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SLL40840

Academic Year 2026/2027

Architecture, Space and Power (SLL40840)

Subject:
Languages, Cultures & Ling
College:
Arts & Humanities
School:
Languages, Cultures & Linguis
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Dr Katherine Brown
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module will consider the representation, consolidation, and contestation of Spanish and Portuguese imperial rule through architecture and architectural imagery in the early modern period. By examining buildings, engravings, maps, and paintings from early modern Spain/Portugal and their empires, students will examine the ways in which architecture and its depictions were leveraged to impose and/or challenge Spanish and Portuguese imperial rule. We will consider, for example, how uses of architectural space and ornament establish narratives of political power and cultural identity; how Renaissance-era urban planning techniques help to spatially enact and reinforce political and social hierarchies; how indigenous communities in the Americas, Asia, and Africa preserve pre-colonial cultural knowledge in their maps of colonial cities and their participation in local architectural projects; how architectural spaces contribute to or unsettle discourses of gender; and how ephemeral architectures and ruins serve to articulate early modern understandings of time and the historical relationship between past and present as well as between centre and periphery. Attention will be given to theories of space and spatiality, as well as early modern and contemporary architectural theory and issues of cultural heritage. Though the module focuses primarily on architecture in Spanish and Portuguese territories during the early modern period, students are encouraged to explore similar topics in other geographic regions and time periods.

About this Module

Learning Outcomes:

Upon successful completion of this module, students will be able to:

• Think critically about the ways in which early modern Spanish and Portuguese architects and visual artists craft and present built spaces in the service of specific political objectives
• Analyze the spatial and visual strategies used in buildings, maps, engravings, and other media to delineate the relationship between space, knowledge, and power in Spain, Portugal, the Americas, and Asia
• Understand how architecture and visual media serve to reinforce or contest political, social, and gender hierarchies in the early modern Spanish and Portuguese empires
• Consider how indigenous artists assert and preserve their own cosmovisions and aesthetic practices through their depiction of both pre-colonial architectures and colonial cities in codices and maps
• Conduct effective research in cultural and image studies and refine writing and presentational skills

Indicative Module Content:

Topics to be explored in this module include (but are not limited to):

* Mudéjar architecture and narratives of medieval “convivencia”
* Monarchical power and the architecture of Habsburg Madrid
* Cultural exchange and hybrid architectures in Renaissance Lisbon
* Portuguese colonial architectures in the Americas, Asia, and Africa
* Urban planning, architecture, and the imposition of Spanish rule in the Americas
* Indigenous architectures and urban ideologies in New Spain
* The Andean Baroque
* Women's spaces and authority (cloisters, convents, domestic spaces)
* Ruins and ephemeral architectures
* Early modern and (pre-)colonial architectures and cultural heritage
* Theory and practice of Renaissance architecture
* Theories of space and spatiality

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Proficient

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

Integrated Problem Solving

The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Not addressed

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Not addressed

Normative

The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Not addressed

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

100

Autonomous Student Learning

98

Lectures

22

Total

220


Approaches to Teaching and Learning:
This module will involve weekly lectures and seminars. Students are expected to read the indicated material prior to class and participate actively in class discussions, with occasional short (oral) interventions to be prepared ahead of time. Students will be assessed through an essay (60%) and a project (40%). The instructor will provide feedback throughout the trimester to prepare students for these assessments, and students will participate in a writing workshop session at the end of the trimester.

Please note that the use of generative AI is not permitted for any purpose in this module. This corresponds to "No AI" on the AI Assessment Scale.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): 3,500-word essay related to one or more of the themes/works studied in the module Week 15 Standard conversion grade scale 40% No
60
No
Individual Project: Develop a guided tour of a building with critical analysis of its structural and aesthetic features. Formats may include a video, poster/brochure, sculpture/model accompanied by commentary, etc. Week 8 Standard conversion grade scale 40% No
40
No

Carry forward of passed components
No
 

Resit In Terminal Exam
Summer No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

Students will receive individualised written feedback on all assessments submitted for this module. Students will be encouraged to meet with the module coordinator for discussion and advice prior to the submission of each assessment. Students will participate in a writing workshop and peer review session in advance of the submission of the final paper.

All required reading and other materials will be made available on Brightspace. Students are not required to purchase any materials for this module.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Seminar Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 29, 30, 31, 32, 33 Mon 16:00 - 18:50