The Constructive Idea (VS3) is a semester long studio teaching approach which is delivered as part of the Vertical Studio structure in the BArch programme at TU Dublin. Each Vertical Studio cohort comprises students from second and third year of the programme. Over the course of a two year cycle each cohort should complete all four studios. The Studios are structured around discrete semester long projects with a distinct thematic and methodological focus allowing a range of contexts and building types to be explored through the studio project.

VS3 is premised on the assumption that using material traits as design factors is a basis for sustainable construction. In terms of the ARCH4change Themes, VS3 addresses predominantly Theme 6 Materials, and in terms of UN Sustainable Development Goals, SDG12 Responsible Consumption and Production.

The ethical dimension of the studio has two main aspects: the material and the collaborative foci. The intention of VS3 is to look more closely in the first instance at material- and construction-related ambitions for the work of architecture, using site and brief as secondary vehicles for the design project rather than its primary motivator. Hands-on testing plays key role in the process and teams of students work on models and prototypes throughout the semester.

• Group work is an important aspect of the studio and constitutes approx. 2/3 of the semester. For this type of studio four-student groups are optimal. Each group member always has clear tasks to complete, focused on designing, drawing, making, or researching, and has assigned a primary role (e.g. Site, Space, Skin, Structure, Element, Occupation, Envelope, etc). The group work method hinges on spread authorship. After the individual design phase, a limited number of projects are selected (six or seven) and handed over to students who hadn’t worked on the projects before, for further development.

• The delivery of the module requires access to workshop facilities, incl. carpenters and CNC tools and machines, as well as assembly and storage area.

Challenges and potential improvements:

• Innovative design requires multidisciplinary input incl. expertise in structural engineering, digital skills, representation techniques, etc.

• Access to workshop teaching: studio staff should have teaching hours allocated to workshop supervision.

• Group work assessment. At present, as explained before, all students are graded individually, but some elements of Peer to Peer assessment could be used in group work assessment.

• Individual and group design projects.

• Four types of prototypes and models: (1) conceptual models at various scales and using various modelmaking materials, (2) final models at 1:20-1:50 using various modelmaking materials, (3) prototypes of a joint at 1:1-1:10 demonstrating key connection(s) between the components of the building or structure, (4) bay models at 1:20-1:50 using various modelmaking materials (e.g. balsa wood, cardboard).

• Research on typology, innovative structural and construction systems, precedent projects, incl. drawings, models, video, etc.

Employs the following evaluation approaches:

• Desk crits.

• Reviews.

• Feedback forms.

• Individual feedback meetings.

• Represent design work in progress and completed proposals through accurate drawings and models.

• Communicate through design decisions a clear understanding of the consequences of material and design choices on small projects and their immediate and wider environmental context.

• Adopt an economy of means in design and detail design decisions.

• Represent design work in progress and completed proposals through accurate drawings and models.

• Able to debate and discriminate between architectural solutions.

• Manage the design process from conception to completion of the project at the middle scale.

• Develop and deploy analytical tools to discriminate and select appropriate materials, spatial, tectonic and environmental solutions which support an architectural proposition.

• Produce research material, collaborate with peers and work within a team.

• Engage with cross disciplinary professionals, external partners and relevant stakeholders as part of the design process.

• Present an architectural proposal and ethical position, which responds to contemporary ecological thoughts and practice.

• Participate in critical discussions in a structured, supported, and interactive studio environment.

• Estimate, calculate and prepare a measured approach to consider ecological outputs within a selected response to climate change policy.

• Communicate a critical and synthesised design approach.

• Prepare and present coherent architectural propositions to peers and tutors for formative feedback: engage in critical discussion with peers: evidence and maintain a questioning open minded attitude together with self-reflection with in the design process.

• Synthesis the objectives of other disciplines in the design process, to include built environment and wider scientific/artistic disciplines where appropriate.

• Design a coherent architectural works that engage creatively with existing infrastructure, mitigation, adaptation and resource stewardship in the context of climate change.

• Collate, curate and mount a collective exhibition and individual portfolio of studio outputs.

• Closer integration with other teaching modules, multidisciplinary input incl. expertise in structural engineering, digital skills, representation techniques, etc.

• Studio staff should have teaching hours allocated to workshop supervision.

• Methods of Peer to Peer assessment should be used in group work assessment.