemporary issues of ambiguity, unpredictability and uncertainty.

In short, we want to spread the WSA experience more widely by building on our success so that others can benefit from what we have to offer. It differs from conventional built environment schools by placing design at the centre. At the heart of this is the knowledge that design can make a positive difference to people’s lives and that our graduates, who already make the world a better place by designing buildings, might be joined by others from the WSA who can bring design thinking and skills to a whole range of problems the world is currently facing.

Typically, these problems require interdisciplinary approaches, which architecture thrives on. To deliver this, the school plans an expanded suite of master’s programmes and delivery methods.

As part of the school’s expansion, a studio space has been allocated to WSA in Friary House to provide an extra 30% of space. It has brought together three separate strands of our current educational provision — our MA in Architectural Design (MAAD), the MA in Urban Design (MAUD) and the Architectural Science master’s programmes (ASM) — and has created opportunities for interaction across these programmes as an added value for the student’s experience.

Frairy House facilities includes: • Dedicated studios for MA AD, MAUD and ASM Courses • 40 seat lecture theatre/ exhibition space 54

Friary House Academic Year 2020 - 2021 Friary House Academic Year 2020 - 2021

1 2

Storage

A

Storage

B

C

3

1. 6 person Media Lab (Plotters, PCs)

G

Storage

H

2. Teaching Computer Lab 3. Follow-Me Photocopier

3 D

E

Storage

5

F

5. Seminar Room (Capacity 14) Tutorial pods (Each pod has IT)

Entrance / Exit • Seminar/ tutorial rooms • Modelling room for basic model making (Shared between the MA AD / MAUD courses).

• The studio will accommodate 150 students and 11 staff.

We hope and encourage the development of a PGT Master’s community where courses share space, knowledge, skills and resources.

Further details regarding COVID-19 health and safety measures, fire strategies, facilities and studio culture and expectations can be found in the PGT students handbook.

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3.3 Supporting facilities Supporting the Friary house studios are a range of the following facilities within the Bute building: Library The Architecture Library is located within the Welsh School of Architecture in Bute Building and is one of eighteen University libraries.

Its location is exceptional amongst British schools of architecture, in that its collection of books, journals, reference and technical literature and audio-visual material is directly accessible to students and staff of the School. In addition to these resources it holds a rare books collection and provides access to a wide range of, online and CD-Rom databases, internet resources and electronic journals.

A sample collection of journals and desk top resource books will be made available in the studio in Friary house.

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Workshop The workshop is equipped with several bench mounted electrical tools including 2 belt sanders, 2 disc sanders, 2 bandsaws, a scroll saw and a pillar drill. A number of portable electric tools include 3 drills, a belt sander, orbital sander, planer and router. All these items of equipment may be used by students after induction by the workshop Craftsman and a short period of training, which includes specific training in health and safety. There is also a professional combination woodworking machine for use by the workshop Craftspersons only, for some of the more heavy duty project work required by students. Across the corridor is a ventilated spraybooth. Access is normally available under a booking request, so graduates are expected to liaise with our craftspersons to book appointments.

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Environmental Laboratory The environmental laboratory underpins many of the activities of the Architecture Science Group as well as supporting those of the Design Research Unit. The facility offers support in physical scale modelling, numerical, or computational, modelling, laboratory based measurement, field monitoring. The major components of the laboratory are the: Sky Dome, Computer Modelling Facilities and the Meterological Station.

Media Lab Currently, numerous PCs are located around the design studios, together with A4 scanners and lightboxes. The School supports the use of laptops and wireless networking is provided. Students have access to a media lab which contains 10 high specification computers together with A1 Plotters, A3 Colour printing, an A4 Black and White Printer and A3

and A4 Scanners.

The School has digital cameras, a video camera, laptops and digital projectors for anyone to use for presentations. In addition to the facilities provided by the School, ‘open-access’ computing facilities are available in the Bute Library and also at other locations around the University. Some of these can be block-booked for teaching purposes. The School aims to provide students with a wide array of software for computer aided design, and digital presentation including: 3D/CAD (AutoCAD, Sketchup, 3DStudio, Rhino); Digital Media (Adobe Creative Suite); Environmental Design (Ecotect). These are available on the network and are therefore anywhere on campus.

FabLab Includes laser cutting facilities, 3D printers, CNC router and a robotic arm.

Access to all facilities should be arranged through the School’s Facilities Manager, who co-ordinates and manages the demand for resources.

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3.4 MA AD Digital Learning 1. REMOTE AND FACE TO FACE TEACHING: As a result of this exceptional year where we all have to deal with the COVID -19 Pandemic, during the Autumn term most of the MA AD studio teaching will be delivered remotely. This will be reconsidered for the Spring Term according to the evolving circumstances. However, we also will be committed to you for giving you opportunities to meet faceto-face with other students and staff, offering face to face activities to provide social engagement and learning.

2. SHARING KNOWLEDGE: Students within a thematic studio / different Units can meet, experiences can be shared across studios and where remote tutorials and peer discussions take place.

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3.AUTONOMY: At MA AD level, students are expected to develop an autonomous, responsible and professional attitude to their learning and also to the planning of their time. This might include: - Attending all tutorials and consultancies at the allotted time - Bringing all necessary drawings and models to the tutorial - Ensuring that any work is completed on computer at the required level of definition for the tutorials - Ensuring that drawings are presented in a highquality level by learning from professional references - In group tutorials/ seminars, listening and actively contributing with respect to the discussions on the

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3.5 Some Additional Information Latest Updates on Coronavirus and Safety https://www.cardiff.ac.uk/coronavirus

Key Contacts

Dr. Federico Wulff Barreiro MA AD Course Director Unit Leader Email: wulfff@cardiff.ac.uk Dr. Marie Davidovรก Unit Leader Email: davidovam@cardiff.ac.uk Dr. Giorgio Talocci Unit Leader Email: taloccig@cardiff.ac.uk Mamuna Iqbal Teaching Assistant Email: iqbalm4@cardiff.ac.uk

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The Student Charter Our Student Charter, developed through a partnership between students, the Students’ Union and the University, outlines what you can expect from the University and the Students’ Union, what is expected of you and what to do if things do not meet your expectations. You should take a look at all the expectations of the Student Charter, which are outlined at the following link: https://intranet.cardiff. ac.uk/students/study/your-rights-and-responsibilities/ student-charter Your student experience is characterised by: •An inspiring and enriching learning environment •Staff and students working in partnership •A caring and supportive community •An inclusive and diverse community •A community that celebrates Welsh language and culture

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•Equality, inclusivity and dignity in all of our activities •A focus on employability and global citizenship •Openness and honesty in our communications with students

Graduation Unfortunately, the School is unable to answer any questions about graduation as this is organised centrally by the University. Invitations will be send out in due course, but should further information be required, it can be found here: https://www.cardiff. ac.uk/graduation

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Personal Tutors You will be allocated a personal tutor within a week of enrolment. At the Welsh School of Architecture, for PGT programmes, this is usually your Programme Leader. You can access information about your PT, and meetings, through your SIMS account.

Extenuating Circumstances Students sometimes experience unexpected difficulties that impact on their ability to submit coursework on time. The University has in place procures to support you in these circumstances. https://intranet.cardiff.ac.uk/students/study/examsand-assessment/extenuating-circumstances

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These procedures have changes significantly for 2020, and you should ensure you understand the procedures. You should notify the school of any issues as they arise and submit any application within the deadlines set out above. All applications are processed by the Teaching Office. Please email applications and evidence to Carys Meredith MeredithC5@cardiff.ac.uk Further information will be circulated to students at the start of the semester, and throughout the year.

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Interruption of Study

If personal circumstances are likely to impact on you for a longer period, you may wish to take a break from you studies. Information to support you can be found here: https://intranet.cardiff.ac.uk/students/study/changesto-your-studies/absence-and-interruption-of-study

Wellbeing The University provides excellent student support services, to both local and distance learning students.

Please do take full advantage of the support available to you during what will be a challenging year. https://intranet.cardiff.ac.uk/students/health-andwellbeing

Fees The finance team will be able to answer questions relating to: -Fee payment deadlines -Managing payments by sponsors or Practices -Reinstatement after non payment Phone: 02920 8 Email: fees@cardiff.ac.uk https://www.cardiff.ac.uk/study/postgraduate/tuitionfees

Visas

The school cannot advise students on visa matters.

Students should seek advice from one of the following teams: Points Based Immigration Phone: +44 (0)2920879287 Email: pbi@cardiff.ac.uk International Student Support Phone: +44 (0)29 22518888 Email: iss@cardiff.ac.uk

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3.5 MA AD Unit and Module Leaders MA AD Handbook 2020-2021

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3.5 Unit and Module Leaders Dr. Federico Wulff Barreiro (Chair of MA AD) Dr. Federico Wulff Barreiro is an award-winning architectural design and heritage preservation practitioner, a Lecturer of Architecture and Urban Design at the Welsh School of Architecture (WSA) and a European Senior researcher. He holds the Europa Nostra Awards 2019 of the European Commission and the Rome Prize in Architecture of the Royal Spanish Academy of Rome.

His practice W+G Architects holds 11 first prizes in International competitions and has received the Europa Nostra 2019 Award for the restoration of the Oratory of the Partal Palace in the Alhambra of Granada, Spain (UNESCO Worldwide Heritage Site).

He co-authored 5 Books, 9 chapters of books and 30 articles in international Architecture Journals, such as Urban Design International (UK), Urban Design and Planning (UK), Paisea (Spain), C3 (Korea) and Arquitectura Ibérica (Portugal).

He also holds 21 International Exhibitions of his Design, Research and Teaching activities, in the UK, Spain, Chile, Italy, Morocco and Brasil. The EMUVE research was exhibited in the Venice Architecture Biennalle 2016.

He is the Course Director ofthe Masters of Architecture Design (MA AD) at the WSA.

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Dr. Marie Davidová I am a lecturer (teaching & research) at the Welsh School of Architecture and affiliate of the Sustainable Places Research Institute at Cardiff University. I am also a founding member and chair of Collaborative Collective practice design-research network NGO, a founding member of Systemic Design Association and a member of LeNS - Learning Sustainability Network International. I am a senior Higher Education Academy fellow (SF HEA) and a registered architect in the UK (ARB) and Norway (NAL). I founded a Systemic Approach to Architectural Performance (SAAP) design field. This field discusses the question of cities’ adaptation to climate change and biodiversity loss. Current environmental ecology research shows that species that have adapted to agricultural land hundreds of years ago are recently adapting to life within the cities. Our agricultural land has become so toxic, due to pesticides, etc., that the built environment now offers them better living conditions.

Our cities, therefore, need to adapt to such a co-living situation. I have held guest lectures, presentations, and workshops in this field across Europe, North America, Asia, Africa, and Oceania, where I am also widely published and exhibited.

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Dr. Giorgio Talocci Giorgio is an architect, design researcher and educator. He is currently a Lecturer (Teaching and Research) at the Welsh School of Architecture and a Teaching Fellow at The Bartlett Development Planning Unit (UCL). He collaborates also with the Housing as Urbanism Master course at the Architectural Association and, in the past, has worked at the Sheffield School of Architecture and the Birmingham School of Architecture and Design.

Giorgio’s main research interests revolve around the decommodification and re-politicisation of the contemporary production of urban space, and on the way obsolescing dynamics are purposely used to govern urban territories and their populations. He has experience as design researcher and community architect in UK, Italy, Cambodia, Vietnam, Philippines, Myanmar, Iran, Somaliland, Turkey, Brazil. His recent article “The de-politicisation of housing policies: the case of Borei Keila land-sharing in Phnom Penh, Cambodia” (2018) has been awarded the Best Early Career Article prize by the International Journal of Housing Policy.

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