Arc60103 (arc1313) march 2014 module outline

Architecture Culture & History 1 (ARC 1313): Aug 2013 1 | P a g e
SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
_________________________________________________________________________________________
Bachelor of Science (Honours) in Architecture
Module: ARCHITECTURE CULTURE & HISTORY 1 [ARC60103]
Prerequisite: None
Credit Hours: 3
Instructors:
Norhayati Ramli (603-56295251; norhayati.ramli@taylors.edu.my)
Koh Jing Hao (603-56295260; jinghao.koh@taylors.edu.my),
Shahrianne Mohd Shah (ss_anne@hotmail.com),
tbc
Module Synopsis
A chronological survey of the developments of Western architecture from the beginning of time to the period of
Enlightenment, with consideration of the intellectual, aesthetic, technological, political and economic factors
which have influenced the design of buildings. These issues are explored with reference to major contemporary
examples and the work and philosophy of significant exponents.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce basic architectural theory through a consideration of intentions, concepts, patterns,
disciplines, architectural language and contextual relationships.
2. To examine architecture history through a chronological survey of the developments of Western
architecture from the beginning of time to the Enlightenment, looking at the intellectual, aesthetic,
technological, political and economic factors which have influenced architectural design.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Recognize and recall appropriate verbal architectural vocabulary when referring to building types,
styles and periods.
2. Exemplify, classify and compare the sequence of historical periods and how they are represented
architecturally.
3. Differentiate the ways in which many varied factors contribute to the development of form.
4. Produce building analysis which document intentions, concepts, patterns, disciplines, architectural
language and contextual relationships.
5. Develop, elaborate and devise design concept by means of artistic, systematic, creative,
and innovative intentions, concepts, patterns, disciplines, architectural language and
contextual relationships as integration with Studio 1 design project.

Modes of Delivery
This is a 3 credit hour module conducted over a period of 14 weeks. The modes of delivery will be in the form of
lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as follows:
 Lecture: 2 hours per week
 Tutorial: 2 hours per week
 Self-directed study: 2 hours per week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.

Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities (TGC) in its students; capabilities that encompass the knowledge, cognitive capabilities and soft
skills of its graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Able to put theories into practice. 1-5
1.2 Understand ethical issues in the context of the field of studies. 3,4,5
1.3 Understand professional practice within the field of studies. 3,4,5
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Learn independently. 1-5
2.2 Locate, extract, synthesise and utilise information effectively. 2-5
2.3 Be intellectually engaged. 2-5
3.0 Thinking and Problem Solving Skills
3.1 Think critically and creatively. 3,4,5
3.2 Define and analyse problems to arrive at effective solutions. 5
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes. -
5.0 Interpersonal Skills
5.1 Understand team dynamics and mobilise the power of teams. -
5.2 Understand and assume leadership. -
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant. -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. 3,4,5
7.2 Understand the value of civic responsibility and community engagement. 3,4,5
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
-

General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage
grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late.
A weekend counts as one (1) day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they
are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentation will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. The lectures and tutorials will assist you in expanding your ideas and your assessments. A minimum of
80% attendance is required to pass the module and/or be eligible for the final examination and/or presentation.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components. Failure to attempt assessment components worth 20% or
more, the student would be required to resubmit or re-sit an assessment component, even though the student
has achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including
final exam and final presentation, will result in failing the module irrespective of the marks earned, even though
the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source,
is a serious case of misconduct which is deemed unacceptable by the University.
"Work" includes written materials such as books, journals and magazine articles or other papers and also
includes films and computer programs. The two most common types of plagiarism are from published materials
and other students’ works.
1. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student.
While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as
cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these
sources are clearly quoted in their assignment. Note that plagiarism also refers to materials obtained from the
Internet too.

2. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or
sections. When two students submit papers that are very similar in tone and content, both are likely to be
penalised.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
 Your ideas and questions are welcomed, valued and encouraged.
 Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
 You have opportunities to give feedback and issues will be addressed in response to that feedback.
 Do reflect on your performance in Portfolios.
 Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process. Various
teaching and learning strategies such as experiential learning, problem-based learning, site visits, group
discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL,
students are expected to be:
 Active in their own learning
 Self-directed to be responsible to enhance their learning abilities
 Able to cultivate skills that are useful in today’s workplace
 Active knowledge seekers
 Active players in a team
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions
and feedback sessions. Summative assessment will inform you about the level of understanding and
performance capabilities achieved at the end of the module.
Assessment Plan
Assessment
Components
Type
Learning
Outcome/s
Progress Assessment Final Assessment Presentation
Assessm
ent
Weighta
ge
Project :
Precedent
Study &
Analysis
Group 1-5
Week 6: 30 April (10%)
Week 9: 28 May (20%)
Week 12: 18 June (20%)
Week 5-23 April
Week 9- 28 May
50%
Online Test Individual 1,2,3 Week 8 - 14 May - - 20%
Final
Examination
Individual 1-5 -
Refer to Examination
Schedule
- 30%
TGC Portfolio Individual 1-5 - Week 16: 14 July -
Pass/
Fail

Assessment Components
1. Project: Precedent Study & Analysis
This project focuses on investigating historical works to enrich architectural design and ideas.
Through the study of existing buildings, students are able to communicate and expand their own
architectural vocabulary and develop design concepts. In a group of 5, students are required to
conduct precedent study analysis on specific building through drawing, model-making, on-line forum
discussion and verbal presentations. This precedent study analysis should help clarify the research
question of “why” that specific building is historically, culturally and architecturally importance; and
“how” the design concepts derived from that particular building can be developed and expanded to
be creatively and innovatively integrated into their Studio 1 design project.
2. Online Tests
Test questions will be based on the recommended text book and readings for this module and will be given
topically to extend students’ vocabulary in architecture history.
3. Final Examination
This final examination is designed to assess the ability of the students to clarify why a specific building is
historically, culturally and architecturally importance; and how the design concepts can be
developed and expanded to be creatively and innovatively integrated into contemporary architectural
design.
4. Taylor’s Graduate Capabilities Portfolio
The Taylor’s Graduate Capabilities (TGC) Portfolio is a document that collates all assessments produced in a
module and reflects a student’s acquisition of the Module Learning Outcomes and Taylor’s Graduate
Capabilities.
 For students enrolled in the 2011 Programme Structure
The TGC portfolio is an edited A3-size bound document that includes all the assessments produced in the
module. Visual diary and process of work (packaged) are to be included as part of the portfolio
submission. Students must reflect on their learning through the TGC Portfolio Form.
 For students enrolled in the 2012 Programme Structure onwards
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 to 5, and
culminates with a final Portfolio in printed form produced in the final semester. The printed Portfolio must
encapsulate the acquisition of Programme Learning Outcomes and Taylor’s Graduate Capabilities, and
showcases the distinctiveness and identity of the student as a graduate of the programme.

Marks and Grading Table (Revised as per Programme Guide 2013)
Assessments and grades will be returned within two weeks of your submission. You will be given grades and
necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base.
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature.
B+ 70 – 74 3.33
Good
Evidence of grasp of module matter; critical capacity and
analytical ability, reasonable understanding of relevant
issues; evidence of familiarity with the literature.B 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience.
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal Fail
Evidence of nearly but not quite acceptable familiarity with
module matter, weak in critical and analytical skills.
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module
matter; weakness in critical and analytical skills; limited or
irrelevant use of the literature.
WD - - Withdrawn
Withdrawn from a module before census date, typically
mid-semester.
F(W) 0 0.00 Fail Withdrawn after census date, typically mid-semester.
IN - - Incomplete
An interim notation given for a module where a student
has not completed certain requirements with valid reason
or it is not possible to finalise the grade by the published
deadline.
P - - Pass Given for satisfactory completion of practicum.
AU - - Audit
Given for a module where attendance is for information
only without earning academic credit.
Hurdle Assessment Guideline for Architectural Design Studio
Hurdle assessments are compulsory requirements within individual modules that must be met in order to achieve
satisfactory results in those modules. The hurdle assessment for final submission of Architectural Design Studio
modules is set at 40%. Students who obtain a D grade (40- 49) for final submission and overall D grade or higher
for the module, will be permitted a resubmission of assessment. Students are required to obtain a minimum C
grade in the resubmission to pass the module. Students who obtain a Fail grade (0-39) for the final submission
will fail the module, regardless of his/her overall grade for the module. Failure of the module may impede student
progression.

Module Schedule
Week/Date Topics/Readers
Lecture Tutorial
Self-directed
Study
Hours Hours Hours
Week 1
26 March
Orientation Week
Week 2
2 April
Subject Introduction
Overview of Subject Outline
Intro Lecture
Introduction to Architecture History 1
Briefing: Project
Group Allocation &
Confirmation of
buildings
Project:
Precedent
Study &
Analysis
2 2 2
Week 3
9 April
Lecture 1
Early Beginnings: Primitive and
Prehistoric
Architecture/Ancient Prehistoric Cities
Data collections,
sketches, diagrams
Project:
Precedent
Study &
Analysis
2 2 2
Week 4
16 April
Lecture 2
Egyptian Architecture
On-line Discussion
Forum Progress
Project:
Precedent
Study &
Analysis
2 2 2
Week 5
23 April
Lecture 3
Greek Architecture
On-line Presentation
for Interim
Assessment of On-
line Discussion
Forum
Project:
Precedent
Study &
Analysis
2 2 2
Week 6
30 April
Lecture 4
Roman Architecture
Final Assessment of
On-line Discussion
Forum (10%)
Project:
Precedent
Study &
Analysis
2 2 2
Week 7
7 May
Lecture 5
Early Christian and Byzantine &
Romanesque Architecture
Draft of Presentation
Board & 3D
Abstraction Model
Draft
Project::
Precedent
Study &
Analysis
2 2 2
Week 8
14 May
Lecture 6
Gothic Architecture
On-line Test (20%)
(Lecture1,2,3,4, 5)
Project:
Precedent
Study &
Analysis
2 2 2
18 –23 May Mid-semester Break (Non-contact Week)
Week 9
28 May
Lecture 7
Renaissance Architecture
Board Presentation
& Submission (20%)
Project:
Precedent
Study &
Analysis
2 2 2
Week 10
4 June
Lecture 8
Baroque, Rococo, Mannerist
Architecture and Palladianism
Progress
Development of 3D
Abstraction Model
Project:
Precedent
Study &
Analysis
2 2 2

Week/Date Topics/Readers
Lecture Tutorial
Self-directed
Study
Hours Hours Hours
Week 11
11 June
Consultation
Progress
Development of 3D
Abstraction Model
Project:
Precedent
Study &
Analysis
2 2 2
Week 12
18 June
Project Submission
3D Abstraction Model (20 %)
- - -
Week 13
25 June
Final examination revision - - -
Week 14
2 July
Consultation - - -
Week 15 Study Week - - -
Week 16
14 July
14 July –
18 July
Submission: TGC E-Portfolio
- - -
Exam Week: Final Examination (30%)
Note: The Module Schedule above is subject to change at short notice.
References
Main Textbook:
1. Fletcher, Sir Banister and Winsgrove, J. (Ed). 1987 (19th Ed). Sir Banister Fletcher’s a History of
Architecture. London: Butterworth (720.9 KOS)
2. Clark, R. H., Pause, M. 1996. Precedents in Architecture (2nd edition). New York: Van Nostrand
Reinhold (729.CLA)
3. Unwin, S. Analysing Architecture. 2002. Glasgow: Bell and Bain Ltd. (720.1 UNW)
4. Kostoff, S (1995). A History of Architecture: Settings and Rituals. Oxford: Oxford University Press (720.9
KOS)
Secondary References:
1. Norberg-Schulz, C. 1986 (Rev. Ed). Meaning in Western Architecture. London: Studio Vista (Lecturer’s
copy)
2. Roth, Leland M. 1993. Understanding Architecture: Its Elements, History and Meaning. London: The
Herbert Press (720.1 ROT)
3. Borden, D., Elzanoswski, J., Lawrenz, C., Miller, D., Smith, A. and Taylor, J. 2008. Essential
Architecture: The History of Western Architecture. London: Herbert Press (720.9 ESS)
4. Conway, H. and Roenisch, R. 1994. Understanding Architecture: An Introduction to Architecture and
Architectural History. London: Routledge (720 CON)
5. Nuttgens, P. 2001. The Story of Architecture. New York: Phaidon (720.9 NUT)
6. Strickland, Carol. 2001. The Annotated ARCH. Kansas City: Andrews McMeel Publishing (720.9 STR)
7. Sutton, I. 1999. Western Architecture. London: Thames and Hudson (720.9 SUT)
8. Vickers, G. 1998. Key Moments in Architecture. Hamlyn (720.91821 WAT)
9. Wittkower, R. 1998. Architectural Principles in the Age of Humanism. London: Academy Editions.
10. World Classic Ecological Architecture
11. Atlas of World Architecture
12. Key Building from Prehistory to the Presents: Plans, Sections and Elevations
13. World History of Architecture

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Arc60103 (arc1313) march 2014 module outline