City University of Hong Kong Course Syllabus. offered by Department of Architecture and Civil Engineering with effect from Semester A 2017/18

Transcription

1 City University of Hong Kong Course Syllabus offered by Department of Architecture and Civil Engineering with effect from Semester A 2017/18 Part I Course Overview Course Title: Course Code: Introduction to Kanyu for the Built Environment GE210 Course Duration: 1 Semester (Some courses offered in Summer Term may start a few weeks earlier than the normal University schedule. Please check the teaching schedules with CLs before registering for the courses.) Credit Units: Level: Proposed Area: (for GE courses only) B2 Medium of Instruction: English Medium of Assessment: English Prerequisites: Precursors: Equivalent Courses: Exclusive Courses: [2] Arts and Humanities [] Study of Societies, Social and Business Organisations [1] Science and Technology Nil Nil Generally none Nil 1

2 Part II Course Details 1. Abstract (A 150-word description about the course) Kanyu was the original term in ancient China to call the art FengShui, one of the Five Arts of Chinese Metaphysics. Kanyu is the art of divining, observation, analysing and manipulation of the environment for the benefit of Man. "Sustainability" and "Green" refer to a harmonious way of living with the natural environment, pointing to harmonious design, construction, operation and demolition of buildings. Students will go through lectures, self-studying, site visits, case studies and in-class debates to gain relevant knowledge of this discipline. The appropriate zoning of the shopping mall, Elements, in Kowloon based on the concept of five elements will be taken as a case study. The course assessment is 100% course work. 2. Course Intended Learning Outcomes (CILOs) (CILOs state what the student is expected to be able to do at the end of the course according to a given standard of performance.) No. CILOs # 1. Identify the science that leads to the concept of harmony between the built and natural environment. 2. Describe the history of development of such concept in ancient China.. Compare and evaluate different techniques that are available to ensure building design, both external and internal, complies with requirements of harmony from varies perspectives such as engineering, business and culture. Weighting* (if applicable) * If weighting is assigned to CILOs, they should add up to 100%. 100% 10% 0% Discovery-enriched curriculum related learning outcomes (please tick where appropriate) A1 A2 A 60% # Please specify the alignment of CILOs to the Gateway Education Programme Intended Learning outcomes (PILOs) in Section A of Annex. A1: Attitude Develop an attitude of discovery/innovation/creativity, as demonstrated by students possessing a strong sense of curiosity, asking questions actively, challenging assumptions or engaging in inquiry together with teachers. A2: Ability Develop the ability/skill needed to discover/innovate/create, as demonstrated by students possessing critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines or applying academic knowledge to self-life problems. A: Accomplishments Demonstrate accomplishment of discovery/innovation/creativity through producing /constructing creative works/new artefacts, effective solutions to real-life problems or new processes. 2

3 . Teaching and Learning Activities (TLAs) (TLAs designed to facilitate students' achievement of the CILOs.) TLA Brief Description CILO No. Hours / 1 2 week (if applicable) Lectures Lectures will teach students the overall idea of harmony, the history of development of such harmony in ancient China and various scientific technologies. Site visit Small group activity Site visit will be arranged for demonstrating the applications of Kanyu in building project to the students. Students will have discussion on green and intelligent building topics, and share their findings with the peers. Semester Hours: hours per week Lecture/Tutorial/Laboratory Mix: Lecture (2); Tutorial (1); Laboratory (0) 4. Assessment Tasks/Activities (ATs are designed to assess how well the students achieve the CILOs.) Assessment Tasks / Activities CILO No. Weighting* Remarks 1 2 Continuous Assessment: 100% Individual assignments 50% Group project 50% Examination: 0% 100%

4 5. Assessment Rubrics (Grading of student achievements is based on student performance in assessment tasks/activities with the following rubrics.) Assessment Task Criterion Excellent (A+, A, A-) Individual assignments Group project Understanding of Kanyu for Built Environment. Ability to apply the principles of Kanyu in analysing real cases. Ability to demonstrate the knowledge in Kanyu for Built Environment. Ability to demonstrate critical thinking in the project. Ability to present the project. Good (B+, B, B-) Very Above High/high average Very Above High/high average Fair (C+, C, C-) Marginal (D)/ Pass (P) on P/F basis Average Below Average/low Average Below Average/low Failure (F) Very low Very low 4

5 Part III Other Information (more details can be provided separately in the teaching plan) 1. Keyword Syllabus (An indication of the key topics of the course.) Science of harmony, green and harmony, sustainability and harmony, basic concepts related to site selection in ancient China, Form School principals, wind & water theory, Form School practices, five geographical secrets, Kanyu and architecture design, theory of qi, yin, yang and five elements, introduction to Compass School, principle and practices, possible scientific explanations of rules of the two Schools, case studies in China and Hong Kong. 2. Reading List 2.1 Compulsory Readings (Compulsory readings can include books, book chapters, or journal/magazine articles. There are also collections of e- books, e-journals available from the CityU Library.) 1. Nil 2.2 Additional Readings (Additional references for students to learn to expand their knowledge about the subject.) 1. Moran, Elizabeth and Biktashev, Val, The Complete Idiot's Guide to Feng Shui, New York, N.Y., Alpha Books, Rossbach, Sarah, Feng Shui : Ancient Chinese Wisdom on Arranging a Harmonious Living Environment, London, Century, Skinner, Stephen, Feng Shui :Before & After, Boston, MA, Tuttle Pub., Skinner, Stephen, The Living Earth Manual of Feng-Shui : Chinese Geomancy, London, England, Arkana, Mak, Michael and So, Albert, Introduction to Scientific Feng Shui and Built Environment, City University press, 2010 (in print)

6 Annex (for GE courses only) A. Please specify the Gateway Education Programme Intended Learning Outcomes (PILOs) that the course is aligned to and relate them to the CILOs stated in Part II, Section 2 of this form: PILO 1: PILO 2: GE PILO Demonstrate the capacity for self-directed learning Explain the basic methodologies and techniques of inquiry of the arts and humanities, social sciences, business, and science and technology PILO : Demonstrate critical thinking skills 1, PILO 4: Interpret information and numerical data PILO 5: PILO 6: PILO 7: PILO 8: PILO 9: PILO 10: Produce structured, well-organised and fluent text Demonstrate effective oral communication skills Demonstrate an ability to work effectively in a team Recognise important characteristics of their own culture(s) and at least one other culture, and their impact on global issues Value ethical and socially responsible actions Demonstrate the attitude and/or ability to accomplish discovery and/or innovation Please indicate which CILO(s) is/are related to this PILO, if any (can be more than one CILOs in each PILO) 2 1, 1, 2, 2, GE course leaders should cover the mandatory PILOs for the GE area (Area 1: Arts and Humanities; Area 2: Study of Societies, Social and Business Organisations; Area : Science and Technology) for which they have classified their course; for quality assurance purposes, they are advised to carefully consider if it is beneficial to claim any coverage of additional PILOs. General advice would be to restrict PILOs to only the essential ones. (Please refer to the curricular mapping of GE programme: B. Please select an assessment task for collecting evidence of student achievement for quality assurance purposes. Please retain at least one sample of student achievement across a period of three years. Individual Assignment Selected Assessment Task 6