DESST 1503 - Design Studio I

North Terrace Campus - Summer - 2018

This course introduces design as a speculative process of inquiry and experimentation. It involves knowledge acquisition and the preliminary development of skills to conceptualise, resolve and present well reasoned landscape and architectural ideas through drawing and modelling. The course introduces techniques of analysis and critique of design outcomes as well as fundamental engineering principles applicable to architecture and landscapes. This course engages students with learning to design through iterative processes integrating considerations of site, precedent, human scale, site engineering and material and physical data.

  • General Course Information
    Course Details
    Course Code DESST 1503
    Course Design Studio I
    Coordinating Unit School of Architecture and Built Environment
    Term Summer
    Level Undergraduate
    Location/s North Terrace Campus
    Units 6
    Contact Up to 6 hours per week
    Available for Study Abroad and Exchange Y
    Restrictions Available to B.ArchDes and B.Creative Arts students only
    Quota A quota will apply
    Course Description This course introduces design as a speculative process of inquiry and experimentation. It involves knowledge acquisition and the preliminary development of skills to conceptualise, resolve and present well reasoned landscape and architectural ideas through drawing and modelling. The course introduces techniques of analysis and critique of design outcomes as well as fundamental engineering principles applicable to architecture and landscapes.

    This course engages students with learning to design through iterative processes integrating considerations of site, precedent, human scale, site engineering and material and physical data.
    Course Staff
    Dr Katharine Bartsch
    Aff AIA
    Acting Associate Head, Learning and Teaching
    Program Director, Bachelor of Architectural Design
    School of Architecture and Built Environment
    University of Adelaide

    https://researchers.adelaide.edu.au/profile/katharine.bartsch

    Contact Protocol   

    If queries cannot be resolved in your studio, please contact the Program Director via email: katharine.bartsch@adelaide.edu.au
    If you have a non course-specific query refer to the Student Handbook 2018 or Student Advisor.


    Course Support Staff
    For issues concerning enrolment or queries about the School’s programs contact Clement Low: clement.low@adelaide.edu.au.

    For issues related to discrimination or harassment contact the Course Coordinator or Velice Wennan, School Manager, 8313
    5475, velice.wennan@adelaide.edu.au.

    For issues relating to health, safety, first-aid and wellbeing contact Ian Florance, Health, Safety and Wellbeing Officer, 8313 5978, ian.florance@adelaide.edu.au.




    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

    The course begins on Thursday 11th January
    The Final Presentation is scheduled for Thursday 22nd February (O'Week)

    Lecture: Thursdays 10am - 12pm Napier, 208, Lecture Theatre
    Studio: Thursday 1pm - 5pm Barr Smith South, 522a/522b
  • Learning Outcomes
    Course Learning Outcomes
    As a six point course, Design Studio One introduces the fundamental skills, concepts and approaches essential to understanding and engaging with contemporary architecture, landscape architecture and urban design. The course learning objectives are specifically aligned with the thematic content of the lecture series, the self-directed study (including required readings and preparation for studio exercises), the studio exercises and the objectives of the assessable tasks.

    On successful completion of this course, students will be able to:

    1. Research, analyse and synthesise knowledge about a specific site in the development of a design response, with particular attention to topography, landscape character, users, sensory information and climate.

    2. Apply fundamental design principles (primary elements, composition of form and space, proportion and scale, ordering principles) to their assessable work.

    3. Work productively in a studio environment and, in turn, develop inter-personal skills, verbal communication skills and critical thinking through small group discovery activities and formative studio exercises.

    4. Communicate critical design thinking according to disciplinary conventions; drawings, models and graphics.

    5. Explore creative processes and idea generation and demonstrate critical evaluation of these processes in their assessable work.

    6. Appraise how design can impact, interact with, and improve environments.

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

    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)
    1-6
    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
    1-6
    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
    3-5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    3-4
    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
    1, 6
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    1, 5
  • Learning Resources
    Required Resources
    EQUIPMENT KIT
    All students must purchase the following equipment. Eckersley's Art Supplies have prepared a kit which is the most economical way to purchase this equipment. Students will also be required to purchase model making materials during the course, including Week 1.
    Details about the equipment kit will be provided at the Orientation Week Lecture on Wednesday 21st February.


    TEXTS
    The following texts are highly recommended and can be purchased from independent or online retailers or borrowed from the Barr Smith Library. They are key resources to enable completion of this course. Many of these resources are available online through the Barr Smith Library website.

    1. Delaney, Miriam and Anne Gorman. Studio Craft and Technique for Architects. Laurence King, 2015.

    2. Ching, Francis D.K. Architecture: Form, Space and Order. Fourth Edition. Wiley, 2014.

    This key reference is updated with contemporary examples and interactive 3D models.
    View http://au.wiley.com/WileyCDA/WileyTitle/productCd-1118745086.html
    It is widely available online and available for loan from the Barr Smith Library.

    3. Dee, Catherine. Form and Fabric in Landscape Architecture. Taylor and Francis, 2012. 
    Available Online via Barr Smith Library

    4. Radford, Antony, Srivastava, Amit and Selen Morkoc. The Elements of Modern Architecture. Thames and Hudson, 2014.

    5. Booth, Norman. Foundations of Landscape Architecture. Integrating Form and Space Using the Language of Site Design. Wiley, 2012. This text is widely available online and available for loan from the Barr Smith Library.

    6. Ching, Francis D.K. Architectural Graphics. Sixth Edition. Wiley, 2015. View http://au.wiley.com/WileyCDA/WileyTitle/productCd-1119073383.html




    Recommended Resources
    Detailed information about further resources will be available on MyUni.

    This includes a detailed bibliography of relevant sources that will continue to inform your studies.


    The top 10 for Design Studio I (and future courses) include:

    Ching, Francis. Design Drawing. Wiley, 2010. Multiple Editions.

    Reid, Grant. Landscape Graphics. Watson Guptil, 2002. Multiple Editions.

    Yee, Rendow. Architectural Drawing; A Visual Compendium of Types and Methods. Fourth Edition. 2012 (Multiple editions)

    Waterman, Tim. The Fundamentals of Landscape Architecture. Second Edition. Bloomsbury, 2015.

    Hudson, Jennifer. Architecture: From Commission to Construction. Laurence King, 2012.

    Littlefield, David and Pamela Buxton. Metric Handbook: Planning and Design Data. Routledge, 2012.

    Holden, Robert. Landscape Architecture: An Introduction. Laurence King, 2014. [Can be viewed online via Barr Smith Library]

    Kombol, Meaghan. 30 : 30 Landscape Architecture. Phaidon, 2015.

    Jodidio, Philip. Numerous Books. Jodidio is a prolific author of well illustrated texts documenting contemporary architecture.

    Frederick, Matthew. 101 Things I Learned at Architecture School. The MIT Press, 2007.



    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.
     



    Online Learning
    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. It is expected students check University email account regularly as this is the primary means of individual contact. Also, check Canvas for regular updates, announcements and online material at https://myuni.adelaide.edu.au/courses/24428

    Based on such communication, it will be assumed you are aware and prepared before each studio, lecture or scheduled meeting time in regards to any prior communication. Studio Leaders will NOT respond to individual email correspondence. Be prepared to ask your questions in studio, preparation before class is therefore essential so you can make full use of this time to communicate and seek advice from studio leaders.

    MyUni / Canvas
    In addition to the above resources, further assignment resources are available on MyUni / Canvas. These may include further reading material for the lectures and studios, reading material that will assist with the preparation of assignments and appropriate links to assist students with academic writing including essay writing as required.

    MyUni / Canvas 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

    Discussion Board
    The Canvas Discussion Board can be used to interact with other students and is an essential tool to discuss information and increase your understanding of issues.

    Lecture Recording
    In certain cases the recording of the lectures is made available in electronic format for students to listen through on their own time and make notes, and is provided through Canvas . However, this service may not include guest lectures. Furthermore, where the presentation content is subject to copyright or the guest speaker is uncomfortable with the recording of the content, the lecture recording will not be made available online. So students should not rely solely on this mode of learning and arrange to attend or get lecture content from peers.

    Noticeboard / Handbook
    General information about the activities at the School is available online from the Student Noticeboard which can be accessed
    at https://unified.adelaide.edu.au/group/professons-studentarchitecture/
    current-student

    Students can also access a copy of the Student Handbook at the following link:
    https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments

    STUDENT RESPONSIBILITY
    It is assumed that all students will have read the School’s Student Handbook 2018, available on the School’s website -
    http://www.architecture.adelaide.edu.au – and to be aware of all the policies and procedures it describes. Students are also expected to read and be familiar with all the course materials on Canvas.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Design Studio I 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 Design Studio I.
    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.

    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.

    Knowledge, skills, and assessable work are 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.
    Workload

    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 6 unit course are expected to devote 24 hours per week to contact activities and self-guided studies.

    Given that this is an intensive Summer Studio, you will be required to devote a greater amount of time (at least 30 hours), per week, to complete the required tasks.
    Learning Activities Summary
    All details will be provided in the Modules on MyUni Canvas.
    Please review what materials and equipment are required to get started on your model in Week 1.
    Specific Course Requirements
    1. There is a compulsory Field Trip on Thursday 1st February to Morialta Falls.
    There will be a small fee to travel by minibus to the site  (to be advised on MyUni).

    2. Students must achieve a minimum of 40% for the Final Assignment to Pass the course.

    3. In addition, students must present their work in Orientation Week to Pass the course; a schedule will be provided on MyUni.
    Students are expected to listen to the presentations by all their peers.


    Failure to attend teaching due to medical, compassionate or extenuating circumstances is dealt with the School Policy, administered by the School Office. Submit the appropriate application for supplementary consideration together with the original signed medical or other relevant officer, to the School Office. If you foresee a problem contact the Course Coordinator BEFORE the problem actually occurs. Otherwise, contact the Course Coordinator as soon as possible and submit the appropriate application for supplementary consideration to the School Office.
    Small Group Discovery Experience
    Assignment 1a requires students to collaborate in small groups (of approximately 1-2 students). Students will be required to undertake research of a contemporary design precedent and to construct a model to inform their interpretation of the compositional principles. 

    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.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Due  Weight Format Learning Outcomes
    Assignment 1a: Design DNA
    Model
    25/1/2018 30 Model (Small Group) 2-5
    Assignment 1b: Design DNA
    Folio
    4/2/2018 25 Compilation of Drawings and Photos 2-5
    Assignment 2: Shelter O'Week 35 Compilation of Drawings and Photos
    Oral Presentation in Studio 22/2/2018
    1-6
    Participation Weekly 10 Regular Lecture and Studio Engagement 3
    Total 100%
    If there are conflicts with other Summer School submission dates these must be raised with the Course Coordinator in Week 1 to resolve submission dates.
    Assessment Related Requirements
    Students are expected to attend all lectures and studios. Class rolls will be maintained to monitor attendance. 

    There are well publicised School policies for registering non-attendance for legitimate reasons, and you are strongly encouraged to formally acknowledge non-attendance reasons as soon as is practicable prior to planned absences or after your non-planned absence. The Medical and Counselling services, as well as the Education and Welfare Office of the University, are available to assist you free of charge in regard to medical or counselling matters.

    Students are required to attend all scheduled teaching; and lectures, tutorials and other classes will proceed on the assumption that students have done so. Attendance at tutorials, seminars, practical work and studio sessions is taken into account in decisions about offering Replacement/Additional Assessment and/or examinations. Students who regularly do not attend sessions and do not carry out the associated work may be precluded from and regarded as having failed the course. Students should take advantage of the educational opportunities offered by all classes, including the opportunity for interaction, and learning from each other. Compulsory attendance is necessary at all practical work sessions for a number of reasons: to achieve this interaction, in particular in group work;
    because of the sequential nature of work in some courses; because of the need for students to provide an audience and feedback for other students presenting work; and to ensure the authorship of project work on which assessment is based.


    When the assignments are to be presented during a studio, students must arrive and submit their work at the beginning of the studio (as directed). Students who arrive later than 10 minutes after the studio commences will not be allowed to
    present and will receive 0 mark. It is expected that all students will remain to listen to the presentations by their peers during studio presentations.

    Assessment Detail
    All details about the individual assignments including an overview of each assessment task, the task type (e.g. summative, formative), due date, weighting, and identification of the learning objectives addressed by the assessment task are provided on MyUni / Canvas.

    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. Students are expected to inform the Course Coordinator if there are any errors or issues arising in relation to their assessment. 
    Submission
    All details about the assignment submissions will be provided on MyUni / Canvas.

    Please note the following general points about Submissions:

    General 
    - All submissions must include Student Name and Student ID Number. Submissions without Student Name or ID Number will not be considered for marking, and will receive zero marks in accordance with the guidelines.
    - In addition, all assignments need to have an Assignment Cover Sheet which must be signed and dated by the student before submission. Please attach the cover sheet in front of the document, to the top left hand corner.
    - Please adhere to submission deadlines and follow instructions provided.
    - Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the Course Coordinator.
    - On occasion, the lecturer/tutor may wish to retain students’ work for future reference and the relevant student will be informed at such a time.

    Early Submission
    - There is an early submission box located on Level 4 which is cleared out daily at 10am. Please mark your submission clearly before placing in box.
    - Models for in-class presentation cannot be handed in early.

    Late Submission 
    - The school will NOT accept late submissions and any such assignment will receive zero marks. This also applies to electronic submissions.
    - Printing delays & hard disk crashes will not be entertained as legitimate causes for delay, so please ensure that the work is finished in advance.

    Re-submission
    - The school has a resubmission policy whereby students can redeem failed work by submitting additional work for a maximum of 50%. The deadline for all re-submissions is 12pm on Friday 16th June 2017 (semester end).

    Good practice 
    - Students should ensure that they regularly backup their work on multiple locations as hard-disk crashes are an unfortunate reality.
    - When relying on community printing facilities, students should attempt to finish their work in advance to avoid unnecessary delays.
    - Students must retain a copy of all assignments submitted (digital or hardcopy), as originals may be lost during the submission process.

    For modified arrangements of submission and assessment due to special circumstances see the following Assessment Task Extension(s) & Additional Assessment guidelines.

    Modified Arrangements (General)

    - Students can apply for extensions or modified arrangements based on Medical conditions or other Extenuating circumstances. However, students need to submit their application along with supporting documents within 5 business days of the condition becoming applicable.

    - The application forms are available from the Front Office and at http://www.adelaide.edu.au/student/exam/mod_arrange.html and need to be submitted at the Front Office along with any supporting documentation.

    - Please note that submitting an application does not guarantee acceptance and the Course Coordinator will inform the applicant if the application is accepted. Please DO NOT contact the Course Coordinator directly.


    Medical Reasons

    - In case of an extended medical condition which makes it impossible for the student to submit the work on time, an Application for Assessment Task Extension due to Medical Circumstances may be lodged with the Front Office along with a doctor’s certificate within 5 business days.

    Extenuating Circumstances

    - If the student is unable to submit the work on time due to extenuating circumstances an Application for Assessment Task Extension due to Extenuating Circumstances may be lodged with the Front Office.

    - Please note that this is only available for certain military, religious, or legal obligations and does not extend to minor personal problems. (Refer to Student Handbook at http://www.architecture.adelaide.edu.au/current/resources/ for further details or contact Student Advisor).

    Compassionate Grounds

    - In case of certain extraordinary personal problems students can apply for extensions based on compassionate grounds. However, these must first be discussed with the Course Coordinator in person through appointment during the assigned office hours.

    - To maintain privacy relating to personal issues students can contact the University Transition and Advisory Service at 8313 0100 or transition@adelaide.edu.au, or approach the Counselling Service on 83035663 for an individual appointment.

    Additional Assessment

    - If a student receives a Fail grade for the course with an overall mark between 45 and 49, they may be eligible for an Additional Assessment which would allow them to get a maximum of 50 Pass for the Course.

    - Additional Assessment offers are made by the School and the student will be informed directly once these are made available.

    Disability

    - Students who have a disability and wish to seek modified submission or assessment arrangements need to contact the
    University Disability Services at 83135962 or disability@adelaide.edu.au for supporting documentation and then communicate these to the Course Coordinator in person through appointment during the assigned office hours.


    Elite Athlete

    - Students who have national/international sporting commitments and wish to seek modified submission or assessment
    arrangements need to register with the University Elite Athlete Support Scheme at http://www.adelaide.edu.au/eliteathletes/ and then communicate this to the Course Coordinator in person through appointment during the assigned office hours.

    Course Grading

    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.

  • Student Feedback

    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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.