EVALUATION CRITERIA OF THE STUDENT WORK FOR EACH CONCEPT

1. Relation with the concept. Elements in common.
2. Global documentation
3. Quality of the details selected. Parts selected.
4. Representation
5. Scales

The documentation must be constructive rather than descriptive.

The system chosen should be complex rather than simple.

FOR UPLOADING THE DOCUMENTATION

Each student should upload the documentation as it follows:
- 1 or 2 images maximum.
- At least 2 constructions details drawn by the student in black and white and with dimensions.
- A brief explanation written by the student
- The name of the student should be written in the title of the post, accompannied by the name of the concept and by the name of the example. e.g.: PEREZ ROMERO- Watertight- Shark Scales.

Technology Language- Construction System II

The technology is the language of a science or an art.

Rather than focus the subject on the traditional division of materials and construction elements, it is conceived just like a tool for the developing of ideas/concepts/systems.

The main object of the subject is that the student must develop his own language: a new glossary for the redefinition of the construction terms. The student will have to know, not only, the constructions norms and techniques, but also, he has to be able to reinterpret and redefine them by his own vocabulary.

The subject provides a reference and working glossary (watertight, out of date, solid ground, informal, appearance,...) that the student will have to complete by his own contributions.

From this point, Construction System II, is conceived like a open process, that can be reinterpreted and revised by each student.

Richard Rorty, in the chapter “The contingency of language”⁽¹⁾ argues that all language is contingent. And so on, the technology (the language of a science or an art) is also contingent.

The subject, Construction System II, creates and  proposes a new construction language, based on the redefinition of the traditional division between materials and construction elements. An open language in permanent revision.

This kind of redefinition of the construction language is proposed like an efficient way to relate the ideas/concepts with the construction technique.

Specifically for this subject (construction systems) students must acquire the following skills:

-          Knowledge of norms, materials and techniques of the construction systems.

-          Ability to create his own construction language, based on the relation between the ideas/concepts with the construction technique.

¿What is the construction tecnique, but the implementation of our projects?

¿Why use the words covers, façade, opennings… instead of using watertight, out of date, ornament, movement, transparency, background,…?

In that sense, the student will not received thematic lectures about covers, or facades. Instead of that, we will talk about covers in differents sessions and from differents points of view, setting up the basis of the concepts for the new language.

A cover, a façade, a window…, all of them have to be watertight, but with differents needs. ¿How do you make watertight a window? ¿between the glass and the aluminium, between the aluminium and the façade?... If we use the term “watertight” we will study at the same time covers,  facades, glass, glazing bead, EPDM joints, waterproofing…

But, the construction technique does not belong exclusively to architecture. The construction systems are presented in nature (ant’s nest, chamaleon skin…), or in other technologies like boats, planes or in a roller coaster.

In fact, when we talk about watertight, also, we will study the hull of a boat, the window of a car, or some bird’s nest.

And we cannot forget the traditional or vernacular construction systems, in this crossed relations.

Each term of the new vocabulary will be focus from four differents points of view, setting up links between them.

A.      Nature

B.      Other Technologies

C.      Vernacular or historical architecture

D.      Contemporary architecture

This kind of redefinition of the language of the constuctive technique will be set up by two glossary:

-          The working glossary give by the subject

-          The glossary made by each student.

⁽¹⁾ Rorty, Richard. “Contingency, Irony and Solidarity”. Cambridge University Press. 1989. ISBN-0-521-35381-5

 

SCHEDULE