Architecture MArch at The Bartlett has an international reputation for encouraging a rigorous professional approach to architecture within a highly creative context.
About the programme
One of the leading Part 2 architecture programmes in the UK, this course allows students to develop a position of deep understanding about what architecture is and what it could be. Students strengthen their core skills in design, technology, history and theory, and professional studies, working closely with world-class tutors, academics and practitioners.
Unique to The Bartlett School of Architecture, half of the programme is delivered through design modules or groups, known as design units, which run throughout both years. Although distinct from one another, our units deliver a common set of principles with the support of a dedicated practice-based tutor.
Architecture MArch students benefit not only from the unique teaching style and structure at The Bartlett, but also from unrivalled industry networking opportunities, including the largest architecture graduate showcase in the UK, The Bartlett Summer Show.
- Work with world-class tutors, both academic experts and practising architects
- Take speculative risks with your projects and test the boundaries of how architecture is defined
- Learn, practise and research within a design unit, with the dedicated support and expertise of a practice-based tutor
- Enjoy the school’s unrivalled reputation and networking opportunities and exhibit in the annual Bartlett Summer Show
“The unit system allows close connections to form whilst still maintaining an open and friendly feeling within the programme.
Sam Coulton, Architecture MArch graduate, 2018
I wanted to study Architecture at The Bartlett, because their programmes seemed to open doors to more than one profession. The school is extremely good at supporting and developing the wildest interests of its students, which makes the environment exciting and stimulating.
“This programme at The Bartlett encouraged me to be explorative and define my own intellectual position in relation to my work. I intend to take these ideas forward in the future when I begin to practice architecture professionally.
Sonia Magdziarz, Architecture MArch graduate, 2018
Anne Hultzsch: email@example.com
Design Realisation (Technology and Professional Studies)
Pedro Gil (Coordinator): firstname.lastname@example.org
Architecture MArch is accredited by the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB). Students who successfully complete it are exempted from Part 2 of the ARB/RIBA examinations.
Modes and duration
This programme is taught full time over a period of two academic years.
A minimum of a second-class degree in architecture from a UK university or an overseas qualification of an equivalent standard. Corporate membership of the following UK professional institutions: Architects Registration Board (ARB); the Royal Institute of British Architects (RIBA) would also meet the requirement.
A design/creative portfolio is also expected. Applicants will be asked to submit a portfolio of their design work once their completed application has been received, and should not send or upload work until it has been requested.
Although it is not a requirement, professional work experience taken after completing your undergraduate degree is also expected.
All Architecture candidates are asked to present a portfolio of design work. Candidates will be contacted regarding their design work once their application has been received.
Applications open for this programme on Monday 15 October 2018 and close on Thursday 28 February 2019 for 2019 entry.
We strongly advise early application, as our programmes are over subscribed and competition is high.
- Advanced Architectural Design 1 (60 credits)
Working within a Design Unit, students experiment with different approaches to design and representation and develop a conceptual and critical approach towards the aesthetic, functional and programmatic dimensions of their projects. Students build on the momentum they have gained from practice on their year (or two years) out.
They develop and resolve an inventive and authoritative architectural proposition, leading to a sophisticated building design, which responds to site, content and brief and critically examines the project’s historic, urban and social context.
Whilst developing their proposals, students are encouraged to identify areas of research that they will develop further in their final year 5.
- History and Theory of Architecture (30 credits)
Coordinator: Tania Sengupta
Guided by thematic seminar groups and their tutor’s research expertise, students develop critical awareness of the role of history, theory and criticism in architectural discourse. Students use independent learning and research to complete a substantial essay on a topic of their choice.
- Design Realisation (30 credits)
Coordinators: Pedro Gil and Stefan Lengen
This module encourages students to consider how buildings are designed, constructed and delivered. Students reflect on the relationship between building design and technology, the environment and the profession through an iterative critical examination of their major building design project developed within their Design Unit. Each unit has a dedicated practiced-based tutor, whose support is fully integrated in the operations of the unit for the majority of the year.
- Advanced Architectural Design 2 (75 credits)
Year 5 is understood as the school's pinnacle in research based architectural education. Underpinned by the comprehensiveness of year 4, this module offers students an entire academic year to develop a complex spatial design proposition in synthesis with their Thesis dissertation.
Working within their Design Unit, students develop an advanced architectural proposition that is driven by rigour, freedom and excellence. Students are encouraged to take speculative risks with their projects in order to test the boundaries of how architecture is defined, understood, practiced and researched. Final projects take many forms, including drawings, models, films, prototypes, digital artefacts or systems, performances or interdisciplinary collaborations.
- Thesis (45 credits)
Coordinator: Oliver Wilton
Students research a specific area of architectural interest that informs their design research, resulting in a thesis. This module supports the development of different research approaches through which students undertake their study, including: humanities-based critical and historical analysis, empirical data collection and analysis, social science methodologies, iterative design research, and technical/scientific applications.
To get a detailed understanding of Architecture MArch at The Bartlett School of Architecture, read the 2018-19 briefs that our 15 Design Units are currently working to:
- Unit 10
The Virtues of Urban Resilience
Simon Dickens, CJ Lim
‘Faith, hope and charity functioned as supremely civic virtues during the flowering of communes, guaranteeing good government. This is because love of the city one calls home has its roots in charity, and the actions of justice are animated by faith and by hope for divine guidance’, wrote Chiara Frugoni in ‘A Day in a Medieval City’. It is certainly true that faith builds – whether the holy cities of Mecca and Varanasi, or the hubris skyscrapers of Dubai propped-up by belief in the oil economy. For millions in the Great Depression, the Hoover Dam and Boulder City came to symbolize hope. President Hoover realized the dam can unite public works and private enterprises, improve mass employment and simultaneously invest in the American economy and patriotism. Whether by bold gestures or by subtle attrition, faith, hope and charity offer new imaginative lens for social change, resilience and to establish dogma.
- Unit 11
Laura Allen, Mark Smout
Terra Incognita, a term meaning unknown land, was used by cartographers in the Age of Exploration to denote territories of the globe that were unknown, unexplored or undocumented.
Unit 11 continues to interpret environments and architectures ‘on the edge’. This year we are expanding this liminal territory from the physical landscapes of the peri-urban and rural to encompass those of human culture and the edges of our imagination. We are interested in exposing science facts and fictions, cultural myths and the extraordinary peculiarity of reality, focusing on the moving target of the future at its most enigmatic.
Uncovering or proposing future ideals, and didactic models for future living, evoking real or imagined future scenarios or reviving forgotten innovations, we will ask ‘what if?’ and ‘what’s next?’, and expect to get immersed in the Terra Incognita of architectural futures.
- Unit 12
Designs on the Past, Present and Future
Elizabeth Dow, Jonathan Hill
The architect is a ‘physical novelist’ as well as a ‘physical historian’. As a history is a reinterpretation of the past that is meaningful to the present, each design is a new history. Equally, a design is equivalent to a fiction, convincing users to suspend disbelief. We expect a history or a novel to be written in words, but they can also be delineated in drawing, cast in concrete or seeded in soil.
Unrealised buildings are fascinating to study and understand. Whilst unrealised architectures can be misconstrued as fantastical and unrealistic this is not why they interest us. Instead this year Unit 12 will look at some of the most intriguing unrealised buildings, unearthing their contemporary relevance, and encouraging designs that simultaneously and creatively envisage the past, the present and the future in a single architecture.
- Unit 13
This year, Unit 13 will explore the hidden spectacle within the city. Our hidden spectacle will explore the nature of a different kinds of display – the inner workings of a place, when the back of house becomes actually the front of house, the place where new models are tested and innovations are made.
We will explore the Park Royal area in West London as the testbed for new typologies of inhabitation of the fringes of this area. Students will also have the opportunity to travel to Seoul in South Korea, where we will be working with the Hanyang University and the University of Seoul.
Unit 13 is interested in the moment when inhabitation, interaction, production, fabrication turn a place or an architecture into a spectacle.
- Unit 14
Jakub Klaska, Dirk Krolikowski
Unit 14 is a test bed for exploration and innovation, examining the role of the architect in an environment of continuous change. We are in search of the new, leveraging technologies, workflows and modes of production seen in disciplines outside our own. We test ideas systematically by means of digital as well as physical drawings, models and prototypes.
Our work evolves around technological speculation with a research-driven core, generating momentum through astute synthesis. Our propositions are ultimately made through the design of buildings and through the indepth consideration of structural formation and tectonic constituents. This, coupled with a strong research ethos, will generate new and unprecedented, viable and spectacular proposals. They will be beautiful because of their intelligence - extraordinary findings and the artful integration of those into architecture.
- Unit 15
Lost Empires, New Tribes
Max Dewdney, Susanne Isa
Unit 15 investigates the hinterlands and transitions of cities, operating between the real and imaginary. We are interested in the trans-disciplinary fields of art, architecture, museology and anthropology as a means to explore the psychology of places, narratives of history, mythologies, rituals and magic. We will combine disruptive technologies and experimental materials with hybrid drawing and modelling techniques.
This year Unit 15 will investigate the New Silk Road; a route that flows both ways from Yiwu, China to Barking, London, and as yet remains incompletely mapped. We will also will explore anthropo-technology, memory institutions and transcultural exchange, visiting key places on the new and old silk roads, including Durberg [Germany] and Istanbul.
- Unit 16
Quasi-Agency, Material Wonder and Explorations on the Edge of the World
Matthew Butcher, Ana Monrabal Cook
Unit 16 is interested in the exploration of an architecture that re-emphasises our physical engagement with, and relationship to the environments we choose to inhabit. This year we will investigate the experience and meaning of matter, as well as the materials which frame and formulate our daily architectural experiences.
The site of this enquiry will be the area of Norrland in Northern Sweden. It is a region defined by the raw materials and natural resources it holds, with vast areas of cultivated forest, iron ore mines and large development around the farming of hydro energy. On our field trip to Norrland, we will be collaborating with the architecture school based in Umea. This exchange will help draw on their local knowledge as well as their global outlook.
- Unit 17
Deep Future, Deep Past
Yeoryia Manolopoulou, Niall McLaughlin
Unit 17 will look at the evolution of the human mind and ask how it might continue to develop. As we wonder about the possibilities of the far future, we are using cognitive tools which evolved over millions of years. Accepting the challenges of new ways of knowing, we will explore the social foundation of our own consciousness and strive to create new public meaning through architectural experimentation.
We will work intimately with the Orkney Islands, the archipelago that used to be Britain’s human centre of innovation several thousands of years ago. The span across time from deep past to deep future will influence the concepts and techniques we will use when we draw and make, and the technologies we will propose for building. Individually as well as collectively, we aim to challenge and enrich the experience of design itself.
- Unit 18
Isaie Bloch, Ricardo de Ostos
This year we will develop tectonic scenarios by designing educational institutions with a focus on emerging and/or vernacular crafts and technologies. Focusing on the context of the world’s fastest growing economy, we will visit the African republic of Ghana and its Ashanti Kingdom, which has more historiographies than any other indigenous culture in Sub-Saharan Africa.
In order to explore the idea of education we will study exemplary teaching facilities in relation to ancient as well as contemporary knowledge transfer methods. Unit 18 will offer programmatical and morphological studies covering tribal learning rituals to advanced university complexes. Themes such as African sci-fi, myth-art, Akan craft and technological innovation will be studied and used to trigger project ideas.
- Unit 20
Marjan Colletti, Javier Ruiz
This year, Unit 20 will investigate a synthetic approach to hybridise data and design with various other disciplines, to encrypt and decrypt authorship and architecture.
- Unit 21
Exchange and Trade
Abigail Ashton, Tom Holberton, Andrew Porter
We are living through a modern crisis in reason and democracy. The ancient urban life of Athens, was a golden age where law, philosophy and art flourished; was subsequently mythologised and used as a foundation for modern 20th century nation states.
We will explore Athens as a city that is both physically and economically at the edge of the EU. Emerging from its recent crisis, this ‘arrival’ city now acts as an entry point for both goods and people entering Europe. The Piraeus port, which enriched the city culturally and physically for thousands of years, has been sold for redevelopment to COSCO, a Chinese shipping company. It will now be expanded as part of the new Silk Road project and become one of the main entry points for containerised goods into Europe.
- Unit 22
The Mediterranean Perspective
Daniel Ovalle Costal, Izaskun Chinchilla Moreno
Unit 22 looks at the approach to technology, industrialisation and progress common to Mediterranean countries. This approach differs from the Central European paradigm in its scepticism of industrialisation, putting quality of life at the centre, and looking at technological progress as a way to achieve it rather than a means in itself.
Students will be encouraged to explore how this mindset affects social structures and industries such as food and tourism, also considering phenomenon like the ‘slow movement’. The brief promotes students to choose locations between three shores and to implement programmes that not only have an individual relevance, but together try to resolve common problems.
- Unit 24
Redrawing the Rural
Penelope Haralambidou, Michael Tite
Unit 24 is a group of architectural storytellers employing film, animation, VR/AR and physical modelling techniques to explore architecture’s relationship with time. We nurture free thinkers who investigate ideas in collaboration with other like-minded experts. We find inspiration in both film and architecture, study their intertwined histories and seek the magical possibilities arising from their merger.
This year we will turn our attention to the fast-changing nature of architectural representation and add time to drawing. We will harness the potential of cutting-edge digital and immersive technologies and search for novel drawing prototypes that open up new possibilities in how we conceive and inhabit space. Looking through and beyond the urban, we will retreat from the city and focus our experimentation in the rural.
- Unit 25
Practice and Simulation
Nat Chard, Perry Kulper, Emma-Kate Matthews
The core of our unit has been to help each student develop their own experimental practices, both in their approach to design and in the media through which they work. We see this as a rewarding way to nurture design and a helpful educational method.
This year we will build on this by acknowledging that the individual project is not entirely autonomous and is influenced by our more general concerns and practices. This year we will develop an idea of how each of us wishes to construct a practice to develop the project. In parallel we will develop methods of simulation – our programme this year is set up to tickle and question the conventions of architectural practice and how the discipline is rehearsed.
- Unit 26
Description, Invention, Reality
David Di Duca, Tetsuro Nagata
There is a common misconception that architects design experiences; we would rather suggest that architects design places and objects to be experienced. However, as humans we draw distinctions and make decisions. Some of these are premeditated and others are emergent; the outcomes are unknown until they can be observed. Therefore we are also interested in testing out our theories, and seeing real emotions and reactions, through making films and building 1:1 installations.
Much of this approach is familiar to film makers or composers, who develop narrative arcs and construct artefacts for others to build an experience around. Many of these professionals have increasingly overlapping and complimentary skills. Unit 26 is part of this community and we will be developing our ideas and approaches to explore new forms of practice in these fields.