Class Introduction to Architectural Theory and History I

The basic aim of the IHTA CU, as its name suggests, is to introduce alumni entering the 1st Cycle of Studies in Architecture to the Scientific Area of History, Theory and Criticism of Architecture. It is understood as a preamble that introduces informative, formative and critical content that will be further developed in the CUs in the same area. At the same time, it aims to educate and sensitise alumni to the establishment of links, in the theoretical field, with some practical content that is experienced in the subjects of the same semester, i.e. Architecture Project I, Architectural Drawing and Geometry Applied to Architecture, among others, in their theoretical aspects, based mainly on the culture of the Visual Arts, Philosophy and the epistemology of representation, in general (gestaltism and phenomenology).

Not applicable

This IHTA I course covers, at a historical level (diachronic method), the chronology of Architecture and Urbanism from Prehistory to the Beginning of the Contemporary Age (1789): Metal Age, Classical Antiquity; Middle Ages and Modern Age, i.e., 1. Prehistory and the first civilisations (Sumer and Egypt) 2. Minoan and Mycenaean Architecture, Classical Greek and Hellenic Architecture. 3. Roman Architecture 4. Medieval Architecture: Romanesque and Gothic 5. Renaissance architecture. 6. Mannerism and Baroque   It includes, at a supra-historical level (synchronic method), the formation of theoretical concepts, through a brief introduction to the Treatise on Architecture (Vitruvius and Alberti), notions of utilitarian function (Use) vs symbolic function (Representation), archetypes, types, prototypes, and some basic conceptual paradigms in Architecture, i.e., 1. Mass (Myth of the Cave - Plato) 2. Structure (Myth of the Hut - Laugier and Heidegger) 3. Skin (Myth of the Tent - Quatremère de Quincy) 

In addition to the traditional methodology of theoretical classes aimed at informing students about basic historical axiologies and the formation of concepts, students are encouraged to work on research, individually and in groups, based on the presentation of the content studied through their own texts, oralisation and drawings. Encouraging the presentation in class of drawings and diagrams based on the subject studied stimulates face-to-face debate between students and allows them to delve into problematics (that the explanatory method does little to raise) in three stages:   1. Information level (the student demonstrates knowledge of the subject studied. 2. Critical level (the student demonstrates that he/she is able to formulate a personal reflection on the contents) 3. An "introduction" to the operative design level (the student demonstrates that they are capable of representing their critical reflection through personal sketches, technical drawings and/or physical models.

BENÉVOLO, Leonardo, ALBRECHT, Benno (2002), As Origens da Arquitectura, Edições 70. KOSTOV, Spiro (1995), The History of Architecture - Settings & Rituals, Oxford University Press. MEISS, Pierre Von (1986) De la Forme au Lieu + de la Tectonique:  Une Introduction à l’Étude de l’Architecture, PPUR NORBERG-SCHULZ, Christian (2004), Arquitectura Occidental, GG. RODRIGUES, Maria João Madeira (2002), O que é Arquitectura, Quimera.  ZEVI, Bruno (1989), Saber Ver a Arquitectura, Martins Fontes.