Phase I Using mapping as a vehicle for speculative architectural analysis, students will map one defined aspect of a particular place as ground, infrastructure, climate and occupation of space. Through mapping, students will confront their first analysis with more specific information: climate, ground, geology, built structures, growing structures, water treatment and flows, infrastructural networks, historic traces, land use and occupation of space. It is about identification of specifics through drawing, registering, measuring, timing, investigating; observe on site at several occasions and document, explain conditions, situations, make drawings, diagrams and sketches to explain conditions Phase II Explore settings for physical activity and for the interconnection that happens between spectator and sport and between land and the body. Cultural and technical characteristics of sport must be integrated into the land in a way, which will change it consciously. Students first make a first landscape urban proposition (MODEL) plus make a set of drawings showing dimensional sizes for activities include heights PLANS, SECTIONS, Make a set of investigations of three different structures and how they work with the land. Development Synthesis Two: Choreography, colour, light, material, crowd versus the individual delineation, studies Development Draw Up and review MODEL The design studio is co-ordinated with the content of parallel course modules and integration between studio work and course module work is a vital and innovative component of the studio structure.

The students should by the end of the semester: * Understand some of the fundamental relations between, the history of land-use, changing social structures, climate and communications, structures and materials. * Conduct research, both in the library, and in the field through reading, note taking and writing, and sketching. * Analyse as a group complex issues such as structure, material, function, environment, and technology. Draw this analysis in a convincing graphic manner, thoroughly explaining the object of the analysis. * Make small and large-scale models in various materials such as cardboard, paper, plaster, wax, etc. * Explain through a complete set of plans, sections, and elevations, an architectural project. * Explain architectural concepts through sketches and models * Investigate, through architectural drawings, structure, light, material, and scale. * Be able to develop architectural concepts to a detailed level * Be able to integrate structural concepts clearly, articulately, and precisely into a project * Be able to integrate environmental concepts, clearly articulated, and reasonably drawn into the project. * To explore settings for physical activity and for the interconnection that happens between spectator and sport and between land and the body. * Have developed their ability to think conceptually and abstractly, and be able to express this clearly in written and drawn form. * Have a clear understanding of the word æcontextÆ as it relates to architecture and the built environment. * Have a clear understanding of the word æplaceÆ as it relates to architecture and the built environment. * Be able to conduct analysis and research. * Be able to decompose the current state of a specific place into elements, and related to specific themes.

see above

see above

Phase I Using mapping as a vehicle for speculative architectural analysis, students will map one defined aspect of a place as ground, infrastructure, climate and occupation of space. Phase II The aim of this project is to explore settings for physical activity and for the interconnection that happens between spectator and sport and between land and the body. Cultural and technical characteristics of sport must be integrated into the land in a way which will change it consciously.