Course syllabus adopted 2021-02-17 by Vice President (or corresponding).
Overview
- Swedish nameKandidatarbete i Arkitektur och teknik
- CodeACEX15
- Credits15 Credits
- OwnerTKATK
- Education cycleFirst-cycle
- Main field of studyArchitecture and Engineering
- ThemeArchitectural design project 15 c
- DepartmentARCHITECTURE AND CIVIL ENGINEERING
- GradingUG - Pass, Fail
Course round 1
- Teaching language Swedish
- Application code 46124
- Maximum participants50
- Open for exchange studentsNo
- Only students with the course round in the programme overview.
Credit distribution
Module | Sp1 | Sp2 | Sp3 | Sp4 | Summer | Not Sp | Examination dates |
|---|---|---|---|---|---|---|---|
| 0117 Project1, part A 0 c Grading: UG | 0 c | 0 c | 0 c | 0 c | 0 c | 0 c | |
| 0217 Project, part B 15 c Grading: UG | 0 c | 0 c | 6.5 c | 8.5 c | 0 c | 0 c |
In programmes
Examiner
Karl-Gunnar Olsson- Full Professor, Architectural Theory and Method, Architecture and Civil Engineering
Eligibility
General entry requirements for bachelor's level (first cycle)Specific entry requirements
The specific entry requirements are the same as for the programme the course is taken withinCourse specific prerequisites
To be eligible for the bachelor's thesis, students must complete at least 105 credits from the first three years of the Architecture and Engineering degree program. Eligibility must be verified after grades from Study Period 1 in Year 3 have been reported to LADOK. In addition, students are supposed to have completed the program course Architecture and Optimized Structures before start of bachelor's thesis.
Aim
The bachelor's thesis is a time for students to integrate, deepen, and develop their knowledge and skills in the field of architecture.
Learning outcomes (after completion of the course the student should be able to)
The bachelor's thesis in Architecture and Engineering is the conclusive project of three years of studies in architectural design and engineering. Consequently, the learning outcomes of the course emphasise the collaboration of the two distinct professional cultures and the integration of their diverse methodologies. In the bachelor's thesis, students take on a complex architecture project and must learn to independently: - develop a proposal in which the design of building form and interior space comes together in a unified whole - explain and analyse the contexts of the project - identify, formulate, and work through design problems - with a critically reflective approach explain the methods and boundaries used to work through design problems - present a critical reflection on the proposals effects on the surrounding world and its users - evaluate the technical qualities of the proposed design using relevant technical scientific methods - discuss and present alternatives for further development of the proposed design scheme - establish and follow a schedule with periodic presentations - discuss orally and in dialogue with critics the results, effects, and potential for further development of the project - critically examine, evaluate, and constructively critique other students' bachelor's theses in terms of issues, execution, and results.Content
The bachelor's thesis begins with a review of the student's previously completed architectural projects. Particular emphasis is placed on the student's attained ability to reflect on the own work processes; how contextual analysis, formulation of architectural values and a methodically investigative sketching lead to informed design choices based on artisitc as well as technical, economic, cultural, social, and ethical considerations. The primary component of the bachelor's thesis is the work on a design project. It is intended to deepen, integrate, and develop the student's knowledge and skills in the areas covered by earlier coursework in the programme. Each student decides whether the project will emphasize space or building design, but both aspects must be addressed within the comprehensive approach to the task. The practical application of a number of generic skills is also required to facilitate and support the bachelor's thesis. Presentation is particularly important, both orally and through physical models, drawings, images, and texts.Organisation
The bachelor's thesis is a design studio project. Students are given instruction in the project's subject area and related technical fields. The bachelor's thesis includes periodic critiques in order to verify the student's progress on the project.Literature
A reading list of literature relevant to the project will be provided at the start of the course.
Examination including compulsory elements
The bachelor's thesis begins with a mandatory review of previous completed architectural projects. The completed bachelor's thesis project is communicated by use of physical models, drawings, pictures and text, and is presented and defended orally in two critique seminars. For the first seminar, several students present their projects in a group, and the project is evaluated by a jury of guest critics from outside the school. Here the emphasis is on the ability to present, discuss, and critically reflect on the results of the work. Great emphasis is given to the students ability to present the proposal in physical models, drawings, images, text, and speech so that it is easily accessible and understandable to the appropriate audience and can serve as the basis for a public debate. For the second seminar, each student presents his or her work individually, and is evaluated by the examiner and one of thesis supervisors. In addition to the design project itself, the student is also evaluated on the ability to present, discuss, and critically reflect on his or her own working method and the quality achieved; which questions have been asked, which investigations have been made, which alternatives have been found, and what considerations have been made for design decisions. In the bachelor's thesis is included a critical review of other batchelor's thesos projects during the ongoing design process and / or of the presented final proposals.The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers on educational support due to disability.