86529 Design Studio: Performative Spaces
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2018 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 86005 Design Studio: Inhabitations AND 86004 Design Studio: Foundations in Interior Architecture
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this studio, students design a theatre set based on their interpretation of a given play. Students learn to translate the play's dramatic action into a contemporary interior setting for audience viewing. Throughout the session, students move through the typical iterative design process a professional scenographer undertakes to develop a concept, an aesthetic language and a final resolved scenography. Deliverables include: sketches, drawings, models, visual storyboards and technical plans.
Overall, in this studio students learn to design atmosphere and to design in time. Students learn how the technical possibilities of the stage allow for many spaces to be designed on the one stage. Students learn the importance of the physical and digital model as a tool for experimentation, iteration and representation in the common history of architecture and theatre. Students gain a broad understanding of historical and current scenographic practice as well as a specific and detailed knowledge of the scenographic language and techniques currently employed by major players in the field. Finally students experiment with and develop their individual scenographic language in concept and representation.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Expand the complexity of design practice through a set of specific strategies |
|---|---|
| 2. | Extend iterative design processes |
| 3. | Explore multiple ideas of inhabitation |
| 4. | Intensify theoretical speculation through texts and lectures |
| 5. | Explore configurations between context, objects and bodies |
| 6. | Demonstrate competency in advanced and engaging communication methods |
| 7. | Present a resolved final design project |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to communicate ideas effectively including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
- Ability to apply experimentation in thinking and practice as a means toward developing an individual design approach (I.1)
- Ability to apply and utilise appropriate communication techniques,knowledge and understanding to enable practical applications in spatial design (P.1)
- Ability to rigorously explore, apply and extend multiple representational techniques (P.2)
- Ability to demonstrate knowledge and understanding of interior and spatial design precedent and to contextualise one's work within the extended discipline (R.3)
- Ability to reflect on, challenge and interrogate theoretical speculation (R.4)
Teaching and learning strategies
This 12 CR studio subject is offered face-to-face and incorporates a range of teaching and learning strategies including: active, interactive and collaborative learning experiences through lectures and design studio. This subject uses an inquiry-based learning strategy that involves students in researching and developing their own/group solutions to complex problems and scenarios.
The weekly interactive lectures will take you through the history and development of theatre & performance design and the theatre and architectural scale model with an emphasis on where these practices link and overlap. The lectures are episodic instances in a larger continuous narrative. Students, therefore, are to review the previous week's lecture notes before each lecture.
The weekly history & theory tutorials are student-led. In these, students present their findings from preparatory readings and practice research to guide the discussion. Emphasis is given to collaborative work activities, in line with the current practice in industry. This includes sound design, video, and lighting concepts.
The Design studio is an intense, fast-paced and highly interactive learning format. It includes: studio work; short presentations; videos; simulations; discussion of readings; case studies; and student group work. It is taught collaboratively by practising design professionals and UTS academics. Each week students undertake preparatory reading and research, as well as reflection on previous studio work, individual and collaborative group tasks. These activities will be complemented by participation in online and in studio discussion. In each studio session, students are required to bring in iterative work in printouts, models, sketches and drawings, as advised by the studio leader. Students will receive formative feedback and reflection from studio leaders (and guest critics as well as peers where applicable) only when presenting design iterations and at assessments.
There are six Design studios offered each centred on the design of one of the following plays:
- Antigone (Sophocles, first staged 442 BCE))
- Medea (Euripides, 431 BCE)
- Miss Julie (August Strindberg, 1888)
- The Master Builder (Henrik Ibsen, 1892)
- The Wild Duck (Henrik Ibsen, 1884)
- Nora, or: A Doll’s House (Henrik Ibsen, 1878)
- Hedda Gabler (Henrik Ibsen, 1891)
All plays are available for download from UTS online. Students are required to print their chosen play and read it actively, making notes in relation to locations, characters, and key concepts as they go along.
Throughout the subject, students work iteratively towards the final design project through a variety of formats, both within and outside studio times. The assessment tasks include: audio and video works, diagrams, plans and drawings, models and reflective writing. Final concept and model presentation and performance will be in front of invited industry jurors from the field. A public end of session exhibition allows for the celebration of the students' learning during the session.
Content (topics)
This subject addresses the following issues and topics:
- Iterative and generative design processes
- Spatial design experimentation
- Exploration of inhabitation and spatial organization
- Theoretical rigor
Assessment
Assessment task 1: Task 1: Concept Design
| Intent: | Students will develop a design proposal according to the design principles of new critical realism for their chosen play on the given stage (Roslyn Packer Theatre, Sydney Theatre Company, Walsh Bay) from dramatic analysis, photographic research and social and historical context; students will develop presentation collages and studies of materiality, texture and atmosphere. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): P.1, P.2, R.3 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria: | Key Tasks:
Deliverables / Presentation Panels: Format: 2 x A0 (black and white/ colour as best suited to the design))
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| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Task 2: Design Development
| Intent: | Students will develop a design proposal from architectural analysis, photographic research and iterative modelling and drawing. Students will site their design in a black card model box at scale 1:25 based on the Roslyn Packer Theatre and produce a set of technical drawings. Students will also produce a video of max 5 mins that shows the set design situated in the model box in all set/lighting/media transitions. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 4, 5 and 6 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1, P.2 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria: | Key Tasks: Design Proposal based on architectural analysis, photographic research and iterative digital and physical modelling and drawing. Production of black model box of Roslyn Packer Theatre Stage at scale of 1:25 Deliverables: 5 x A0 Panels in colour/black and white as best suited to the proposal, full hand drawn storyboard, full scenographic score that includes timeline/media/sound/light/set transitions, set of technical spec drawings/plans of concept design (light, sound, media), collage of architectural interior photographic research, concept statement of 300 words with keywords, material/textual/atmospheric studies in drawing and samples if appropriate and 5 iterative models. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Task 3A: Final Design Task 3B: Reflective Essay
| Intent: | Students will develop and present a final set design through a detailed model situated in the model box including operational lighting, media (moving image) and sound/full set of technical drawings/plans, full storyboard, full scenographic score, material, texture and atmosphere studies, and architectural interior research collage, as well as a 300word concept. Students will submit their critical essay based on lecture notes, research and creative practice. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4, 5 and 7 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2, I.1, P.2 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||
| Criteria: | Key Tasks: Students will develop and present a final set design through a detailed model situated in the model box including operational lighting, media (moving image) and sound/full set of technical drawings/plans, full storyboard, full scenographic score, material, texture and atmosphere studies, and architectural interior research collage, as well as a 300word concept. Students will submit their critical essay based on lecture notes, research and creative practice. Deliverables: minimum of 5 x A0 panels in total, comprising of architectural interior photographic research (collaged), full set of technical drawings/plans, full scenographic score, material/texture and atmosphere studies, full storyboard handdrawn. Critical Essay submitted to Turnitin of 2500 words (indiv), 3500 words (2 part), 4000 words (3 part). | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
- The Faculty of DAB expects students to attend 80% of all classes for all enrolled subjects. Achievement of the subject’s aims is difficult if classes are not attended. Where assessment tasks are to be presented personally in class attendance is mandatory.
- Pursuant to UTS rule 2.5.1 students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
- The use of mobile phones or other electronic devices for private use during campus engagement is not permitted.
- 10% of each assessment will be attributed to preparation, participation, and overall contribution to each studio session.
It is imperative that students attend all on-campus engagements. Attendance means active participation and overall engagement. Records of attendance, participation and overall engagement will be kept. Readings, iterative design work including iterative model-making, lecture and guest lecture are an interconnected system where if one part suffers, the whole suffers as a result.
Required texts
.see UTS online: History & Theory Materials and Studio Materials
