86009 Communication and Construction: Generative Methods
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Subject handbook information prior to 2021 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Recommended studies:
It is expected that students have basic skills in spatial surveying, 2D drawing and 3D modelling.
Description
This subject is the second in a series of spatial representation subjects and the first introduction to construction technologies.
In the previous C&C (Communication and Construction), students explored basic concepts of spatial representation through a process of surveying and depicting spaces using the following techniques: surveying, measuring up and sketching, and various forms of spatial projection including plan, section, elevation, axonometric and perspective.
During this session, students continue learning and consolidating these techniques and learning others while starting to unpack the complexity of construction and its representation. The depicted spaces are of a larger scale and complexity than in the previous session. While more advanced representation techniques are added to previously acquired knowledge (such as post-production, rendering, etc.), the representation is utilised as a vehicle to introduce students to the understanding of buildings as complex systems composed out of interrelated entities. The analysed components operate together to assure stability, functionality and composition.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | To observe, interrogate, isolate, discuss and depict construction layers and elements. |
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| 2. | To accurately translate physical survey into rigorous technical representations of space. |
| 3. | To understand and manage tools, codes and systems for the technical representation of space. |
| 4. | To properly manage hierarchies, line types and material properties in the representation of construction. |
| 5. | To recall, analyse, discuss and communicate information about the studied precedent. |
| 6. | To understand and visually represent the past and current relevance of a given precedent, and to critically speculate about possible future scenarios. |
| 7. | To demonstrate proficiency in the construction of Spatial Narratives. |
| 8. | To understand, compose and make an advanced use of reproduction formats for the development of explorative communication strategies. |
| 9. | To orchestrate and autonomously manage team work strategies, combining individual contributions with team negotiation for the elaboration of complex collective productions. |
| 10. | To actively participate in team presentations and/or exhibitions of work. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to take autonomous responsibility for actions and decisions (A.1)
- Ability to develop and establish an informed and ethical understanding and/or position toward social, technical and environmental practices (A.2)
- Ability to recognise cultural diversity, including Indigenous, gender and multicultural perspectives (A.3)
- Ability to work cooperatively as part of a team, initiate partnerships with others, take a leadership role when required and constructively contribute to peer learning and critique (C.1)
- 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 initiate and execute meaningful self-directed iterative processes (I.3)
- 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 apply and deploy disciplinary learning, with a continuing commitment to professional development (P.3)
- Ability to independently select and apply appropriate research methodologies to carry out investigative study (R.1)
- Ability to analyse, formulate and synthesise complex ideas, arguments and rationales and use initiative to explore alternatives (R.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)
Contribution to the development of graduate attributes
The term CAPRi is used for the five Design, Architecture and Building faculty graduate attributes. The course content, learning strategies and assessment structure is explicitly designed with these attributes in mind.
C = communication and groupwork
A = attributes and values
P = practical and professional
R = research and critique
I = innovation and creativity
Teaching and learning strategies
86009 "Communication and Construction: Generative Methods" is run in two complementary scenarios:
- Interactive Lecture Sessions: where students will be engaged with core theoretical components on the relation between representation and construction. Historical, technical and visual contents will be later on practised, interrogated and explored by students both during the Studio Sessions and outside them.
- Studio Sessions: where students receive feedback and reflection from design professionals, tutors and peers whilst continuing to work on the projects they are preparing outside Studio Session times. The studio will be a fully operative space where students will be either working in their projects or participating in debates, conversations, presentations and quick exercises. Students will present their work on a weekly basis for discussion and refinement.
Both during studio time and outside of it, students should research and develop their own/group understanding of the brief. They will be asked to reflect and debate possible responses to it.
Students will simultaneously work on their Notebooks, where they will explore hand drawing as a quick communication tool with themselves, peers and tutors. Hand drawing is an essential tool for designers.
The subject uses design professionals as lecturers, tutors and guests to ensure that all content and tasks are relevant to current professional practice in a global context.
All Subject Documents and messages about activities and exercises will occur through UTSOnline.
Content (topics)
This subject addresses the following issues and topics:
- Orthographic Drawing
- Three Dimensional Representations of Space
- Model Making
- Interior Urbanism
- Composition of Sydney Public Interiors
- Public Buildings as Functional Systems
- Introduction to Layers of Construction
- Surveying Construction
- Technical Representation of Construction
- Construction of Spatial Narratives
Assessment
Assessment task 1: The Representation of a Precedent. Physical Realities and Construction Layers.
| Intent: | During the first assessment, students will analyse the assigned precedent through photographs, research documentation, sketch, 2D drawings, 3D modelling and post-production. Students will be given specific instructions regarding the spatial elements that they have to survey and depict. Principles of orthographic projection, layers management, colour codes, line weights, line types, scales of representation, hatching, as well as dimension and annotation standards will be applied by students. The representation of the precedents will be conducted through the interrogation of a series of Layers of Construction explained in the interactive lectures. This exercise is a practical introduction to architectural construction technologies. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4 and 9 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, I.1, P.2 and R.4 | ||||||||||||||||||||||||
| 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: The Communication of a Spatial Dissection and the Visual Manifesto.
| Intent: | Once students have analysed and technically depicted the precedents, they will produce a series of documents to dissect its historical, compositional and material characteristics. Students will produce multimedia representations of the precedents, which will include technical specifications (structure, horizontal and vertical communications, proportions of space, illumination, climatic conditions, interior construction technologies, distribution, partitions, materiality, etc.) and immaterial dynamics related to it, nowadays and historically (programmatic functioning, distribution, performative qualities, historical events and current use, among others). Active participation in weekly discussions with the tutors will lead to a project-specific communication strategy. This communication strategy is meant to unveil, question or explain the most relevant discoveries of the research. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 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.): A.3, C.2, P.3, R.1 and R.3 | ||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Final Submission.
| Intent: | During the first weeks, students have developed a level of awareness and understanding of the relations between material components and technologies in the composition and construction of space. The produced work will be displayed to a broader audience, and students will be able to test its success in a final presentation. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 10, 3, 6, 7 and 8 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.2, I.3, P.1 and R.2 | ||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
1.0 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.
2.0 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.
Required texts
- Rem Koolhaas (2014). Elements (Marsilio)
Other resources
- Miriam Delaney, Anne Gorman (2011) Studio Craft and Technique for Architects (Laurence King)
- Building Code of Australia (2011) ABCB