Dr Katharine Bartsch, Course Coordinator

Room 456a, Level 4, Barr Smith South, School of Architecture and Built Environment

Email:  katharine.bartsch@adelaide.edu.au (preferred mode of contact)

Course Website: www.myuni.adelaide.edu.au

School Website: https://architecture.adelaide.edu.au/

School (Unified): https://unified.adelaide.edu.au/web/professons-student-architecture/current-student

This is a School specific portal with news and events about the School.

 

Contact Protocol: Course-specific queries should be raised with your tutor.

If queries cannot be resolved in your tutorial, please contact the course coordinator via email.  

If you have a non course-specific query refer to the Student Handbook 2015 or Student Advisor.

I currently work part-time and I am on campus Tuesdays, Thursdays, Fridays.

My drop-in time for History Theory II is 3-4 Tuesdays (Room 456a)

All the details for this course will be available, and updated, on MyUni.

The course learning objectives for History Theory II are specifically aligned with the thematic content of the lecture series, the tutorials and the objectives of the assessable tasks.
 

Thus, the student will gain the following knowledge:

1. An overview of the histories of settlements prior to 1900

2. Knowledge and understanding of key theories and design principles that underpin current knowledge and practice in the disciplines of architecture, landscape architecture and urban design.

3. Knowledge and understanding of influential designers and theorists (16th - 20th c.)

4. Knowledge and understanding of cultural values and practices in relation to the design of architecture, landscapes and cities

 
The student will gain the following skills, including the ability to:

5. Apply independent research skills to interpret specific designs

6. Analyse and evaluate (textually and graphically) a specific design

7. Interpret, analyse, evaluate and synthesise information from a wide variety of sources to form and express a qualified (supported by research) critique of a design

8. Compare and contrast the opinions of different scholars

9. Write clear and concise analytical texts and short essays which structure evidence for and against (a point of view)

10. Critique relationships between design history and contemporary design discourse and practice

11. Manipulate text and image in complex graphic compositions to communicate ideas

12. Demonstrate the appropriate use of endnotes (or footnotes) and bibliographies


The knowledge and skills acquired in this course provide a fundamental basis for your understanding of architecture, landscape and cities. This knowledge and the related skills constitute a seminal part of your design education in the Bachelor of Architectural Studies. The skills acquired are the foundation stones of your future career as a designer.

Ching, F., Jarzombek, M., and Prakash, V. (2011). A Global History of Architecture. Wiley.

Reference will be made to the 2011 hard-copy edition.

This excellent resource is widely available. It is also available in the
Barr Smith Library.

 

From Publishers
Weekly

Unabashedly huge in its proportions, this book differs from the standard
architecture survey in that it doesn't approach the topic from a Western
perspective, but rather, as the title indicates, through a global lens. This
bodes well for its success as a textbook, but will also please the casual
reader. Chronologically organized, the work spans the globe within each time period,
occasionally taking time to discuss certain styles and major historical
periods, but devoting most of its space to specific architectural works
[landscapes and cities are also considered]. This chronological organization
keeps the book from feeling divided geographically, and maintains a diverse
view without manic overextension-a look at the palace at New Delhi is followed
by Swedish architect Gunnar Asplund, which is followed by the Hollyhock House
in Los Angeles. Throughout, the authors make connections that have rarely been
explored ("An important influence on European architecture in the west
came from the direction of Armenia"). The book disseminates textbook
amounts of need-to-know information, but it does so clearly-more like a down-to-earth
conversation than a grad-school dissertation. A practicing architect and two
academics, respectively, Ching, Jarzombek and Prakash aren't afraid to get into
the meaning and emotion behind the architecture, addressing its passionate,
intangible aspects, as in their discussion of irony's place in postmodern
design. That personal and phenomenological angle, along with the book's giant
scope, makes it a strong addition to the field, an example of successfully
going macro without getting muddled. 1000 b&w photos, 50 color photos, 1500
b & w illustrations.


Copyright © Reed Business Information, a division of Reed Elsevier Inc. All
rights reserved.

Detailed information about further resources will be available on MyUni.

Academic Support
Consult “The Writing Centre” for on-line resources re: essay writing guides, study guides, referencing. http://www.adelaide.edu.au/writingcentre/.

Face-to-Face writing support is also available from Hub Central, Level 3. The Writing Centre provides academic learning and language support and resources for local, international, undergraduate and postgraduate coursework students enrolled at the University of Adelaide. The Writing Centre offers practical advice and strategies for students to master reading, writing, note-taking, and referencing techniques for success at university. Please note, the drop-in service is not an editing or grammar checking service but the Centre can help you develop your written English. No appointment is necessary. For greater assistance, please bring your course guide, assignment question, comments from your lecturers/tutors, and drafts of your writing.

Speaker Series: The School has a fortnightly lecture series where respected practitioners and academics from the field deliver a public lecture on contemporary architectural practice. In order to expand your knowledge of contemporary directions in design it is recommended that you attend these sessions. The exact detail of dates and speakers is available from the School website and the Front Office.

MyUni is an essential online tool which will be used to communicate
information regarding the course including details of assignments and interim
grades. There are many other learning resources and assessment pieces that rely
on the MyUni system for delivery. Therefore it is recommended that you
familiarise yourself with the various functions of MyUni and employ it to its
fullest extent. https://myuni.adelaide.edu.au

Students are expected to familiarise themselves with all the available content on MyUni.

University Email:
The school uses the University email system to get in touch with the students. So it is imperative that you check your email regularly and keep up to date with any new announcements.

Noticeboard / Handbook:
General information about the activities at the School is available online from the
Student Noticeboard which can be accessed at the online portal for the School:
https://unified.adelaide.edu.au/web/professons-student-architecture/current-student
All students should familiarise themselves with this valuable portal.


Students can access a copy of the Student Handbook at the following link: https://architecture.adelaide.edu.au/docs/2015-Arch-handbook.pdf
 
Lecture Recording:
An audio recording of the lectures is made available in electronic format through the MyUni system
for students to listen to in their own time and make notes. Please note that
while these audio recordings are a useful resource for revision they should not
be considered as replacement for lecture attendance. The lecture sessions may
include activities and discussions on visual material that cannot be captured
properly in the recording. Furthermore, technical issues cause delays in the
availability of recordings which might affect your ability to complete ongoing
tasks, not to mention technical failures which might result in certain
recordings being unavailable.

In 1999 Sibel Bozdoğan offered a postcolonial critique of professional education in Journal of Architectural
Education. She identified the “widening gap between an architectural history that is increasingly more interested in culture, context, and politics and an architectural design culture (and an architectural design criticism) that privileges form-making and creativity” (1999: 207). More than a decade later, this gap frequently compromises an integrated approach to the delivery of academic and professional training. The intent of this course is to bridge this gap.

History Theory II focuses on student-centred learning and teaching. In “What the Student Does: Teaching for Enhanced Learning” Biggs (1999) advocates a systemic approach which takes into account all aspects of the teaching context—course objectives, teaching and learning activities and the assessment tasks—as a strategy to move away from passive, uni-directional, teacher-to student transmission of knowledge. This is the aim of the teaching and learning mode of History Theory II. Importantly, Biggs stresses the need to embed the course objectives in the assignment tasks. Thus, formative and summative assessment tasks are designed to engage students in activities which will develop their knowledge and skills which are aligned with the course objectives (most significantly, knowledge of histories and theories of landscape architecture and the ability to the ability to locate, analyse, evaluate and synthesise information from a wide variety of sources to prepare clear and concise analytical texts).

The knowledge base begins with the lectures and the required reading material. However, these are intended as a point of inspiration and a starting point for students’ independent learning which is demonstrated in the assessable work. They are not intended as a comprehensive, finite review of the content.

 Skills in written expression and critical writing are introduced in the tutorial program and further demonstrated in the assignments. Knowledge, skills, and assessable work are, thus, carefully integrated to achieve the intended holistic approach to learning and teaching. Moreover, according to Biggs, assessment must generate higher level cognitive learning activities, specifically, theorising, applying, relating, understanding or explaining distinguished from describing, note-taking or memorising. Student-focused learning strategies, embedded in the assessable work, are essential to bring about higher level cognitive learning.

 
Biggs, J. (1999). “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research and Development Journal, 18 (1): 57-78.

The information below is provided as a guide to assist students in engaging appropriately with the course requirements. The University expects full-time students (ie. those taking 12 units per semester) to devote at least 48 hours per week to their studies.
Accordingly, students undertaking this 3 unit course are expected to devote 12 hours per week to contact activities and/or self-guided studies.

Based on this framework here are some figures that might assist workload management:

Total workload hours:12 hrs per week x 13 weeks = 156 hrs

Total contact hours: *3 hrs per week x 12 weeks = 36 hrs

Total self-guided study:156 hrs– 36 hrs = 120 hrs

 
These 120 hours should be used towards preparation of weekly tasks and for completion of the various assignments associated with the course, including development of various skills required to complete the same. Please organise your time wisely.


Assignment 1: Research and Analysis, 30%, 44hours

Assignment 2: Illustrated Critical Essay (PPT), 40%, 60hours

Assignment 3: Class Test, 30%, 16+36hours**


** The Class Test assesses your knowledge and understanding of the lecture content and the required readings. Hence, the number of hours (16 hours or 2 days) assigned for preparation for the Class Test is additional to the contact hours.

Refer to MyUni for all information about the Learning Activities.

There are no specific course-specific requirements relating to a placement, a field trip, police checks for placements in schools, after-hours access, work experience, or ancillary fees and charges.

 If you choose to visit specific sites (buildings and landscapes) on campus or around Adelaide, ensure that you exercise respect for the owners and patrons, obtain permission to enter the building if required, and observe an appropriate duty of care during your visit.

Both assignments require the student to undertake research. However, Tutorials in Weeks 6, 7 and
8 will be broken into smaller groups to enable a small group discovery
experience which is actively promoted by the University of Adelaide. This
experience is mentored by Course Coordinator and Senior Lecturer, Dr Katharine
Bartsch and focuses on a recent journal article as a case study as a model to
develop research skills .
 

The union of teaching and research, combined in a search for impartial
truth, was fundamental to the modern research university ideal. A small group
of students, meeting to work at the discovery of new knowledge under expert
guidance, was the centrepiece of the university experience. Yet in Australian
and UK universities from the 1980s, with the massive growth of university
enrolments and the addition of many applied disciplines, research became
increasingly detached from teaching, and a division was created that has
widened ever since. Today despite oppressive research pressures on staff,
research is almost wholly absent from Australian undergraduate teaching.

 
The University of Adelaide promotes small group discovery and aims to become a
model of the teaching/research union, to show how universities can recapture
what was once the defining characteristic of the research university. This does
not mean merely inviting students to study an individual topic in depth, with
initiative and creativity. In a true research university, the study of existing
knowledge is secondary to the making of new knowledge. Moving away from
knowledge delivery, now increasingly eroded by the universal availability of
free online content, a university should focus on the essence of what research
offers: the rigour of the scientific method, the search for empirical evidence,
the beauty of logic and of patterns, the value of innovation, the creativity of
problem solving and the intrinsic worth of knowledge. The University of
Adelaide will return research to undergraduate teaching, so that every student
in every program comes to experience the scholarship of discovery as the
highlight of their learning experience.


For many undergraduate students, this will take the form of an individual research
project in their final year, for which the preparatory research skills and
experience necessary will be built through smaller exercises in the earlier
years of their course. As a key format for delivering undergraduate research,
the university will commit to increasing the centrality of small-group
learning, in which students address the scholarship of discovery with other
students and a staff mentor. While content will increasingly be delivered in
other formats, every student in every program should experience such
small-group discovery as a key part of their learning experience.

 

Assignment 1: Research and Analysis
Week 6, Tue 30th Aug,  10am, 30%, Summative


Assignment 2: Illustrated Critical Essay
Week 10, Tue 11th, Oct, 9pm, 40%, Summative


Assignment 3: Class Test
Week 12, Tue 25th Oct, In Lecture, 1-3pm, 30%



 

All assessment details will be availablew on MyUni.

All assessment details will be available on MyUni.

All submission details will be communicated on MyUni.