Portugal and Critical Debate on Architecture, 1900–2020 (Professor Gonçalo Furtado)

Course Unit Description Portugal and Critical Debate on Architecture, 1900–2020 Keywords Architecture, Theory, Portugal, Journals, Twentieth Century. Working Language English Teaching Period Semester-based Degree Programme Integrated Master in Architecture (MIARQ) Unit Optional General Information Objectives The objectives and competences developed through this course unit include: 1. To familiarise students with theoretical debate in Portugal, understanding its specificity, as well as the interactions established with the international context and with the cultural paradigms of each decade. The course aims at the acquisition of knowledge regarding the theoretical and critical production of the recent Portuguese architectural context. 2. To familiarise students with the sequence of actors, events, publications, and significant works that marked the development of theoretical debate in Portugal between 1900 and 2020. 3. To familiarise students with the idea and history of the Porto School. 4. To develop both general knowledge and competences, as well as personal interests. Learning Outcomes and Competences Acquisition of general knowledge concerning theoretical debate in Portugal and improvement of personal competences in architectural reflection within a broad and contemporary cultural perspective. Working Method Face-to-face teaching. Prerequisites and Co-requisites N.A. Programme The phenomenon of architecture comprises a history of continuities and ruptures concerning ideas, forms, and lived experiences. The present course proposes to address Architecture as a continuum of theories and projects/buildings, concentrating its attention on the twentieth century, more specifically from modernity to the international recognition of contemporary Portuguese architecture. Throughout the sessions, key developments in the theoretical and projectual production of the aforementioned period will be addressed, framing the different occurrences within the broad cultural and epistemological framework contemporary to them, which they inevitably express. Contact with international theoretical-critical production occurs simultaneously with reflection upon some of its repercussions and expressions in Portugal (written works and project experiences), through the scrutiny of Portuguese architectural publications of the twentieth century. The theoretical developments addressed are related to debates that took place within the discipline over the course of a century and may generally be organised according to the different periods of the relationship between international architectural criticism and the Portuguese context. The programme of the course unit “Portugal: Theoretical Debate in the Discipline, 1900–2020” focuses on theoretical developments in Portugal between 1900 and 2020. The contents of the course unit include the following sequence of themes: A – General Introduction Class discussion regarding the general theme and possible subthemes. B – Portugal: 1910s–20s International architectural criticism and the Portuguese context in the proto-modern period. C – Portugal: 1930s–40s International architectural criticism and the Portuguese context during full modernism. D – Portugal: 1950s–60s International architectural criticism and the Portuguese context during the late-modern period. E – Class Discussion Presentation and evaluation of development plans. F – Portugal: 1970s–80s Architectural criticism and the Portuguese context during the early postmodern period. G – Portugal: 1990s–2000s Architectural criticism and the Portuguese context during mature postmodernism. H – Portugal: 2010s–20s Architectural criticism and the Portuguese context in the contemporary period. I – Final Discussion Evaluation of essays and final discussion. Bibliography • AAVV, Annuario (1905–10) • AAVV, Ilustração Portuguesa • AAVV, Arquitectos (1938–42) • AAVV, A Construção Moderna (1900–19) • AAVV, Arquitectura Portuguesa (1908–1958) • AAVV, Atrium (1959–60) • AAVV, Arquitectura (1927–88) • AAVV, Binário (1958–77) • AAVV, A Propriedade (1970–75) • AAVV, Jornal dos Arquitectos (1981– ) • AAVV, Revista Arquitectos (1988) • AAVV, Architecti (1989–2004) • AAVV, Boletim dos Arquitectos (1993) • Fernandes, José Manuel; Portuguese Architecture…, • Furtado, Gonçalo; Portuguese Architecture and the Porto School…, • Fernandez, Sérgio…, • Figueira, Jorge; Porto School…, • Portas, Nuno; Mendes, Manuel…, Sousa, Gonçalo; Research Methodologies and Scientific Writing Complementary Readings • CONRAD, U. (ed.), Programs and Manifestos on Twentieth Century Architecture, Cambridge: MIT Press, 1996. • HAYS, K., Architectural Theory Since 1968, New York: Columbia Books of Architecture, 1998. • HUET, B., Sur un état de la théorie de l’architecture au XXe siècle, Paris: Éditions Quinlette, 2003. • JENCKS, C., Postmodernism, London: Academy Editions, 1987. • JENCKS, C., The Architecture of the Jumping Universe: How Complexity Science is Changing Architectural Culture, London: Academy Editions, 1995. • KRUFT, H., History of Architectural Theory, Madrid: Alianza Forma, 1990. • LEACH, N., Rethinking Architecture, London: Routledge, 1999. • MONTANER, J., Architecture and Criticism, Barcelona: Gustavo Gili, 1995. • NESBITT, K. (ed.), Theorizing a New Agenda for Architecture: An Anthology of Architectural Theory 1965–95, New York: Princeton Architectural Press, 1996. • OCKMAN, J., Architecture Culture: 1943–1968: A Documentary Anthology, New York: Rizzoli International Publications, 1993. • SOLÀ-MORALES, I., Differences: Topographies of Contemporary Architecture, Barcelona: Gustavo Gili, 1995. • WIGLEY, M., The Architecture of Deconstruction: Derrida’s Haunt, Cambridge: MIT Press, 1993. Teaching Methods and Learning Activities The course unit comprises collective theoretical-practical teaching sessions. These chronologically address the general contents of the programme through oral presentations by the lecturer. Presentations are illustrated with PowerPoint slides and, whenever possible, incorporate student participation. Small-scale experimentation and research assignments related to the thematic content and periods addressed by the course are also developed. The assignments, carried out under the supervision of the lecturer both inside and outside the classroom, and including oral presentation and written components, aim to encourage consolidation and critical reflection upon the thematic contents of the course. Each assignment is preceded by class discussion intended to define distinct individual subthemes, and includes discussion with the lecturer regarding a written development plan proposed and orally presented by students. Assessment considers attendance and participation, knowledge acquired concerning the thematic periods addressed in the course, and the student’s critical reflection demonstrated throughout the assignments. The assessment scale ranges from 0 to 20. This is a continuous assessment course without final examination. There are two assessment moments: • one mid-term assessment; • one final assessment. Failure to complete an assignment, or unjustified absence from oral or written assessment components, results in a mark of zero for that component. Assessment Components • Attendance and participation • Oral presentation – 40% • Written essay – 60% • Total – 100% Attendance Requirements Students regularly enrolled who do not exceed the maximum permitted absences (25%) obtain attendance status. A final negative classification equal to or above 8/20 allows students to undertake a resit assessment. Final Grade Formula The final grade is calculated as follows: • PowerPoint development plan (40%), individually produced between the beginning of the semester and the mid-term assessment; • Final essay (60%), individually produced between the mid-term and final assessments. Attendance (corresponding to a maximum of 25% absences) constitutes a prerequisite.