Assessment Description + 1 X (landscape) ILLUSTRATED BOOKLET CONTAINING 3,000 WORDS NOTING THE CRITICAL ISSUES OF THE PROJECT AND HOW THEY HAVE BEEN SOLVED. Intended learning outcomes for the assessment 1 Knowledge and Understanding Understand the values and ethics relevant to the Built Environment, and form a critical view on the social, cultural and physical impacts of building projects both existing and proposed. This will be met by exploring numerous examples of building projects of a variety of scales in a variety of climatic, social, political, and economic contexts. The students will be asked to relate the examples discussed to their own current design projects. 2 Knowledge and Understanding Demonstrate a clear understanding of the professional attributes and social consciousness required of the architectural professional, working alone or as part of a larger design team. This includes knowledge of the contractual and non-contractual obligations towards clients and other building professionals, as well as ethical responsibilities to the wider community. An awareness of the current practices and trends in today’s building industry are implicit in this understanding. This will be met by exploring numerous examples of building projects of a variety of scales in a variety of climatic, social, political, and economic contexts. The students will be asked to relate the examples discussed to their own current design projects. 3 Intellectual, practical, affective and transferrable skills Evidence a keen understanding of the procedures, systems and practices which are involved in translating projects from initial conceptual stages to built form. This includes, but is not limited to, knowledge of the planning and legislative systems and an understanding of the necessary professional relationships that are required in any building project. This will be met by exploring numerous examples of building projects of a variety of scales in a variety of climatic, social, political, and economic contexts. The students will be asked to relate the examples discussed to their own current design projects. 4 Intellectual, practical, affective and transferrable skills. Illustrate an understanding of the principles involved, and an awareness of emerging trends, in the management of architectural projects. The student should also have a firm grasp of the business principles associated with the running of an architectural or other practice relevant to the students’ particular field of study. This will be met by exploring numerous examples of building projects of a variety of scales in a variety of climatic, social, political, and economic contexts. The students will be asked to relate the examples discussed to their own current design projects. Other skills and competencies Learning to understand the multidisciplinary nature of built environment design and construction projects, and the necessity to have lead this process professionally with clear ideas about the morals and ethics of the decisions being made. Marking scheme, criteria or rubric How well has the student formed a critical view on the social, cultural and physical impacts of their proposed project. (learning outcome 1) 20% How well has the student demonstrated professional attributes and a social consciousness in their design project, including demonstrating a knowledge of the contractual and non-contractual obligations towards clients and other building professionals, as well as ethical responsibilities to the wider community. (learning outcome 2) 20% How well has the student demonstrated evidence of an understanding of the procedures, systems and practices which are involved in translating projects from initial conceptual stages to built form. (including knowledge of the planning and legislative systems and an understanding of the necessary professional relationships that are required in any building project.) (learning outcome 3) 20% How well has the student illustrated an understanding of the principles involved, and an awareness of emerging trends, in the management of architectural projects, and the business principles associated with the running of an architectural or other practice relevant to the students’ particular field of study. (learning outcome 4) 20% Professional presentation 20% Links to Supporting Materials You Tube “Power into Art : The battle for the New Tate Gallery (2000)”
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April 21, 2022, 5:27 p.m.
CONT
Assessment Literacy
.Carry out research and prepare an academic illustrated booklet on your current design project.
the individual issues related to each students project will be discussed and reviewed during the module sessions.
Emphasis will be placed on your ability to identity and explore the appropriate issues related to your chosen design project. You must remember to reference information that you have sourced elsewhere, including images.
Your booklet is to professionally formatted and presented with an illustrated front cover.
References should go at the end, followed by an appendix
A brief introduction should be provided at the start of your essay to provide background. You are also encouraged to include appropriate illustrations and images in your booklet, don’t forget you MUST reference all images.
The sections within your booklet should have clear subheadings and all pages should be numbered
Your essay is to professionally presented as an A4 document (landscape) saved as a .pdf and then uploaded to Turnitin
You are encouraged to make proper use of an appendix for information that cannot be incorporated in the main text. This could be relevant academic extracts or useful and relevant information. However, NO CREDIT will be given for merely including published information which is NOT specifically relevant to your essay, NOR properly cross-referenced to the Tex
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