A52P1B Design Process - Studio 5:1 12.0 credits

Gestaltningsprocess - Studio 5:1

PLAY vs GAME, part 1 (Play), 5th year
The course is part of the Design Process Studio which aim is to develop new tools and methods for architectural design, and to create new forms of space.

Introduction (part 1+2)
Today we have gradually come to understand that architecture is not only governed by processes but is itself a process. Buildings and cities evolve in time through interaction with actions taking place outside or within themselves. This gives the term context a new meaning not only signify the immediate surroundings but the whole contemporary situation.
These interaction take more or less formal form, they can be formal, ritualised or mere haphazardly random. Often these interactions, be it social or formal are describe by the notions of play and game.
Play and game is essential in society, were play is a non-purposive endlessly interpretative process whereas game is purposeful, focused and driven towards an objective. Play in this sense is a creative tool (finding not searching) and game is a generative tool. A game is a specific way of problemsolving, play is more open. A game has a predictable resolution, play may not. It allows for emergence, novelty, surprise.
The course PLAY vs GAME  take these two concepts as a starting point for the contemporary design process and its relation to architecture and urban design problems.

Offering and execution

Course offering missing for current semester as well as for previous and coming semesters

Course information

Content and learning outcomes

Course contents *

The course PLAY vs GAME is divided into two parts PLAY and GAME.
The first part focusing on the concept PLAY and consists of the design of a small/medium building with an specific yet open programme in the form of a Kindergarten/pre-school. The second part GAME the design task will be a larger urban area.
Contemporary theory of play and game, such as game theory will be mixed with an overview of play and game in the architectural and urban history from Froebel and Durand through Lefvebre, van Eyk and Niewenhuis up to recent discussions as Christoffer Alexander, Will Wright and David Harvey.
Great emphasis will placed on the social interplay with the production of architectural and urban space.

Intended learning outcomes *

PLAY vs GAME, part 1 (Play), 5th year

Introduction (part 1+2)
Today we have gradually come to understand that architecture is not only governed by processes but is itself a process. Buildings and cities evolve in time through interaction with actions taking place outside or within themselves. This gives the term context a new meaning not only signify the immediate surroundings but the whole contemporary situation.
These interaction take more or less formal form, they can be formal, ritualised or mere haphazardly random. Often these interactions, be it social or formal are describe by the notions of play and game.
Play and game is essential in society, were play is a non-purposive endlessly interpretative process whereas game is purposeful, focused and driven towards an objective. Play in this sense is a creative tool (finding not searching) and game is a generative tool. A game is a specific way of problemsolving, play is more open. A game has a predictable resolution, play may not. It allows for emergence, novelty, surprise.
The course PLAY vs GAME  take these two concepts as a starting point for the contemporary design process and its relation to architecture and urban design problems.

Overall goals
The course is part of the Design Process Studio which aim is to develop new tools and methods for architectural design, and to create new forms of space.
2. The course/project goal is to increase the student's knowledge in this area/field and skills/knowledge in the field of architecture in general. The students will enter the project with varying degrees of knowledge/skills and will subsequently end up at different levels at the end of the course/project.
 3. The individual student must show an increase in the particular skills/knowledge offered in the studio and in the field of architecture in general.

Course goals (part 1+2)
1. The aim of the course is to expound the knowledge of the design process and develop the students design capacity and foster greater awareness how to handle design problems.
2.  The student are expected to show a progress in their individual knowledge and skills related to the programme.

Course Disposition

The course GAME vs PLAY is based upon individually guided design work with  supported by common lectures, seminars and pin-ups.

Literature and preparations

Specific prerequisites *

One year fully approved architectural studies at the advanced level, courses and projects.

Recommended prerequisites

No information inserted

Equipment

No information inserted

Literature

A detailed  list of course literature will be presented at the beginning of the course

Examination and completion

Grading scale *

P, F

Examination *

  • PRO1 - Project part 1, 9.0 credits, Grading scale: P, F
  • PRO2 - Project part 2, 3.0 credits, Grading scale: P, F

Based on recommendation from KTH’s coordinator for disabilities, the examiner will decide how to adapt an examination for students with documented disability.

The examiner may apply another examination format when re-examining individual students.

The course consists of two parts; a fulfilled and delivered project work (9 credits) and a passed final assessment (3 credits). There is at least one intermediate assessment during the course.

Other requirements for final grade *

a) Presentation requirements
The students are requested to deliver for the PLAY part a scale model no less than 1:50, furnished and populated as well as typical images how the building is supposed to work.
The studio presentation will be part of the future diploma portfolio and shall be delivered in an appropriate and fully qualified way.

b) Examination
80% attendance. Active participation in lectures, tutorials, and seminars etc. Passed intermediate and final assessments. Compulsory attendance during the assessment reviews.
Completion: The project work shall be delivered and, if necessary, reworked within the set time limit.  See general directions.
(Overall principle: Autumn term projects must be approved during the following Spring term: Spring term projects must be approved before the start of the following Autumn term. The reworked projects must be delivered at least one week before the time limit.)
The project work is to be documented in a portfolio, including drawings, analysis and models. The work process shall be legible.

Opportunity to complete the requirements via supplementary examination

No information inserted

Opportunity to raise an approved grade via renewed examination

No information inserted

Examiner

Per Fransson

Further information

Course web

Further information about the course can be found on the Course web at the link below. Information on the Course web will later be moved to this site.

Course web A52P1B

Offered by

ABE/Architecture

Main field of study *

Architecture

Education cycle *

Second cycle

Add-on studies

No information inserted

Ethical approach *

  • All members of a group are responsible for the group's work.
  • In any assessment, every student shall honestly disclose any help received and sources used.
  • In an oral assessment, every student shall be able to present and answer questions about the entire assignment and solution.