Zachodniopomorski Uniwersytet Technologiczny w Szczecinie

Wydział Budownictwa i Architektury - Architecture (S2)

Sylabus przedmiotu Specialistic architectural design 2:

Informacje podstawowe

Kierunek studiów Architecture
Forma studiów studia stacjonarne Poziom drugiego stopnia
Tytuł zawodowy absolwenta magister
Obszary studiów charakterystyki PRK, kompetencje inżynierskie PRK
Profil ogólnoakademicki
Moduł
Przedmiot Specialistic architectural design 2
Specjalność przedmiot wspólny
Jednostka prowadząca Katedra Projektowania Architektonicznego
Nauczyciel odpowiedzialny Leszek Świątek <lswiatek@zut.edu.pl>
Inni nauczyciele
ECTS (planowane) 4,0 ECTS (formy) 4,0
Forma zaliczenia zaliczenie Język angielski
Blok obieralny 4 Grupa obieralna 2

Formy dydaktyczne

Forma dydaktycznaKODSemestrGodzinyECTSWagaZaliczenie
projektyP2 45 4,01,00zaliczenie

Wymagania wstępne

KODWymaganie wstępne
W-1General knowledge in the field of programming of education and upbringing facilities, care of children of various ages - preschool and school, knowledge of issues related to shaping space in the aspect of ergonomics; needs persons with mobility impairments, visual impairments and hearing impairments. Good knowledge of the technical conditions that buildings and their location should meet.

Cele przedmiotu

KODCel modułu/przedmiotu
C-1Ability to shape functional and spatialsystems of service objects in the field of health care and social welfare, care, education and upbringing. Holistic design, ability to link functions and forms, spatial relations and scale in terms of the perception of the youngest and their users ability to adapt to conditions prevailing in the built space. Variation ofcompositional and plastic solutions ofindividual buildings and complexes of pavilions. The ability to assess the advantages of a location and use it to optimize a design solution.

Treści programowe z podziałem na formy zajęć

KODTreść programowaGodziny
projekty
T-P-1Programme, location and role of educational, care and health equipment. Project corrections in thematic groups.3
T-P-2Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups.3
T-P-3The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups.3
T-P-42-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual.3
T-P-5Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections.3
T-P-6Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections.3
T-P-7First review of the progress of works (selection of the form of development and variants of land use planning).3
T-P-8Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments3
T-P-9Types of sizes of primary schools and school parcels. Individual project corrections.3
T-P-10school grounds. Exercise elements of school field devices of physical culture. Individual project corrections3
T-P-11Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments.3
T-P-12Second review of the state of advancement of design works - final development of the system buildings.3
T-P-13Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections.3
T-P-14Individual corrections.3
T-P-15Approval of projects for final development. Individual project corrections.3
45

Obciążenie pracą studenta - formy aktywności

KODForma aktywnościGodziny
projekty
A-P-1individual work at home – elaboration of diploma design and work on related data75
A-P-2individual consultations in appointed hours45
120

Metody nauczania / narzędzia dydaktyczne

KODMetoda nauczania / narzędzie dydaktyczne
M-1method of explaining the issue and an additional didactic discussion during the exercises, developing the presented issues. The exercises are based on independent studio work and design correction during classes, as well as independent source query.

Sposoby oceny

KODSposób oceny
S-1Ocena formująca: Exercises -the condition for obtaining a credit is participation in at least 4/5 ofthe number of project activities (including 2. mandatory reviews of the progress of design works) and the execution of the study design in any graphic technique, consistent with the content of the subject. The student should also have sketches and studies prepared for semi-annual reviews of the progress of design work. The assessment takes into account the factual value (60% of the weight) and the aesthetic value of the design study(10%). and innovation of functional and spatial solutions as well as aesthetic and composite elevation solutions (30%).

Zamierzone efekty uczenia się - wiedza

Zamierzone efekty uczenia sięOdniesienie do efektów kształcenia dla kierunku studiówOdniesienie do efektów zdefiniowanych dla obszaru kształceniaOdniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżynieraCel przedmiotuTreści programoweMetody nauczaniaSposób oceny
AUP_2A_EB4-2_W01
Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks. Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks.
AUP_2A_W01, AUP_2A_W02C-1T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15M-1S-1

Zamierzone efekty uczenia się - umiejętności

Zamierzone efekty uczenia sięOdniesienie do efektów kształcenia dla kierunku studiówOdniesienie do efektów zdefiniowanych dla obszaru kształceniaOdniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżynieraCel przedmiotuTreści programoweMetody nauczaniaSposób oceny
AUP_2A_EB4-2_U01
In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art. Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations). Is able to adjust the method to a design or planning task, experiments and uses computer software. Designs and plans in combination with other areas of engineering and non-engineering activity. Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect.
AUP_2A_U01, AUP_2A_U02, AUP_2A_U03, AUP_2A_U04, AUP_2A_U05C-1T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15M-1S-1

Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne

Zamierzone efekty uczenia sięOdniesienie do efektów kształcenia dla kierunku studiówOdniesienie do efektów zdefiniowanych dla obszaru kształceniaOdniesienie do efektów uczenia się prowadzących do uzyskania tytułu zawodowego inżynieraCel przedmiotuTreści programoweMetody nauczaniaSposób oceny
AUP_2A_EB4-2_K01
Understands the need of life-long learning, is able to organise the process of learning and motivates his/her co-worker to learn.
C-1T-P-1, T-P-2, T-P-3, T-P-4, T-P-5, T-P-6, T-P-7, T-P-8, T-P-9, T-P-10, T-P-11, T-P-12, T-P-13, T-P-14, T-P-15M-1S-1

Kryterium oceny - wiedza

Efekt uczenia sięOcenaKryterium oceny
AUP_2A_EB4-2_W01
Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks. Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks.
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes

Kryterium oceny - umiejętności

Efekt uczenia sięOcenaKryterium oceny
AUP_2A_EB4-2_U01
In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art. Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations). Is able to adjust the method to a design or planning task, experiments and uses computer software. Designs and plans in combination with other areas of engineering and non-engineering activity. Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect.
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes

Kryterium oceny - inne kompetencje społeczne i personalne

Efekt uczenia sięOcenaKryterium oceny
AUP_2A_EB4-2_K01
Understands the need of life-long learning, is able to organise the process of learning and motivates his/her co-worker to learn.
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes

Literatura podstawowa

  1. Minister Oświaty i Wychowania, Zarządzenie w sprawie wprowadzenia wytycznych programowo-funkcjonalnych projektowania obiektów oświaty i wychowania, Minister Oświaty i Wychowania, Warszawa, 1979, IW1-2115-9/79
  2. Przedszkole 2-oddziałowe, 1964, KP-5/40, KB4-2.2.1.2/2/, OB-1302/S/64, Karta projektu; materiał poglądowy;
  3. Przedszkole 4-oddziałowe, COIB, Warszawa, 1979, KB4-2.2.1.4.(4), Projekt typowy. Katalog budownictwa; materiał poglądowy
  4. Przedszkole 6-oddziałowe, COIB, Warszawa, 1979, KB4-2.2.1.6.(2), Projekt typowy. Katalog budownictwa; materiał poglądowy
  5. Szkoła podstawowa o 9 pomieszczeniach do nauki dla osiedli wiejskich w technologii wielkoblokowej, COIB, Warszawa, 1989, 2.2.2.(3), Materiał poglądowy
  6. Korzeniewski W, Budownictwo mieszkaniowe. Poradnik projektanta, Arkady, Warszawa, 1989, 1
  7. Minister Edukacji Narodowej i Sportu, Rozporządzenie w sprawie bezpieczeństwa i higieny w publicznych i niepublicznych szkołach i placówkach, Minister Edukacji Narodowej i Sportu, 2002, Dz. U. z 2003 r. Nr 6, poz. 69.

Treści programowe - projekty

KODTreść programowaGodziny
T-P-1Programme, location and role of educational, care and health equipment. Project corrections in thematic groups.3
T-P-2Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups.3
T-P-3The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups.3
T-P-42-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual.3
T-P-5Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections.3
T-P-6Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections.3
T-P-7First review of the progress of works (selection of the form of development and variants of land use planning).3
T-P-8Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments3
T-P-9Types of sizes of primary schools and school parcels. Individual project corrections.3
T-P-10school grounds. Exercise elements of school field devices of physical culture. Individual project corrections3
T-P-11Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments.3
T-P-12Second review of the state of advancement of design works - final development of the system buildings.3
T-P-13Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections.3
T-P-14Individual corrections.3
T-P-15Approval of projects for final development. Individual project corrections.3
45

Formy aktywności - projekty

KODForma aktywnościGodziny
A-P-1individual work at home – elaboration of diploma design and work on related data75
A-P-2individual consultations in appointed hours45
120
(*) 1 punkt ECTS, odpowiada około 30 godzinom aktywności studenta
PoleKODZnaczenie kodu
Zamierzone efekty uczenia sięAUP_2A_EB4-2_W01Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks. Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks.
Odniesienie do efektów kształcenia dla kierunku studiówAUP_2A_W01Knows the principles of construction art, PN and EU norms and standards within the scope necessary for independent performance of design and planning tasks.
AUP_2A_W02Know building law, selected issues of property law and copyright law within the scope necessary for independent performance of design and planning tasks.
Cel przedmiotuC-1Ability to shape functional and spatialsystems of service objects in the field of health care and social welfare, care, education and upbringing. Holistic design, ability to link functions and forms, spatial relations and scale in terms of the perception of the youngest and their users ability to adapt to conditions prevailing in the built space. Variation ofcompositional and plastic solutions ofindividual buildings and complexes of pavilions. The ability to assess the advantages of a location and use it to optimize a design solution.
Treści programoweT-P-1Programme, location and role of educational, care and health equipment. Project corrections in thematic groups.
T-P-2Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups.
T-P-3The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups.
T-P-42-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual.
T-P-5Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections.
T-P-6Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections.
T-P-7First review of the progress of works (selection of the form of development and variants of land use planning).
T-P-8Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments
T-P-9Types of sizes of primary schools and school parcels. Individual project corrections.
T-P-10school grounds. Exercise elements of school field devices of physical culture. Individual project corrections
T-P-11Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments.
T-P-12Second review of the state of advancement of design works - final development of the system buildings.
T-P-13Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections.
T-P-14Individual corrections.
T-P-15Approval of projects for final development. Individual project corrections.
Metody nauczaniaM-1method of explaining the issue and an additional didactic discussion during the exercises, developing the presented issues. The exercises are based on independent studio work and design correction during classes, as well as independent source query.
Sposób ocenyS-1Ocena formująca: Exercises -the condition for obtaining a credit is participation in at least 4/5 ofthe number of project activities (including 2. mandatory reviews of the progress of design works) and the execution of the study design in any graphic technique, consistent with the content of the subject. The student should also have sketches and studies prepared for semi-annual reviews of the progress of design work. The assessment takes into account the factual value (60% of the weight) and the aesthetic value of the design study(10%). and innovation of functional and spatial solutions as well as aesthetic and composite elevation solutions (30%).
Kryteria ocenyOcenaKryterium oceny
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes
PoleKODZnaczenie kodu
Zamierzone efekty uczenia sięAUP_2A_EB4-2_U01In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art. Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations). Is able to adjust the method to a design or planning task, experiments and uses computer software. Designs and plans in combination with other areas of engineering and non-engineering activity. Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect.
Odniesienie do efektów kształcenia dla kierunku studiówAUP_2A_U01In his/her work, pursues an individual artistic attitude which is manifested through his/her approach to reality and modern art.
AUP_2A_U02Presents individual design and planning concepts and solutions in an attractive manner (graphics, presentations).
AUP_2A_U03Is able to adjust the method to a design or planning task, experiments and uses computer software.
AUP_2A_U04Designs and plans in combination with other areas of engineering and non-engineering activity.
AUP_2A_U05Chooses appropriate construction solutions, technologies and materials with specific properties for the expected architectural effect.
Cel przedmiotuC-1Ability to shape functional and spatialsystems of service objects in the field of health care and social welfare, care, education and upbringing. Holistic design, ability to link functions and forms, spatial relations and scale in terms of the perception of the youngest and their users ability to adapt to conditions prevailing in the built space. Variation ofcompositional and plastic solutions ofindividual buildings and complexes of pavilions. The ability to assess the advantages of a location and use it to optimize a design solution.
Treści programoweT-P-1Programme, location and role of educational, care and health equipment. Project corrections in thematic groups.
T-P-2Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups.
T-P-3The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups.
T-P-42-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual.
T-P-5Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections.
T-P-6Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections.
T-P-7First review of the progress of works (selection of the form of development and variants of land use planning).
T-P-8Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments
T-P-9Types of sizes of primary schools and school parcels. Individual project corrections.
T-P-10school grounds. Exercise elements of school field devices of physical culture. Individual project corrections
T-P-11Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments.
T-P-12Second review of the state of advancement of design works - final development of the system buildings.
T-P-13Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections.
T-P-14Individual corrections.
T-P-15Approval of projects for final development. Individual project corrections.
Metody nauczaniaM-1method of explaining the issue and an additional didactic discussion during the exercises, developing the presented issues. The exercises are based on independent studio work and design correction during classes, as well as independent source query.
Sposób ocenyS-1Ocena formująca: Exercises -the condition for obtaining a credit is participation in at least 4/5 ofthe number of project activities (including 2. mandatory reviews of the progress of design works) and the execution of the study design in any graphic technique, consistent with the content of the subject. The student should also have sketches and studies prepared for semi-annual reviews of the progress of design work. The assessment takes into account the factual value (60% of the weight) and the aesthetic value of the design study(10%). and innovation of functional and spatial solutions as well as aesthetic and composite elevation solutions (30%).
Kryteria ocenyOcenaKryterium oceny
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes
PoleKODZnaczenie kodu
Zamierzone efekty uczenia sięAUP_2A_EB4-2_K01Understands the need of life-long learning, is able to organise the process of learning and motivates his/her co-worker to learn.
Cel przedmiotuC-1Ability to shape functional and spatialsystems of service objects in the field of health care and social welfare, care, education and upbringing. Holistic design, ability to link functions and forms, spatial relations and scale in terms of the perception of the youngest and their users ability to adapt to conditions prevailing in the built space. Variation ofcompositional and plastic solutions ofindividual buildings and complexes of pavilions. The ability to assess the advantages of a location and use it to optimize a design solution.
Treści programoweT-P-1Programme, location and role of educational, care and health equipment. Project corrections in thematic groups.
T-P-2Kindergartens and crèches. Functional programme and types of crèches. Availability, the issue of functional zoning. Project corrections in thematic groups.
T-P-3The area necessary for the crèche. Minischool, crèche points. Project corrections in thematic groups.
T-P-42-department kindergartens (60 children), 4 (120), 6 (180) and 8 (240). Volumes and area indicators. Characteristics and guidelines for designing mini-schools. Issues of shape, proportions, scales and colours inside and outside the kindergarten. Project corrections in thematic groups and individual.
T-P-5Kindergartens with integration units. Disability types and degrees. Principles of orientation and sunlight of kindergarten wards. Individual project corrections.
T-P-6Pre-school facilities and childcare facilities. Size of preschool parcel (standards spatial pre-school plots). Individual project corrections.
T-P-7First review of the progress of works (selection of the form of development and variants of land use planning).
T-P-8Primary schools. Programme assumptions. Design of school buildings (classes I to VI) and middle schools (VII to IX). Principles of orientation and sunlight of school premises. Individual design adjustments
T-P-9Types of sizes of primary schools and school parcels. Individual project corrections.
T-P-10school grounds. Exercise elements of school field devices of physical culture. Individual project corrections
T-P-11Secondary schools. Secondary general schools and vocational schools. Programme and equipment of the institution. Principles of orientation and sunlight of school premises. Individual design adjustments.
T-P-12Second review of the state of advancement of design works - final development of the system buildings.
T-P-13Studies of the silhouettes ofbuilding a nursery, kindergarten, school. Individual project corrections.
T-P-14Individual corrections.
T-P-15Approval of projects for final development. Individual project corrections.
Metody nauczaniaM-1method of explaining the issue and an additional didactic discussion during the exercises, developing the presented issues. The exercises are based on independent studio work and design correction during classes, as well as independent source query.
Sposób ocenyS-1Ocena formująca: Exercises -the condition for obtaining a credit is participation in at least 4/5 ofthe number of project activities (including 2. mandatory reviews of the progress of design works) and the execution of the study design in any graphic technique, consistent with the content of the subject. The student should also have sketches and studies prepared for semi-annual reviews of the progress of design work. The assessment takes into account the factual value (60% of the weight) and the aesthetic value of the design study(10%). and innovation of functional and spatial solutions as well as aesthetic and composite elevation solutions (30%).
Kryteria ocenyOcenaKryterium oceny
2,0failing to accomplish educational outcomes as given below
3,0basic accomplishment of educational outcomes
3,5
4,0extended accomplishment of educational outcomes
4,5
5,0outstanding accomplishment of educational outcomes and excellent recognition of problems related to these outcomes