Successful students will arrive in the Proto-Practice Year having defined the context for the thesis design project (the ‘who’, ‘what’, ‘why’, ‘where’ and ‘when’) in module Design Direction and described an ideal of their future practice life (the ‘how’) in module Critical Practice: Theory. Within these chosen personal parameters, the first term of the Proto-Practice Year provides an intense period of design experimentation, developed through two concurrent modules: Design Speculation and the Design History. In this module, which is taught by tutors drawn from the Practice Network, students will explore their own approach to how they design, evidenced and tested through an architectural proposition (a building), and triangulated with contemporary and historical precedent. A critical reflection on the result of this module informs the direction of the main design project in the spring and summer term.

This module asks students to consider the type of architecture they would like to design in their future careers.

Running in parallel with the Design History it aims to develop a student’s ability to research and analyse architectural precedents and references and to gain experience in how these can be incorporated into a design proposal to give further definition to the student’s personal design practice and language.

The module aims to provide students with the opportunity to test possible design positions, strategies and outputs, and seeks to enhance a student’s design skills in making spatially sophisticated and contextually appropriate architectural proposals in preparation for the main design project in the spring and summer term.

(LE1) Creativity & problem solving skills: analyse, evaluate and synthesise information, and present creative solutions.

(LE2) Communication skills: express ideas clearly, as well as listen to, present, challenge and defend ideas effectively both orally and in writing to meet the expectations of a professional working environment.

(LE3) Team work & interpersonal skills: work well in groups, be adaptable, able to discuss and debate and respond to constructive feedback, show respect for diverse values and beliefs.

(LE4) Entrepreneurial skills: planning and organisation, recognition of strengths and weaknesses, track own personal development .

(LO1) Create a design proposal of an appropriate scale, complexity and type in the context of an identified London borough, using a range of media, and in response to a brief (GC1.1)

(LO2) Synthesise complex requirements into a design proposal, demonstrating a conceptual and critical approach that reconciles the aesthetic aspects of a building, the technical requirements of its construction and the needs of the user (GC1.3)

(LO3) Incorporate knowledge of relevant histories and theories (architectural, cultural, social, intellectual, technological and so on) into a design proposal (GC2.1)

(LO4) Integrate appropriate theoretical concepts into the reflective and iterative development of a design proposal (GC2.3)

(LO5) Adapt knowledge of the fine arts and contemporary culture to enhance the development and realisation of a design proposal in its conceptualisation and representation (GC3.3)

(LO6) Evaluate appropriate strategies for building construction and integrate knowledge of structural principles and construction techniques into an outline design proposal (GC8.2)

(LRE1) Research & information literacy skills: source, critically evaluate and attribute information with clarity and rigour.

(LRE2) Critical thinking skills: open-mindedness, critical awareness, ability to question, reflect, propose.

(S1) Creativity & problem solving skills: analyse, evaluate and synthesise information, and present creative solutions

(S2) Research & information literacy skills: source, critically evaluate and attribute information with clarity and rigour

(S3) Communication skills: express ideas clearly, as well as listen to, present, challenge and defend ideas effectively both orally and in writing to meet the expectations of a professional working environment

(S4) Team work & interpersonal skills: work well in groups, be adaptable, able to discuss and debate and respond to constructive feedback, show respect for diverse values and beliefs.

(S5) Entrepreneurial skills: planning and organisation, recognition of strengths and weaknesses, track own personal development .

(S6) Critical thinking skills: open-mindedness, critical awareness, ability to question, reflect, propose.

Students must arrive to the Proto-Practice Year with a clear architectural brief developed in the preceding Inter-Practice Year.

Students are asked to question: what are the terms of the design experimentation? And how can they be furthered through an articulated and discussable design methodology? In particular, they reference Critical Practice: Theory to take a position on issues of social sustainability and research fine arts practices to identify relevant conceptual approaches and representational strategies. Specific precedents will emerge from the students’ brief and will be suggested during tutorials and crits.

Students will learn through the following range of teaching and events –

• Weekly tutorials with design tutors, including participation in peer review;
• Crits with tutors and invited guest critics

Scheduled learning and teaching –

Description – Group tutorials, one to one tutorials and crits
Learning hours – 20% – 40 hours

Guided independent study –

Description – Directed activities and self- managed learning
Learning hours – 80% – 160 hours

Total Learning Hours for the Module – 200

Attendance – 100%