This module aims at introducing IPD students to issues of urban design in global(ised) cities and at developing an understanding of the physical outcomes of high density and unequal development. Students will be introduced to the topic via frontal lectures and will proceed – over the course of two semesters – to produce a design addressing specifically the quality of the urban realm in global cities. The production of the design will entail competent and professional site analysis, the use of appropriate precedents, the exploration of alternative strategies and the crafting of a high density development scheme or regeneration scheme of a spontaneous settlement.

 This is an MSc IPD optional module and – together with CPT 805 Site planning, Design and Development - constitutes the ‘Urban Design Route’ offered to IPD students. The two modules are seen as synergic elements within a continuous learning process.

• Engage with literature on the physical outcomes of globalisation in cities;
• Analyse and appraise in detail contextual physical, cultural (historical, social and economic) and natural characteristics of the site object of redevelopment;
• Develop alternative strategies and assess them in order to define a ‘preferred strategy’ for development;
• Develop arguments and narratives to explain and present initial (work-in-progress) ideas as well as (final) layouts.

Designing cities combines more traditional L&T delivery modes with a typical studio format. It uses a mix of traditional frontal lectures (as above); of student-led seminars (ie a setting where students prepare and run sessions with the support of staff. This requires good scheduling and some advance preparation as well as on-going guidance to students during the first semester from staff); and of studio sessions (ie this is a setting where students are required to work in the class whilst staff moves from table to table and provides feedback on work-in-progress; this makes for dense sessions for staff and produces some work to be completed afterwards but not much preparation – for the interactive nature of the setting contact time could be counted as 4hours per student every 4hrs session); and a field study visit. This proposal comes up to around 50 contacts hours (without taking into account FSV time).

• Advanced site appraisal, development evaluation, design, plan drawing and presentation techniques;
• Initiative and positive drive to lead on L&T sessions and plan creatively fieldwork;
• Ability to understand, interact and engage with various cultures and their physical manifestations;
• Sketching, 2D and 3D drawing preparation and presentation;
• Awareness of various cultural, professional and public value attitudes in relation to the design of the built environment, and the need for respect in discussions involving differences of values;
• Explore the values /attitudes that underpin current theory and practice of design and development in different countries.

Students would first of all (Autumn WKs 1-3) be asked to attend a set of 4 training sessions on computer programme packages (AutoCAD, SketchUp,  + Alain/Crispin’s space syntax (? AB to discuss this with AChi) and basic skills in free hand sketching and in building physical models. This training should support their work on both Site planning, design and development and Designing cities. After this first set of joint sessions students on Designing cities will start to work (WKs 4-6) on background research on the topic (the global city: quality space when working with high densities; or quality for all: regenerating urban unplanned developments), country and site.

During the Autumn semester – and in parallel to the training sessions introduced above - students in Designing cities will be exposed to lectures and seminars on the physical aspects of globalised cities (WKs 2 to 6; mainly focussing on what high density and broad social inequalities mean/bring about in spatial and physical terms). They will then proceed to work on country-specific issues (ie focussing on the country the site is based in) in a student-led way and are required to submit a schedule detailing what data should be gathered on the site - and how - whilst on FSV. This schedule is expected to draw on the knowledge gained in the first weeks of Designing cities as well as stemming from the skills developed in Site Planning, design and development and it will be assessed (WK9, 10%). This first assignment will be assessed mainly in relation to LO 1. The FSV and site analysis will take place at the end or possibly the beginning (choosing the week that is least disruptive/most convenient according to the schedule of deadlines for assignments related to other modules students have to attend) of the Xmas Break. Toward the end of the FSV students will be asked to present their analysis and findings (subject to pass/fail) and are given a detailed feedback. The total percentage of mark gained through formative assessment for Designing cities in the Autumn is 10%.

Students on Designing cities will be asked to submit boards with their site analysis early in the Spring term (WK 2, for 20% of the overall mark), drawing from the work done and feedback received whilst on FSV. This second assignment will be assessed mainly in relation to LOs 1 and 2. They are also required to present and back their preferred strategy on WK 6 (worth 20%, assessed mainly in relation with LO 3) and of the boards with the final complete design on WK 11 (worth 50% of the final mark, assessed in relation with LO 4). The total percentage of marks gained through formative assessment for Designing cities in the Spring is 90%.

Further detailed guidance to each assignment will be provided via Learning Central.

If a student feels that s/he may not be able to perform at her/his best due to the nature of the above Assessment, the Module Leader is happy to discuss on an individual basis any aspect of it. She is also open for suggestions for alternative, comparable type of assessment to prove achievement of the stated learning Outcomes, and to adjust any aspect of the assessment in order to accommodate specific requirements dictated by known conditions.

Presentation 1 - Schedule/contents of site analysis (10%)

Boards - Site Analysis (20%)

Presentation 2 - Preferred Strategy (20%)

Boards - Final layout/regeneration scheme (50%)

 

 

 

 

Space of culture and cultural space; Planning cultures; Quality of life/quality of space; Cultural values of design principles; The Global(ised city) and its pitfalls; Issue for public space; Rights to the city/Rights to quality private and public space; Country specific issues (according to location of site)

Banerjee, T., "Urban Outcomes of Globalization: Theory, Research, and Practice" ; Journal of Urban History, 34(6): 1044-1054; 2008

Banerjee, T. and A. Loukaitou-Sideris, Companion to Urban Design (Eds.) ; London: Routledge; 2011 (307.1216 COM)

Banerjee, T., Response to “Commentary: Is Urban Design Still Urban Planning?”: Whither Urban Design? Inside or Outside Planning?; Journal of the Planning Education and Research. ; 2011

Bentley, I. et al (1985) Responsive Environments: A manual for designers, Oxford, Butterworth Architecture (711.4R main and short loan)

Biddulph, M. J. (2006) Introduction to Residential Layout, Oxford: Architectural Press (711.58 B)

Biddulph, M. J. (2001) Home Zones: A planning and design handbook, Bristol, Policy Press (711.58094B)

CABE / DTLR 2000, By Design: Urban design in the planning system, London, Commission for Architecture and the Built Environment  (CABE), Tonbridge, Thomas Telford(711.4B, main and short loan)

CABE (2003)ProtectingDesign Quality in Planning, London, Commission for Architecture and the Built Environment (CABE) (711.1P)

CABE (2004) Creating Successful Neighbourhoods: Lessons and actions for housing market renewal, London, Commission for Architecture and the Built Environment(CABE) (http://webarchive.nationalarchives.gov.uk/20110118095356/http:/www. cabe.org.uk/publications/creating-successful-neighbourhoods) (363.50942G)

CABE (2005) Better Neighbourhoods: Making high densities work, London, Commission for Architecture and the Built Environment(CABE) (http://webarchive.nationalarchives.gov.uk/20110118095356/http:/www.cabe.org.uk/ publications/better-neighbourhoods) (363.50942G)

Cuthbert, S (2003) Designing Cities: Critical readings in urban design, Oxford, Blackwell (307.1216 D)

DETR (1999) By Design - Urban Design in the Planning System: Towards better practice,  London, Telford (711.4 B) http://www.cabe.org.uk/AssetLibrary/1818.pdf

DETR (2002) By Design - Better Places to Live: A companion guide to PPG 3, London, Telford  ( 711.1G) http://www.communities.gov.uk/index.asp?id=1505061

DfT, DCLG, CABE (2007) Manual for Streets, www.dft.gov.uk/pgr/sustainable/manforstreets/

DfT, DCLG, CIHT (2007) Manual for Streets 2: Wider Application of the Principles,(711.74 MAN)

Larice, M. and MacDonald, E. (2006) The Urban Design Reader, Urban Reader Series, London, Routledge (307.1216U)

Llewelyn-Davies (2000), The Urban Design Compendium,London, English Partnerships/Housing Corporation (711.4L)

Lynch, K. (1960) Image of the City, Cambridge, MA, MIT Press (Architecture 711.4 L)

Lynch, K. and Hack, G. (3rd Ed) (1984) Site Planning, London, Cambridge, Massachusetts, MIT Press (711.6L).

Punter, J.V. and Carmona, M.C. (1997) The Design Dimension of Planning: Theory, content and best practice for design policies, London, E and FN Spon (711.10942P short loan)

Urban Design Group (2002) Urban Design Guidance, Urban Design Frameworks, Development Briefs, and Master Plans, Thomas Telford (711.4U)

 

 

 

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