11200 Architectural Design Capstone Project: Integration
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 2020 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 11221 Architectural Design: Strategy AND 11227 Architectural Design: Performance AND 11232 Lighting, Acoustics and Advanced Environmental Control AND 11233 Advanced Architectural Construction AND 11231 Architectural Design: Field
Description
This capstone subject for the Bachelor of Design in Architecture (C10004) gives students the opportunity to demonstrate the full extent of their learning. The subject supports this opportunity by teaching students how to integrate architectural ideas and technical systems in ways that enrich architectural experience. Students produce a coherent architectural proposal that uses a critical, disciplinary-based mode of design thinking to frame and direct an integrated systems approach to architectural design. Drawing on the techniques developed in previous design studios, students undertake a historical analysis of this systems-based design approach as a mechanism to investigate the qualitative and quantitative conditions that sponsor a sustainable built environment.
The summative nature of this capstone project asks students to apply both the critical disciplinary learning developed in the history–theory stream and the technical knowledge fostered throughout the degree in this subject. Students demonstrate the capacity to synthesise these different knowledge sets by integrating issues such as spatial and programmatic organisation, architectural experience, formal and tectonic expression, systems of construction, environmental performance, urbanism and building services.
Valuing a practice-based learning method, the subject mirrors how a professional office might work through a two-stage competition brief. This process follows a Stage 1 conceptual design phase, with a technically and programmatically resolved Stage 2 final design proposal. Relying on successive design iterations, students achieve a comprehensive, integrated design solution that responds to a heterogeneous and competing set of design parameters.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate an ability to respond to a design brief by the strategic exploitation of the opportunities afforded by the technical requirements of that brief |
|---|---|
| 2. | Capacity to work on a number of parallel, complex spatial and technical design issues by employing a systematic and synthetic design method of analysis operating across multiple scales |
| 3. | Produce a comprehensive design proposal by integrating knowledge from previous architecture subjects with the knowledge of Integrated Systems delivered in this subject |
| 4. | Make informed performance-based design decisions that integrate issues of safety, health and wellness, sustainability, and resilience by a clarity of the design thinking that embraces the technical performance of the building |
| 5. | Apply, refine and extend a foundational analysis of architectural systems (including life safety, vertical transportation, and daylighting) by activating this historical knowledge, within the framework of a practice-based studio project |
| 6. | Capacity to deliver professional quality work by working cooperatively in a team work, practice-based scenario |
| 7. | Communicate critical and strategic design ideas and assess performance through the continued development of clear and concise verbal and graphic modes of communication |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Apply an informed ethical and sustainable attitude to the discipline by positioning work within a broader social context (A.1)
- Undertake a critically directed, self-aware mode of disciplinary thinking (A.2)
- Work cooperatively and professionally as part of a team (C.1)
- Constructively contribute to peer learning by communicating through various modes of oral, written and graphic communication (C.2)
- Display leadership qualities throughout the production and delivery of the project (C.3)
- Develop innovative approaches by challenging disciplinary conventions (I.1)
- Creative synthesis of complex ideas, arguments and rationales that address an array of social, technical and environmental practices (I.2)
- Test technique-led architectural design processes against a range of architectural concerns (P.1)
- Respond to a comprehensive brief within the disciplinary context (P.3)
- Employ an iterative approach to learning using disciplinary specific research methods (R.1)
- Source, evaluate and/or utilise accepted, disciplinary specific, academic frameworks (R.2)
- Employ critical thinking to evidence an awareness of past and contemporary disciplinary thinking (R.3)
Teaching and learning strategies
Learning activities occur on a weekly basis with contact typically being three hours of lectures and five hours of studio-based learning. The synthetic design-based learning method promoted in this subject requires students to draw on past learning experiences in all course subject streams. The subject reinforces this synthetic approach to architecture by explicitly introducing new knowledge around integrated building systems. This new knowledge, by nature, necessitates a synthetic approach to design.
The delivery of specific knowledge around building systems requires an explicit demarcation in lecture content. Accordingly, the subject runs two parallel lecture series; the first is a weekly two-hour long technical lecture and the second series offers weekly one-hour long design lectures. Both lecture series will refer to exemplary architectural projects that align to the subject’s overarching themes, activities and learning methods.
The five hours of weekly studio contact operates as guided studio-based workshops. During these sessions students will learn how to design and integrate building services systems within a design project. These studio sessions will be delivered by two different teams of tutors. These design and systems teams are crucial in ensuring students can deploy the design thinking and technical expertise required in this subject. The timing of the delivery of these two different knowledge sets will be detailed in the subject program. In order to promote design integration strategies, students will remain in the same studio groups throughout the session. Formal reviews will also be used as a forum to bring both teams together.
The curriculum uses project-based group learning activities to provoke participatory discussions and encourage multidisciplinary teamwork. For this reason, studio, in conjunction with the lectures, use a progressive, sequential project-based approach to design. All students are expected to attend all lecture and studio sessions, and follow suggested learning patterns and activities. Students are also encouraged to participate actively in the group discussions that occur during the studio sessions.
COLLABORATIVE LEARNING
UTS staff believe that collaborative peer learning enhances learning. You are required to work in group of two throughout the whole semester. To facilitate this, the assessments are framed in such a way as to encourage group-based learning.
ONLINE COURSEWORK
There are a number of online resources used to support the learning objectives of this subject. A detailed overview of the pedagogy and associated tasks and assessment items are included in the subject documents. Also online are essential and recommended readings. Significantly, the readings support both lecture series by providing students with an overview of design issues that result from the technical systems that serve buildings. It is also important to note that the essential readings will introduce students to the lecture content and will be annotated to highlight important concepts and ideas.
All documents are accessible from UTS Online that support the learning objectives of this subject. A detailed brief, associated tasks and assessments, and additional documentation will, therefore, be uploaded to this subject’s UTS Online portal. The location of all documents referred to in any assessment task will be detailed in such a way as to make it is easily accessible to students. To further assist learning in this subject, essential and recommended readings, lectures, as well as previous student work, will be available.
FEEDBACK
The subject provides a range of formative feedback strategies.
1. Students are exposed to the methodology of the production of work through a weekly tutor-led design studio review process. Each week students are asked to complete preparatory work that revolves around the task or is a draft of the task itself. Students gain weekly verbal feedback which they then use to update their work for the following week. It is therefore vital for students to complete the work outlined in the subject outline to receive useful formative feedback.
2. All assessments will be graded in ReView. ReView will be used as a formative feedback mechanism.
3. The subject is designed around the progressive development of a final design project. Every weekly studio session helps you progressively develop your project. Therefore, it is vital for students to complete the work outlined in the subject documents to receive useful formative feedback on a weekly basis.
Content (topics)
The subject content is delivered through a series of project-based design workshops that culminate in a critically positioned and technically resolved architectural outcome. All assessments, tutorials and lectures will develop relevant design methods that help students understand how to integrate multiple design parameters. These parameters will encompass critical concepts drawn from the history of the discipline, the design of the public domain (viewed as an interior and exterior environmental condition) and the integration of multiple technical issues (including sustainable design principals, material selection and construction and structural decisions). An integrated design process, incorporating design concept and design development phases, will be used to resolve these design parameters. Students will be expected to use appropriate forms of graphic and verbal communication to develop their projects and communicate the value of their final design proposals.
The Systems component of the subject will provide an overview of building services systems, the historical context of building services technology, building performance assessment methods. Accordingly, the subject will review the fundamentals of:
- access, egress and vertical transportation (moving in, around and out of buildings)
- building envelopes (bringing light and air into buildings)
- heating, ventilation and air conditioning (HVAC) systems (making buildings thermally comfortable and healthy)
- lighting systems (making buildings visually comfortable)
- water systems
- fire and life safety systems (getting people safely out of buildings)
- performance benchmarking systems (evaluating how well buildings work).
The Systems content will be developed using diagrammatic methods to analyse and resolve these often complex, interconnected systems.
Assessment
Assessment task 1: Midterm Design Review (Design Charrette + Competition Submission STAGE 01)
| Intent: | This task is assessed on two parts: 1. Design Charrette: Week 1 and 2 of the subject (4 sessions) will solely focus on an intensive development of a design concept. The Design Charrette assesses the design proposal at a conceptual competition level, articulating strategies and claims of a proposal to be developed over the course of the semester. 2. Midterm Review: This midterm review assesses the design proposal at a schematic competition level, articulating the primary formal and technical ideas, design and system strategies, and spatial/organisational concepts of the design approach. The project should provide a level of detail to initial massing and volumetric studies. | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 4, 6 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.): A.2, C.1, I.1, P.1 and R.2 | ||||||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Systems Charrete: Building Analysis
| Intent: | Systems Charrette: Week 3 and 4 of the subject (4 sessions) will focus solely on a Systems Analysis-- vital in introducing students to the main technical systems found in a typical medium- to large-scale building. This task asks students to analyse and explore how systems can be integrated into a design process that helps shape architectural form and spatial experience. In addition, students will be asked to reflect on their concept, developed in the Design Charrette, through a systems lens, developing strategies for progressing forward with an integrated building strategy. This exercise will also help students develop their diagramming skills. | ||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 4, 5, 6 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.): A.1, C.1, P.3, R.1 and R.3 | ||||||||||||||||||||||||||||
| Type: | Case study | ||||||||||||||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||||||||||||||
| Weight: | 25% | ||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Final Design Review (Competition Submission STAGE 02)
| Intent: | Final Review: The Final Review assess the design proposal as a completed stage two competition entry for jury review. This stage of the competition requires a degree of resolution of projects at a 1:100/1:50 scale. Projects must demonstrate the development of a proposal from a Stage 01 schematic design to a Stage 02 technically resolved proposal. Projects must demonstrate an understanding and integration of the technical aspects of the design proposal at a systems level appropriate to a 1:100 scheme. This includes structure system and sizing, circulation systems, fire, and HVAC systems, electrical and plumbing systems, and clear and logical space planning and their evident integration into spatial decision making. | ||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5, 6 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.): A.1, A.2, C.1, C.2, C.3, I.1 and I.2 | ||||||||||||||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||||||||||||||||||
| Weight: | 45% | ||||||||||||||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The Faculty of DAB expects students to attend at least 80% of the scheduled contact hours for each enrolled subject. Achievement of subject 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 3.8.2”, students who do not satisfy attendance requirements, may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
Please be aware, that any subject specific attendance requirements are located in the “Minimum Requirement” field of the subject outlines.
References
Required Texts
A list of the mandatory readings, articles, video clips and podcasts will be posted on UTSOnline in the Course Documents for each system. All texts have been placed on reserve at the UTS Library (city).
References:
Design
Allen, Edward and Joseph Iano, The Architect’s Studio Companion:
Rules of Thumb for Preliminary Design, 4th edition, Wiley, 2006
Allen, Edwards, Architectural Detailing: Function, Constructability, Aesthetics, Wiley, 1992
Angelil, Marc, Inchoate: An experiment in Architectural Education, Swiss Federal Institute of Technology, Zurich, (ETHZ), Actar, 2003
Avermaete, Tom et al, OASE No. 71: Urban Formation and Collective Spaces, NAi Publishers, 2007
Balmond, Cecil, Informal, Prestel USA, 2007
Berrizbeitia, Anita and Linda Pollak, Inside/outside: between architecture and landscape, Gloucester, Mass, Hi Marketing, 1999
Betsky, Aaron et al., Reading MVRDV, NAi Publishers, Rotterdam, 2003
Blackmore et al, Research into the connection between built learning spaces and student outcomes, Deakin University, 2011
Broadbent, Geoffrey, Emerging Concepts in Urban Space Design, Van Nostrand Reinhold, 1990
Calvino, Italo, Invisible Cities, 1974, Harcourt Brace Jovanovich
Carmona, Matthew, Public Places - Urban Spaces, Architectural Press, 2003
Carpenter, William J, Learning by building: design and construction in architectural education, New York: Van Nostrand Reinhold, 1997
Clegg, Peter and Hawkes, Dean, Learning from Schools, Artifice Books on Architecture, 2016
Costanzo, Michele, MVRDV: Works and Projects 1991–2006, Skira, 2006
Dovey, K and Fisher, K, Designing for adaptation: the school as socio-spatial assemblage, Journal of Architecture, 2014
Emmit, Stephen and John Olie, Peter Schmid, Principles of Architectural Detailing, Blackwell, 2008
Evans, Robin, Translations from drawing to building and other essays, London, AA, 1997
Ford, Edwards, The Details of Modern Architecture: Volumes 1 and 2, MIT Press, 2003
Francis D. K. Ching, Building Construction Illustrated, 4th edition, Wiley 2008
Graf, Doug, ‘On Diagramming’, Perspecta: The Yale Journal of Architecture, New Haven Connecticut, 1986
Hensel Michael, Menges Achim, Weinstock Michael, Techniques and Technologies in Morphogenetic Design
(Architectural Design), Academy Press, 2006
Herschong, Lisa, Thermal Delight in Architecture, MIT Press, 1979
Higgins et al, The Impact of School Environments: A Literature Review, London Design Council, 2005
Hoeger, Kerstin & Christiaanse, Kees, Campus and the City - Urban Design for the Knowledge Society, Gta Verlag, 2000
Hoffman, Dan, Architecture Studio: Cranbrook Academy of Art 1986-1993
Lynn, Greg and Hani Rashid, Architectural Laboratories, Rotterdam: NAi, 2002
More, Thomas, Utopia, Penguin Classics, 2003
Newton, C et al, Future Proofing Schools The Phase 3 Research Reflections, Faculty of Architecture Building and Planning, University of Melbourne, 2012
MVRDV, Km3 Excursions on Capacities, Actar, 2006?
Sadler, Simon, The Situationist City, MIT Press, 1999?
Tschumi, Bernard and Matthew Berman, Index architecture: a Columbia book of architecture, MIT Press, 2003
Tsukamoto, Yoshiharu and Momoyo Kaijima, Graphic Anatomy: Atelier Bow Wow, Toto Shuppan, Tokyo, 2008
Ursprung, Philip ed., Herzog & de Meuron: Natural history, Montreal: Canadian Centre for Architecture, 2002
Van Berkel, Ben and Caroline Bos, UN Studio, Design Models: Architecture Urbanism Infrastructure, Rizzoli, 2006 EL Croquis Books
Wigley, Mark, ‘Architectural theory and education at the millennium, part 4: recent escapades of the ancient theory virus’,
A+U: Architecture and Urbanism 10 (373) October 2001 / p.150-151
Willey, David, ‘Concepts in Concrete: The Teaching of Technique and Idea in Architectural Education’, International Journal of Art and Design Education, vol. 8, no. 1, pp. 15-22, June 2007
Zaera Polo, Alejandro, ‘Educational currents – part 5: Berlage Institute, the Netherlands’, A+U: Architecture and Urbanism 10 (397) October 2003 / p.148- 151.
Integrated Services
Additional recommended texts and resources are suggested for this subject. The texts below have been placed on reserve at the UTS Library (city).
7Group and Bill Reed (2009) The Integrative Design Guide to Green Building
Allen, Edward and Joseph Iano (2002) The Architect's Studio Companion: Rules of Thumb for Preliminary Design
Baird, George (2001) The Architectural Expression of Environmental Control Systems
Banham, Reyner (1984) The Architecture of the Well-Tempered Environment (2nd ed.)
Brown, G. Z. and M. DeKay (2000) Sun, Wind and Light: Architectural Design Strategies
Chadderton, David V. (2007) Building Services Engineering?Ching, Francis D.K (1997) A Visual Dictionary of Architecture
Grondzik, Walter (2009) Mechanical and Electrical Equipment for Buildings
Hall, Fred and Roger Greeno (2011) Building Services Handbook
Hayes, Brian (2005) Infrastructure: The Book of Everything for the Industrial Landscape
Kwok, Alison and Walter Grondzik (2006) The Green Studio Handbook: Environmental Strategies for Schematic Design
Lechner, Norbert (2009) Heating, cooling, lighting: Sustainable Design Methods for Architects
Lechner, Norbert (2012) Plumbing, Electricity, Acoustics: Sustainable Design Methods for Architecture
McGregor, Alisdair, C.Roberts and F.Cousins (2012) Two Degrees: The Built Environment and Our Changing Climate
Nelson, Gordon (1995) The Architecture of Building Services
Reid, Esmond (1984) Understanding Buildings: A Multidisciplinary Approach
Szokolay, Steven (2008) Introduction to Architectural Science: The Basis of Sustainable Design