Teaching and Experimenting with Architectural Design

Marko Savic University of Belgrade, Faculty of Architecture, Belgarde, Serbia 259

The first step

The first step in this methodological research is to compare competences defined
through EU Directive (as formal task), and through ENHSA questionnaires. This matrix
has a task to show the points of overlapping and convergence between those two
resources. Diversity shown by this matrix underlines the complexity of the learning
outcomes which should be defined in the curriculum. Each marked field should be
transformed into the learning outcome, and each one should be placed on some
place(s) in the curriculum.
The matrix also shows that the most points of convergence are in the fields which
are, logically, directly connected with the studio work. This fact should become the
approval for choosing the studio-based approach.

ability to create architectural designs

that satisfy both aesthetic and

technicalrequirements;

adequate knowledge of the history and

theories of architecture and the

related arts ,technologies and

human sciences;

knowledge of the fine arts as an influence

on the quality of architectural design;

adequate knowledge of urban design,

planning and the skills involved in the

planning process;

understanding of the relationship between

people and buildings, and between

buildings and their environment, and of

the need to relate buildings and the

spaces between them to human

needs and scale;

understanding of the profession of

architecture and the role of the architect

in society, in particular in

preparing briefs that take account of

social factors;

understanding of the methods of

investigation and preparation of the

brief for a design project;

understanding of the structural design,

constructional and engineering problems

associated with building design;

adequate knowledge of physical problems

and technologies and of the function of

buildings so as to provide them with

internal conditions of comfort and

protection against the climate;

the necessary design skills to meet building

users' requirements within the constraints

imposed by cost factors and building

regulations;

adequate knowledge of the industries,

organizations,regulations and

procedures involved in translating design

concepts into buildings and

integrating plans into overall planning.

Ability to work in an interdisciplinary team

Ability to develop a trans-disciplinary understanding

Aand multicultural quality of ppreciation of the diversity

contemporary European society

Ability to identify and work towards targets for

personal, academic and career development

Awareness of and respect for points of view deriving

from other national and cultural backgrounds

Ethical commitmentCapacity to develop an

analytical and critical thinking and understanding

Capacity to apply knowledge in practice

Capacity to apply a spirit of synthesis of ideas and

forms

Capacity to generate creatively new ideas and

formsCapacity to adapt

proactively to changing situations

Capacity to evaluate ideas, proposals, forms

“Learning to learn” ability

Decision – making skillsHigh level computing skills

including the ability to use the Internet critically as a

means of communication and a source of information

Personal and social skills in expression and

communication by speaking, writing and

sketching

Ability to receive and respond to a variety of

information sources ( textual, numerical, verbal

and graphical)

Basic knowledge of all the professional applications of

the discipline

Responsibility for one’s own work and ability to be

self-critical in relation to that

Knowledge of languages

GENERIC COMPETENCES