LEEDS BECKETT UNIVERSITY

Course Specification BA (Hons) Architectural Studies

2017-18 (BAHAS)

www.leedsbeckett.ac.uk

Faculty of Arts, Environment & Technology

School of Art, Architecture & Design Award and programme title: BA (Hons) Architectural Studies Level of qualification: Level 6 Interim awards available:

BA Architectural Studies 6

Dip HE Architectural Studies 5

Cert HE Architectural Studies 4

Length and status of programme and mode of study

Programme Length (years) Status (FT/PT/SW)

Mode (campus-based / DL or other)

BA (Hons) Architectural Studies

3 years FT Campus-based

BA (Hons) Architectural Studies

6 years PT Campus-based

Course Specification Overview and Aims The new course BA (Hons) Architectural Studies aims to provide an education that stimulates academic achievement and personal initiative, and acquisition of inter- and trans- disciplinary knowledge and skills provided by a broad foundation of architectural training and opportunities to take electives modules offered by different disciplines within the School of Art Architecture and Design. The course prepares students to engage in ever more diverse and dynamic landscapes of architectural production, culture and politics, and addresses the wide range of tasks and modes of operation that architectural practitioners engage in besides traditional work in the architectural office. This includes work in consultancy, policy making, facilitation and systems planning, curation and event planning, social and charity work, artistic practices, community projects, activist movements, journalistic and investigative work,

educational work from schools, university to adult learning, critical and academic writing and publishing. As an overview, the course focuses on three prominent interdisciplinary strands – CITY, CURATION AND CRITICISM - in the contemporary transformation and expansion of the architectural discipline.

Course Learning Outcomes The first year (Level 4) of the course of BA (Hons) Architectural Studies shares Learning Outcomes set out by the BA (Hons) Architecture course which seeks to develop and explore values, knowledge, skills and techniques appropriate to the development of creative, responsive architects. From second year onwards (Level 5 and 6), the course builds on the broad contextual skills, holistic thinking, lateral creativity and ability to communicate achieved by architecture students, yet it is not constrained by the accreditation framework set out by RIBA/ARB. ‘Subject Benchmark Statements – Architecture’ published by QAA for Higher Education (2010) Teaching, Learning and Assessment: 5.2 Just as the practice of designing and making buildings revolves around the idea of the project, architecture education is typically based upon a sequence of design projects in which students integrate knowledge of the natural and social sciences, mathematics, humanities and the creative arts to satisfy particular requirements in a particular place. It is an established requirement that at least half of a programme leading to professional qualification should be devoted to design project work (see paragraph 4.5). While many aspects of the body of theoretical, historical, technical and professional knowledge required for effective practice may be effectively learned in the context of the design project, most programmes include a variety of subject-based courses that enable students to gain an understanding of the coherent nature of particular bodies of knowledge. Such courses may beneficially be shared by students of other professional and associated disciplines. Learning Outcomes applicable to BA (Hons) in Architectural Studies (partially based on Subject Benchmark Statements for ‘Architecture’ and for ‘Art and Design’, as well as parts of ARB/RIBA General Criteria and Graduate Attributes for Part One). See Level Learning Outcome section below which explains how these GCs and GAs are applied differently in different levels. Learning outcomes based on the University’s taxonomy and in response to the multi- and inter-disciplinary philosophy of the new course (through a combination of core and elective modules at Level 5 & 6) are labelled below as ILO – Interdisciplinary Learning Outcome:

ILO1 Choose and develop the application of appropriate multi- and interdisciplinary “tools” to the accomplishment of more complex set tasks.

ILO2 Organisation of self, planning and organisation of tasks with increasing levels of independence and involving negotiating of outcomes and process.

ILO3 Knowledge and understanding of key theories and principles but with a critical understanding of their inter-relationships and discrimination of their relevance in difference interdisciplinary contexts, conceptually and practically.

ILO4 Application of a range of complex “tools” drawn from art, architecture and design practices to novel situations in synthesising critical, creative and interdisciplinary projects.

ILO5 Ability to work both independently, collaboratively and trans-disciplinarily over significant extended academic tasks and able to accept and articulate accountability for the process and outcomes.

ILO6 Ability to communicate in a clear and creative way, both visually and verbally through a multidisciplinary range of representational means, in relation to the process and outcome of major pieces of creative and academic work.

ILO7 Ability to interact and collaborate with groups and individuals from professional, academic and vocational settings, with a broad and self-critical awareness of disciplinary boundaries and connections.

ILO8 Extension of knowledge and ability to conduct interdisciplinary research, awareness of different methodologies and their critical application in appropriate contexts and projects.

ILO9 Ability to combine multiple forms of knowledge, theories and principles in novel ways in the analysis and investigation of complex substantial problems, leading to critical and creative reinterpretations and responses

ILO10 Ability to probe different viewpoints/theoretical standpoints across a diverse range of disciplinary perspectives with some objectivity in face of complex situations, and to be able to construct original arguments through the development of art, architecture and design project or thesis

ILO11 Begin to identify new perspectives in and modifications to existing knowledge, structures, new areas for investigation, new problems for solution, transfer of knowledge/solution into new interdisciplinary contexts professionally and academically

GC1 Ability to create architectural designs that satisfy both aesthetic and technical requirements:

. 1 prepare and present building design projects of diverse scale, complexity, and type in a variety of contexts, using a range of media, and in response to a brief

. 2 understand the constructional and structural systems, the environmental strategies and the regulatory requirements that apply to the design and construction of a comprehensive design project

. 3 develop a conceptual and critical approach to architectural design that integrates and satisfies the aesthetic aspects of a building and the technical requirements of its construction and the needs of the user.

GC2 Adequate knowledge of the histories and theories of architecture and the related arts, technologies and human sciences GC2 The graduate will have knowledge of:

. 1 the cultural, social and intellectual histories, theories and technologies that influence the design of buildings

. 2 the influence of history and theory on the spatial, social, and technological aspects of architecture

. 3 the application of appropriate theoretical concepts to studio design projects, demonstrating a reflective and critical approach.

GC3 Knowledge of the fine arts as an influence on the quality of architectural design GC3 The graduate will have knowledge of:

. 1 how the theories, practices and technologies of the arts influence architectural design

. 2 the creative application of the fine arts and their relevance and impact on architecture

. 3 the creative application of such work to studio design projects, in terms of their conceptualisation and representation.

GC4 Adequate knowledge of urban design, planning and the skills involved in the planning process GC4 The graduate will have knowledge of:

. 1 theories of urban design and the planning of communities

. 2 the influence of the design and development of cities, past and present, on the contemporary built environment

. 3 current planning policy and development control legislation, including social, environmental and economic aspects, and the relevance of these todesign development.

GC5 Understanding of the relationship between people and buildings, and between buildings and their environment, and the need to relate buildings and the spaces between them to human needs and scale GC5 The graduate will have an understanding of:

. 1 the needs and aspirations of building users

. 2 the impact of buildings on the environment, and the precepts of sustainable design

. 3 the way in which buildings fit into their local context. GC6 Understanding of the profession of architecture and the role of the architect in society, in particular in preparing briefs that take account of social factors:

. 1 the nature of professionalism and the duties and responsibilities of architects to clients, building users, constructors, co-professionals and the wider society

. 2 the role of the architect within the design team and construction industry, recognising the importance of current methods and trends in the construction of the built environment

. 3 the potential impact of building projects on existing and proposed communities. GC7 Understanding of the methods of investigation and preparation of the brief for a design project GC7 The graduate will have an understanding of:

. 1 the need to critically review precedents relevant to the function, organisation and technological strategy of design proposals

. 2 the need to appraise and prepare building briefs of diverse scales and types, to define client and user requirements and their appropriateness to site and context

. 3 the contributions of architects and co-professionals to the formulation of the brief, and the methods of investigation used in its preparation.

GC8 Understanding of the structural design, constructional and engineering problems associated with building design:

. 1 the investigation, critical appraisal and selection of alternative structural, constructional and material systems relevant to architectural design

. 2 strategies for building construction, and ability to integrate knowledge of structural principles and construction techniques

. 3 the physical properties and characteristics of building materials, components and systems, and the environmental impact of specification choices.

GC9 Adequate knowledge of physical problems and technologies and the function of buildings so as to provide them with internal conditions of comfort and protection against the climate (for Level 4 only):

. 1 principles associated with designing optimum visual, thermal and acoustic environments

. 2 systems for environmental comfort realised within relevant precepts of sustainable design

. 3 strategies for building services, and ability to integrate these in a design project. GC10 The necessary design skills to meet building users’ requirements within the constraints imposed by cost factors and building regulations:

1 Critically examine the financial factors implied in varying building types, constructional systems, and specification choices, and the impact of these on architectural design

2 Understand the cost control mechanisms which operate during the development of a project

3 Prepare designs that will meet building users’ requirements and comply with UK legislation, appropriate performance standards and health and safety requirements.

GC11 Adequate knowledge of the industries, organisations, regulations and procedures involved in translating design concepts into buildings and integrating plans into overall planning:

1 The fundamental legal, professional and statutory responsibilities of the architect, and the organisations, regulations and procedures involved in the negotiation and approval of architectural designs, including land law, development control, building regulations and health and safety legislation

With regard to meeting the 11 points of the European Union Architects’ Directive and the General Criteria; graduates of the BA(Hons)Architecture programme shall be required to demonstrate ARB/RIBA ‘Graduate Attributes for Part One’.

Ability to generate design proposals using understanding of a body of knowledge, some at the current boundaries of professional practice and the academic discipline of architecture (GA1);

Ability to apply a range of communication methods and media to present design proposals clearly and effectively (GA2);

Understanding of the alternative materials, processes and techniques that apply to architectural design and building construction (GA3);

Ability to evaluate evidence, arguments and assumptions in order to make and present sound judgments within a structured discourse relating to architectural culture, theory and design (GA4);

Knowledge of the context of the architect and the construction industry, and the professional qualities needed for decision making in complex and unpredictable circumstances (GA5)

Course Structure

Course Structure The full-time BA (Hons) Architectural Studies course has a modular structure over six semesters. The first year of BA (Hons) AS shares the same structure with existing BA (Hons) Architecture with a major module of Design Studio supported by subject area modules. In semesters 1 and 2, Architectural Design Studios in total of 80 credits are accompanied by Architectural Technology and Context Studies co-requisites in total of 40 credits. In semester 3 and 4, Architectural Design Studios in total of 80 credits are accompanied by elective modules in other disciplines in School of AAD also in total of 40 credits. Alternatively, students can choose to take the Architectural Technology and Context Studies co-requisites across both semesters in total of 40 credits, and at the same time, taking Design Studio for only one semester in total of 40 credits, while opting out of the Design Studio module in the second semester and take on an elective module in other disciplines in the School of AAD in total of 40 credits. In semester 5 and 6, students also have two options. Firstly, to continue with Design Studio of 60 credits across 2 semesters and take on one or two elective modules in other disciplines in School of AAD totalling 60 credits. Secondly, to take on a major project in another discipline in School of AAD of 80 credits across two semester, instead of Architectural Design Studio AD3, while continuing with Architectural Technology and Context Studies co-requisites of 40 credits The difference in credit points for the identified subject area modules reflects the notional study hours and work-load associated with the curriculum for that particular subject to achieve which need to meet the assessment criteria set by respective modules which students elect to complete. Modes of Attendance

Normal attendance for the BA (Hons) AS programme is three academic years full-time or six years in part-time ‘flexible delivery’ mode. Students may also change mode by agreement and in this respect the duration and mode of attendance on the programme of studies is flexible. Students’ mode of attendance must also meet criteria set by respective modules of other disciplines which students elect

to complete Part-time ‘flexible delivery’ mode is a flexible route through the full-time course. Part-time students are expected to meet with the Year Leader and Module Leaders prior to commencement of the academic session to discuss their proposed route. Students will be required to attend site visits, and for introductions, presentations, progress reviews and assessments. Any additional attendance will be determined by negotiation between the student and Module Leader based on the requirements of study and the student.

Level 4

Semester 1 Core (Y)

Semester 2 Core (Y)

AD1.1 Design Studio, Level 4 (40 credits)

Y AD1.2 Design Studio, Level 4 (40 credits)

Y

AT1 Architectural Technology, Level 4 (20 credits) Y

AC1 Context Studies, Level 4 (20 credits) Y

Level 5 (option 1)

Semester 1 Core (Y) Semester 2 Core (Y)

AD2.1 Design Studio, Level 5 (40 credits)

Y AD2.2 Design Studio, Level 5 (40 credits)

Y

Elective module (20 credits) (see below list of options) Y

Elective module (20 credits) (see below list of options) Y

Level 5 (option 2)

Semester 1 Core (Y)

Semester 2 Core (Y)

AD2.1 Design Studio, Level 5 (40 credits)

Y Elective module (40 credits) (see below list of options)

Y

AC2 Context Studies, Level 5 (20 credits) Y

AT2 Architectural Technology, Level 5 (20 credits) Y

Level 6 (option 1)

Semester 1 Core (Y)

Semester 2 Core (Y)

AD3(A) Design Studio, Level 6 (30 credits)

Y AD3(B) Design Studio, Level 6 (30 credits)

Y

Elective module (20 credits) (see below list of options) Y

Elective module (40 credits) (see below list of options) Y

Level 6 (option 2)

Semester 1 Core (Y)

Semester 2 Core (Y)

Elective module (40 credits) (see below list of options)

Y Elective module (40 credits) (see below list of options)

Y

AT3 Architectural Technology, Level 6 (20 credits) Y

AC3 Context Studies, Level 6 (20 credits) Y

Learning and Teaching Learning and Teaching Approaches The Learning and Teaching Strategies are formulated to give support, structure and coherence to the programme in developing multidisciplinary competencies, and to providing students with opportunities for personal and academic growth in a responsive learning environment. Teaching and learning methods adopted by the Course reflect a student-centred “applied learning” approach with Design Studio as the main focus of activity. Design Studio is both a collective and individual learning and teaching activity relating to the problem-based projects taking place in the studio environment. At all three levels of the undergraduate course the lectures in Technology and Context relate in whole or in part to the Design Studio programme. The design projects set in Design Studio formally link and integrate with the other subject modules in the curriculum as pre-requisites or co-requisites as appropriate for contributing to the development of an integrated ‘holistic’ design approach. Alternatively, a student’s design approach in Design Studio may independently draw on and integrate knowledge, skills and understanding gained in one or more of the subject modules studied. This Learning and Teaching ethos is much shared amongst different disciplines within the School of AAD where studio-based learning, self-directed ‘negotiated’ practice and project are central to training in creativity and criticality. Students will no doubt be strengthened in being able to experience such a ‘thinking out of the box’ pedagogical model while taking on elective modules outside of architectural modules. Design Studio

Design Studio is an integrated, problem-based learning environment. The principal method in Design Studio is centred on design practice where programmes are researched and design is learned through self-directed exploration supported by individual and group tuition. Students undertake problem-based projects and designs on an individual or group basis. The Learning and Teaching Strategies of Design Studio can be summarised as;

the element of self-direction in project-based design develops independent thinking and encourages critical judgement

design ideas and learning is progressed by reasoning that is subject to peer group discussion, tutorial support and feedback

design projects that invite innovative solutions to challenge and extend students

the developmental process and progression through the course is addressed with design problems of increasing scale, complexity and integration

Key aspects of Design Studio are:

atmosphere and interaction between the peer group

studio as a place of exploration, experiment and discussion

studio integration with subject modules

opportunity for joint projects with cognate disciplines Design Studio Tuition

In Design Studio, the module programmes are delivered through a system of design tutor groups led by a studio tutor that offer students a choice of projects and different approaches to design. All groups have the same module learning outcomes defined by the module specification and each tutor group explores the full range of issues which impact on the design process but start from different frames of interest. Studio tuition aims to develop student’s critical response in relation to the design and contextual approach to the brief. Tuition is undertaken on both an individual and group basis. Discussion between students is encouraged to enable cross-learning. An emphasis is placed on small group and individual tuition, as appropriate, in order to support individual student development. Topics may relate to architectural design projects, project programmes, design criticism, etc. For subject modules linking into studio (e.g. Technology and Context, as well as elective modules in other disciplines) the module subject lecturer/specialist may participate in the studio with the design tutors to facilitate integration of the subjects as appropriate. Seminars, group discussions or workshops take place to address specific design problems, technical issues or contextual design interventions. Students may work in groups to reach a specific goal or to test a hypothesis.

Reviews occur at stages during and at the end of design modules. Individual students give a verbal presentation of their drawn or modelled solutions to peers and staff. Reviews are seen as essential training in self-presentation, communication of design ideas and a source of formative feedback. All Design modules Student-centred Learning

Student-centred learning is central to all design programmes and there are elements of student centred learning in all modules where exploration, investigation or research is required. Staff Specialisms

The course team brings a range of specialist subjects and interests to the course. Research and professional consultancy play a key role in keeping the course current and maintaining close links between theory and practice. Lectures

Lectures are used to deliver some of the broad subject areas covered by the curriculum and to complement project work and course work and may be strategic or tactical, with visiting lecturers invited for appropriate input of current issues and specialisms. Specialised workshops may be conducted in association with lecture based topics.

Lectures take place in Context, Technology and in some instances of elective modules at each level. Tutorials

Student discussions with staff are used to extend and develop material covered in lectures that result from issues raised in the design studio and in private study. Seminars

Communication seminars take place weekly to supplement student studies with the aim of enhancing communication ability in relation to drawn, modelled and verbal presentation techniques. Seminars take place in semester one of all levels, but do not form part of an assessed module. Students will be introduced to exemplary architectural drawn and modelled precedent. Exercises in communication aim to develop student skills that are assessed in all modules.

All Design Modules

Regular BA (Hons) Architectural Studies seminar gather students in different levels and to share their learning progress in various combinations of architectural and multi-disciplinary elective modules. All are encouraged to share their learning and design project outcome, critical and reflective assessments, and to seek out further collaborative possibilities within the group, as well as external to the course. Student Presentations

A significant feature of the design projects and case studies is the presentation of proposals to a review panel of staff and peer group. Students are required to make a formal exposition of their work, and to answer questions put to them by the panels. This is followed by staff commentary, feedback, and assessment. Visiting Lecturers

Input by theorists, practitioners, external speakers, specialists and others. Visiting Critics:

Architects, professionals and experts from cognate disciplines contribute to the review and critique of student design work. Study Visits

Due to the nature of the discipline, it is essential that students are given the opportunity to study architecture and urban development at first hand. Visits are seen as an essential component of the course and may be undertaken for a variety of reasons including:

Comparative Case Studies

Site Visits

Overseas study visits

Exhibitions etc Visits are arranged to the sites of projects described in the briefs of all design modules. Study visits at all levels are undertaken when there is adequate student demand. These are not compulsory, and alternative trips to UK destinations are arranged when student finance does not permit travel aboard. Personal Development Planning (PDP)

Personal Development Planning (PDP) requires students to record, critically reflect and plan issues relating to their own learning and development. It is embedded in the course through a combination of the processes and outcomes of the modules that include; Reviews and Feedback, Reflective Diary/ workbook /sketchbook, Design Reports and Portfolio. PDP is holistic and integral to regular BA (Hons) Architectural Studies seminars and course modules and is not assessed as a separate activity/entity. Learning Agreements

In exceptional circumstances a Learning Agreement can be used to address a particular student’s interests, strengths and needs in response to their entry profile and desired exit profile. Within the stated criteria of the modules; the negotiation process in Design Studio and Context Studies recognises students’ individual circumstances and aspirations by defining individual learning activities in relation to their own personal focus or ideological position and their intended future study and practice of architecture. The Learning Agreement comprises a completed pro-forma which sets out the main aspects of study and elements of assessment as negotiated and agreed between the student and studio or module tutor. The Learning Agreement must include the relevant criteria to be achieved as part of the module.

All levels Evidence to demonstrate achievement of learning outcomes

The course requires completion of portfolios, essays, critical studies, and diaries to assess the learning outcomes of each student. Learning and Teaching Activities The course is studio-based and each module has a specified contact day when students have direct contact with module staff. Design modules are project-based, comprising an initial briefing, supplementary presentation(s) and a field visit, as appropriate. Design projects become progressively more challenging, culminating in the design thesis project at Level 6. Students normally undertake independent research for all modules and project work for all modules often requires students to work collaboratively as part of a group. The diverse approaches to architecture within the student cohort can present a lively exchange of ideas.

Feedback to student projects is given in the form of tutorial presentations, seminars and critiques. Graduate Attributes (UG only)

1. articulate and synthesise their knowledge and understanding, attributes and skills in effective ways in the contexts of creative practice, employment, further study, research and self-fulfilment

2. apply, consolidate and extend their learning in different contextual frameworks and situations, both within and beyond the field of art and design

3. generate ideas, concepts, proposals, solutions or arguments independently and/or collaboratively in response to set briefs and/or as self-initiated activity

4. employ both convergent and divergent thinking in the processes of observation, investigation, speculative enquiry, visualisation and/or making

5. select, test and make appropriate use of materials, processes and environments 6. develop ideas through to outcomes, for example images, artefacts, environments,

products, systems and processes, or texts 7. manage and make appropriate use of the interaction between intention, process,

outcome, context, and the methods of dissemination 8. be resourceful and entrepreneurial. 9. the critical, contextual, historical, conceptual and ethical dimensions of the student's

discipline in particular, and art and design in general 10. the artist's or designer's relationship with audiences, clients, markets, users,

consumers, participants, co-workers and co-creators 11. the implications and potential for their discipline(s) presented by the key

developments in current and emerging media and technologies, and in interdisciplinary approaches to contemporary practice in art and design.

Use of the Virtual Learning Environment All modules use the VLE/CAGD as a repository of documents and presentations for students to access. The VLE also facilitates communication with students through posting notices or sending group emails. Some modules, particularly Architectural Context, use the VLE for submission and return of assignments. Use of Blended-Learning No modules are delivered wholly online but some modules incorporate an element of blended learning e.g. specified reading and the sharing of work among students.

Assessment Strategy The course approach to assessment employs a range of methodologies appropriate to an undergraduate course in an architecture discipline whilst those employed in Design Studio are suited to the assessment of processes relevant to integrated architectural design programmes.

Design Studio

Design Studio is a holistic, integrated, problem-based learning environment. The professional requirements of the course of knowledge, skills, understanding and values must be met in an integrated way. The assessment of physical output with an oral examination allows understanding and integrative thinking to be critically assessed. Design projects are finally represented in a portfolio which may include drawings, models, reports and sketchbooks based on individual or group work. Design modules, supported by work from the Integrated Technology reports and Professional Studies submissions, are finally and summatively assessed at the end of the Part One programme against the RIBA/ARB criteria.

Summative Assessment: All Design Modules - 100% Final Portfolio review Technology

Technology coursework submissions comprises written reports and a case study with diagrams, key architectural drawings, 3D CAD work and/or physical models, and will be examined by subject area tutors. AT1 Architectural Technology 1 - Submission of a Technology Workbook that comprises - Component A - Technology exercises based upon lecture content – 30% Component B - Integrated design report on the basis of (AD1.2) Architectural Design - 70% Summative: 100% coursework.

AT2 Architectural Technology 2 (optional) - Submission of a technology case study, analysing and critiquing the constructional, environmental and structural approach to built exemplar buildings. Coursework Design Report A - 50% Coursework Integrated Design Report B - 50 % Summative: 100% coursework.

AT3 Architectural Technology 3 (optional) - Submission of an integrated technology report that analyses and critiques technology and professional / regulatory and cost issues developed and implemented in the design studio project AD3.2. Summative: 100% coursework. Context Studies

The course aims to offer a broadly based understanding of contemporary architecture theory, history and urban design. In third year the student develops a personal ethical proposition that is developed in conjunction with design studio. The cogent work is further developed as coursework submissions covering the theoretical underpinning for this.

AC1 Context Studies 1 (level 4) – Component A (History)- Summative – 50% Coursework Component B (Theory)- Summative – 50% Coursework AC2 Context Studies 2 (levels 5) (optional) – Component A (History)- Summative – 50% Coursework

Component B (Theory)- Summative – 50% Coursework

AC3 Context Studies 3 (optional) Critical Studies – Written Essay (100%) Elective Modules Options – Assessment Strategy follows what has been set out in each of these existing modules within the School of AAD Year 2 (40 credits)

- Graphic and Art Practice o GAD 5.1 Integrated Contextual Studio Project (20 credits) o GAD 5.3 Design Brief (20 credits)

- Fine Art o FA5.3 Critical Contexts B (20 credits) o FA5.6 Professional Contexts B (20 credits)

- Product Design o D5.2 Professional Skills (20 credits) o D5.1 External Brief (20 credits)

- Landscape o LA503 Landscape Technology 2: Materials & Management (20 credits) o LA506 Landscape Context 2: Contemporary Theories (20 credits)

- Fashion o F5.2 Fashion Industry (20 credits) o F5.3 Trend Analysis (20 credits) o F5.4 Contextual Studies 2 (20 credits)

Year 3 (60-80 credits)

- Graphic and Art Practice o GAD 6.1 + 6.2 + 6.3 Studio Practice (60 credits) o GAD 6.4 Final Major Project (60 credits)

- Fine Art o FA6.1 + 6.2 Studio Practice A & B (40 credits) o FA6.4 + 6.5 Studio Practice C & D (40 credits) o FA6.3 & FA6.6 Critical & Professional Contexts C (40 credits)

- Product Design o D6.1 Design Project 9: External Client Brief (60 credits) o D6.2 Design Project 10: Self-Initiated Project (60 credits)

- Landscape o LA601+602 Landscape Architecture Studio (40 credits) o LA604+605 Landscape Architecture Studio (40 credits) o LA603 Landscape Context 3: Critical Studies (20 credits)

- Fashion o F6.1 Visual Research and Communication (20 credits) o F6.2 Final Major Project part 1 (20 credits) o F6.3 Dissertation/Extended Study (20 credits) o F6.4 Final Major Project part 2 (40 credits)

Feedback on Assessed Coursework The studio-based nature of the course provides for on-going formative verbal feedback during one to one tutorials at the drawing board/computer and student presentation seminars and critiques. Students are alerted to the importance of this at the start of the course and encouraged to record the comments themselves as part of their reflective portfolios. Written summative feedback is provided at the end of a module. Students are encouraged to discuss any issues with the relevant module tutor. Feedback of all elective modules follow guidelines and criteria set out in each of these existing modules within the School of AAD. (see above list of optional elective modules)

Module Assessment Methods

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AD1.1 Design Studio, level 4 Y 100

AC1 Context Studies, level 4 Y 20 80

AD1.2 Design Studio, level 4 Y 100

AT1 Architectural Technology, level 4

Y 30 70

AD2.1 Design Studio, level 5 (optional)

N 100

AC2 Context Studies, level 5 (optional)

N 20 80

AD2.2 Design Studio, level 5 (optional)

N 100

AT2 Architectural Technology, level 5 (optional)

N 50/50

GAD 5.1 Integrated Contextual Studio Project (optional)

N 100

GAD 5.3 Design Brief (optional)

N 100

FA5.3 Critical Contexts B (optional)

N 100

FA5.6 Professional Contexts B (optional)

N 100

D5.1 External Brief (optional) N 100

D5.2 Professional Skills (optional)

N 100

LA503 Landscape Technology 2: Materials & Management (optional)

N 100

LA506 Landscape Context 2: Contemporary Theories (optional)

N 100

F5.2 Fashion Industry (optional)

N 100

F5.3 Trend Analysis (optional) N 100

F5.4 Contextual Studies 2 (optional)

N 100

AD3(A) Design Studio, level 6 (optional)

N 100

AC3 Context Studies, level 6 (optional)

N 100

AD3(B) Design Studio, level 6 (optional)

N 100

AT3 Architectural Technology, level 6 (optional)

N 50/50

GAD 6.1 + 6.2 + 6.3 Studio Practice (optional)

N 100

GAD 6.4 Final Major Project (optional)

N 100

FA6.1 + 6.2 Studio Practice A&B (optional)

N 100

FA6.4 + 6.5 Studio Practice C&D (optional)

N 100

FA6.3 + 6.6 Critical & Professional Contexts C (optional)

N 100

D6.1 +6.2 +6.3 External Client Brief (optional)

N 75 25

D6.4 + 6.5 + 6.6 Self-initiated Brief (optional)

N 75 25

LA601 + 602 Landscape Architecture Studio (optional)

N 100

LA604 + 605 Landscape Architecture Studio (optional)

N 100

LA603 Landscape Context 3: Critical Studies (optional)

N 100

F6.1 Visual research and Communication (optional)

N 100

F6.2 Final Major Project Part 1 (optional)

N 100

F6.3 Dissertation/Extended Study (optional)

N 100

F6.4 Final Major Project Part 2 (optional)

N 100

Employability and Professional Context The course BA (Hons) Architectural Studies runs in close connection with the BA (Hons) Architecture programme and shares the path of learning with the same team of staff across the whole of year 1 Level 4, and partially across year 2 Level 5 and year 3 Level 6 training. In parallel, from year 2 onwards, and increasingly across year 3, BA (Hons) AS students will be given the opportunity to take up elective modules from other disciplines within the School of AAD. In the final year, students define and explore a focused architectural research project in writing, and/or through a range of other media, as appropriate and negotiated with tutors. In this course, students will develop a unique set of competencies that will enable them to ‘think outside the box’ and engage with architecture and the built environment in new, creative, innovative and socially responsible ways. The initiative to set up this new programme in the context of the architectural profession responds to observation and recommendation found in studies published by the Royal Institute of British Architects. It states that there are ‘considerable flux in the profession and… the emergence of new and diverse forms of architectural practice’, suggesting that ‘working towards a broader definition of an architect would position graduates to move into career paths leading to a wider range of roles in the built environment professions and to better respond to the changing nature of practice. In order to survive, the architect must design beyond buildings – and in turn should be supported to do so by regulatory and membership bodies.’ (Claire Jamieson, The Future for Architects?, London: RIBA; Building Futures, ca. 2010, p.6 and p.29) This RIBA document calls for the support of an architectural education that takes into account the fluidity and variety that characterises architectural work in the C21st. Yet it is difficult to respond to this claim in the context of an accredited RIBA/ARB architecture course which has long been duly bound by a set of criteria that are as demanding and wide-ranging as they are conventional. By alleviating the new Architectural Studies course from the bounds of the tradition of professional accreditation, it can be more effective in offering a wider definition of professionalism and cultural approach to the discipline of architecture. Apart from required modules/credits each student must complete within the architectural curriculum, the possible combination of many elective modules within AAD which any students of BA (Hons) AS course can take is very wide-ranging. The following three suggested learning paths, corresponding to three areas of distinct interdisciplinary practices, significant at the turn of the C21st, which can be deemed as part of an expanded and diversified professional field influenced by and contingent to spatial knowledge and architectural design process:

A. CITY A1. urbanism from theory to practice A2. landscape, environment and urbanisation A3. technologies of the artificial, natural and virtual A4. information systems and networked society A5. public space, agency and activism A6. territory, geography and policy B. CURATION B1. exhibition design from museum to city B2. participatory and collaborative art practices B3. choreography and performative spaces B4. hybrid mediums and multi-media curation B5. spatial planning of cultural industry B6. circulation and socio-economics of spatial artefacts C. CRITICISM C1. histories and theories of spatiality C2. politics, ideologies and utopia C3. inter- and trans-cultural production of art and architecture C4. criticality and creativity in architectural education C5. architectural research as a critical practice C6. authorship and spectatorship of the built environment Students taking up these distinct multi-disciplinary skills across their paths of elective modules would be equipped to work in a diverse range spatial, creative and critical practice as listed in Overview and Aims (Field 36). They will also develop competency to create their own innovative, unorthodox and alternative career paths; not only to be highly employable, but to go a step further to be their own boss. There are also growing opportunities for employment overseas. The broad contextual skills, holistic thinking, creativity, and ability to communicate achieved by architecture students makes them highly employable in and out of architecture professions.

Work-Related Activities Students are encouraged and guided to situate creative design project (design modules within architecture or in other disciplines within School of AAD) in immediate and polemical situations confronting real aspects of contemporary lives. The development of the project would involve setting out appropriate brief, critical investigations of contexts and issues, imaginative and experimental exploration of new design ideas and strategies of implementations. Presentation skills, both verbal and visual, account for a large proportion of the assessment requirements for the course.

Placement or Work-Related Activity Level:

Can be related to various architectural or other elective modules which students have chosen to study. Students are encouraged to contextualise, and in some cases partially apply, their learning development and creative project in distinct existing professional practices which may be found in multiple enterprise and industry sectors. Placement or Work Related Activity for BA (Hons) Architectural Studies would not be confined to architectural practices, but can expand into other creative industry such as theatre production, exhibition design, urban landscape and infrastructural projects, consultants to governmental private sector development projects, contributors as critics to journals and public media, and so on.

Placement or Work-Related Activity Length in Weeks: Minimum of approx. 300 hours Type of Placement or Work-Related Activity: See above

Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at http://www.qaa.ac.uk/reviews-and-reports We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

Record of Enhancement

No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated)

Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply)

Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods.

Level 5 from September 2018-19 entry