DESST 3518 - History Theory III
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code DESST 3518 Course History Theory III Coordinating Unit School of Architecture and Built Environment Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 3 Contact Up to 3 hours per week Available for Study Abroad and Exchange Y Assumed Knowledge DESST 2521 or DESST 2502 Restrictions Available to B.ArchDes students only Quota A quota will apply Course Description Complementing the breadth of the foundation courses, History Theory I & II, this course offers an opportunity to examine a selection of topics on the history and theory of the design disciplines with greater depth and critical interpretation. Topics will include Indigenous, colonial and contemporary perspectives on the history of Australian landscape, architecture and urbanism, and may explore additional areas of critical inquiry and scholarship in which academic staff and/or visiting researchers are engaged in the school.
Students will enhance their foundation skills in academic research and writing, and explore additional modes to interpret and understand historical and theoretical design knowledge.
Course Coordinator: Associate Professor Peter ScriverDr Peter Scriver / principal lecturer / Barr-Smith S 467 / email@example.com
Michael Queale / principal guest lecturer / Heritage SA
Dr Stephen Schrapel / tutor / Swanbury Penglase Architects
Carolyn Wigg / tutor / SABE
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning OutcomesOn successful completion of this course, students will be able to:
1. Outline the historical development of the architecture, urban design and cultural landscapes of South Australia since the impact of modern/European settlement in the early 19th c 2. Synthesise theoretical and cultural relationships between built form, content, context, concept, and construction that may be revealed in the case of South Australia, with particular reference to Aboriginal Australian and other non-European peoples 3. Articulate and interpret factors (social, economic, technological and aesthetic) that may influence the design and development of built environments 4. Compose a critical argument and communicate this in a clear and concise analytical text employing academic writing & referencing conventions 5. Demonstrate enhanced research skills in the use of primary sources as well as on-line resources to conduct original historical inquiry 6. Apply discipline-specific knowledge and skills (including architectural drawing) as prospective design professionals to document and assess a building as a contribution to built heritage
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1, 2, 3, 6 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3, 4, 5, 6 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
4 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
5, 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
Required ResourcesThere is no prescribed reader for this course, but specific readings may be assigned and/or made available through MyUni. Students will also be expected to make extensive use of the Barr-Smith library and its architectural collections, The State Library of South Australia, The City of Adelaide Archives, as well as the specialist collection and archival resources of the South Australian Architecture Museum (which is housed at the UniSA School of Architecture). NOTE: Demonstrated use of the SA Architecture Museum and local council records/resources (to be advised) will be required as part of the assessable course work.
Recommended ResourcesThe BSL library, Hub-Central, as well as the Learning support team of the Faculty of Professions provide a variety of resources including self-help guidelines, regularly scheduled workshops, and individual consultations by appointment, to assist students with challenges in academic writing referencing. Students are encouraged to take full advantage of these resources.
A list of recommended readings associated with South Australian history, architecture and planning/ landscape (some of which are available in BSL) will be provided at the commencement of the course. But students are also encouraged to extend their reading to Australian architecture, urban and landscape history more broadly, in consultation with their tutors.
Please refer to MyUni for details of recommended readings and websites
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.
Learning & Teaching Activities
Learning & Teaching ModesLectures are the key mode of content delivery and critical exposition in this course. There will normally be two distinct 50 minute lectures delivered each week in the two-hour lecture session, one by the principal course lecturers, the other by an expert guest lecturer.
Tutorials and workshops are scheduled periodically throughout the semester (but not every week, so please check the schedule carefully). Students will usually meet with their assigned tutor for a one hour session. However ‘workshop’ sessions will entail up to two hours of contact with one or more teaching staff
Out-of-classroom learning opportunities may also be exploited through short walking visits to nearby buildings and institutions including temporary exhibitions and the permanent collections of neighbouring public galleries and museums.
Assignments are designed to facilitate self-guided learning. These generally reflect the sequence the lectures, and will give students opportunities to explore and develop a self-selected topic or issue introduced in the lectures.
The tutoring staff and the guest Lecturers are primarily professional historians and architecturally trained heritage professionals. They bring current knowledge and substantial experience to the subject area.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.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 self-guided studies.
Based on this framework here are some figures that might assist workload management (delete as appropriate):
For a 3 unit course:
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
For a 6 unit course:
Total workload hours: 24 Hrs per week x 13 weeks = 312 Hrs
Total contact hours: 6 Hrs per week x 12 weeks = 72 Hrs
Total self-guided study: 312 Hrs – 72 Hrs = 240 Hrs
For a 12 unit course:
Total workload hours: 48 Hrs per week x 13 weeks = 624 Hrs
Total contact hours: 12 Hrs per week x 12 weeks = 144 Hrs
Total self-guided study: 624 Hrs – 144 Hrs = 480 Hrs
These 120 or 240 or 480 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.
Learning Activities SummaryWeek Topic Lecture Tutorial/wrkshp
Week 1 Introduction lecture 1 Intro tp BSL Rare Books
Week 2 Early Adelaide lectures 2 & 3 Intro: ass 1
Week 3 First Contact Lectures 4 & 5 AGSA & SAM visit
Week 4 The struggle for space & ’place’ lectures 6 & 7 walking tour
Week 5 Late Victorian boom years lectures 8 & 9 Intro: ass 2 / heritage research skills
Week 6 Garden history lectures 10 &11
Week 7 Dwelling and difference on the frontier lectures 12 &13
Week 8 Early Modernism lectures 14 & 15 interim review (ass 2)
Week 9 Mid-century Modernism lectures 16 & 17 final review (ass 2)
Week 10 Late Modernism lectures 18 & 19 consultations: essay drafts-in-progress
Week 11 Exporting Australian modernism lecture 20 & 21
Week 12 (no lecture) final consultations
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment SummaryTutorial Task 1
formative & summative
Tutorial Task 2
formative & summative
Assessment DetailNOTE: The following summaries are generic descriptions of the nature and scope of the course assignments. Please refer to any supplementary assignment details and specifications that may be issued subsequently in class, and posted (under ‘Assignments’) on MyUni.
Tutorial Task 1 (individual) 10% (due week 5)
Visual research exercise
• Students are required to undertake a short exercise to acquaint themselves with basic tactics and strategies for conducting local architectural research.
• Each student will be allocated a local building to investigate. The primary task is to source a selection of both historic and contemporary drawings and/or images of the building (not taken by the student, his or herself, or any of their immediate colleagues). Research processes are to be described and documented, including the range and type of on-line and (physical) primary and secondary sources consulted. In some instances, there may be little or no visual material available other than the building itself. However, any such ‘failed’ search is also to be documented. Full references to sources (including on-line resources) are to be provided in accordance with University guidelines for academic referencing.
• Students will prepare and submit a concise description of the building and a written account of their research processes and successes/ failures in attempting to find drawings and images, including a list all the resources consulted. This text should be limited to one A4 page (300-400 words), with no more than four additional pages documenting all (or a selection of the ‘best’) images and drawings sourced, each of which must be as fully identified as sources allow regarding building, date, drawer/photographer, and archival or published source.
Tutorial Task 2 (individual) 40% (preliminary submission due, week 8 / final, week 9)
Documentation, description and analysis/assessment
• Employing both conventional and innovative research strategies and tactics, each student will undertake a coordinated survey, graphic documentation and analysis of spatial, stylistic and other primary evidence relevant to an assigned building in Adelaide. In addition, a written assessment (700-800 words) will be prepared describing the typology and particular architectural style in which the building was designed, and establishing its relative historical and/or formal significance as an example of built heritage. Use analytical diagrams and images of relevant details to support your argument. Each student will also need to be prepared to present their documentation and analysis in the week 9 tutorial sessions (maximum 2 minutes presentation time).
Essay (individual) 50% (due week 13)
• Research and develop an essay from a list of selected topics (to be provided), or an appropriate alternate topic suggested and/or approved by your tutor. (2500 word text, plus full references to sources in either ‘Chicago’ endnote, or ‘Harvard’ in-text reference styles.)
• Final results for the course will only be available through Access Adelaide and students SHOULD NOT contact the course coordinator or the tutors for the same.
• Most assignments will be marked within 3 weeks of the submission and the interim grades will be made available through the My Grades system. Students are expected to inform the Course Coordinator if there are any errors with the marks entered on the system.
• The best examples of students’ work will be included in the All-In Exhibition to be held at the end of term alongside the best works from other courses and year levels.
Assessment Task Due Weighting Submission Method Tutorial Task 1 Wed 23:59/Wk 5 10% online / hard-copies to tute Tutorial Task 2 Wed 23:59/Wk 9 40& online / hard-copies to tute Essay Sun 23:59/Wk 13 50% online
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
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This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
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- Coursework Academic Programs Policy
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- Student Grievance Resolution Process
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