11211 Architectural Design: Forming
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 2023 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 11214c Spatial Communications 1 AND 11205c Architecture and Landscape Thinking AND 11212c Architectural History and Theory: Orientations
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
There are course requisites for this subject. See access conditions.
Description
This subject considers the production of spaces and strategies which are important for critical and analytical thinking. The themes of body, organisation and context are integrated as ways of constructing spatial sequence and formal responses to a given design brief. This subject focuses on the design potentials of diverse structural, material and organisational approaches in architecture. A constraint-based, iterative process is used to inform a series of both two-dimensional and three-dimensional exercises. Students gain an understanding of the design process; develop an understanding of our relationships to space, form, sequence and the environment; undergo rigorous research and iterative design; and develop strategies for translating concepts into spatial solutions. The use of various representation techniques and media is expected as well as the integration of theoretical and precedent analysis in order to support the design solutions.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Apply an understanding of structure, material and form to an architectural design project |
|---|---|
| 2. | Apply an iterative physical and digital drawing and modelling design process |
| 3. | Demonstrate an understanding of scalar relationships, in particular the relation between the body, organisational and contextual strategies, and their influence on a spatial proposition |
| 4. | Apply knowledge and skills obtained in Construction and Architectural Communications |
| 5. | Work independently to produce iterative outcomes showing knowledge of design thinking |
| 6. | Ability to organize, edit and present work as an annotated Design Folio |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
- Creatively use architectural media, technologies and materials (I.2)
- Understand and challenge disciplinary conventions through an engagement with emergent forms of architectural practice, technologies and modes of production (P.1)
- Evidence a three-dimensional understanding of spatial sequence and organisation (P.4)
- Integrate an understanding of a relationship between form, materiality, structure and construction within design thinking (P.5)
- Position work within an extended and critically reasoned context through the identification, evaluation and application of relevant academic references and architectural case studies (R.1)
Teaching and learning strategies
The subject is structured with successive project-based design exercises. There will be regular seminars that introduce design theory and examples to extend the themes of the subject, followed by active studio sessions. These working sessions include participatory group activities and discussion, using individual work to learn collaboratively. Students must attend all studio sessions, and to follow the progress patterns for each design project. Students should actively participate in group discussions during studio. For each 3-hour studio session, it is expected that a minimum of 6 hours development is undertaken outside studio time
Online resources
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 Outline. All documents are accessible from UTS Online
Feedback
The subject provides a range of formative and summative feedback strategies.
- All assessments will be graded in ReView.
- The subject is designed around the progressive development of a final design project. It is vital you complete the work outlined in the Subject Outline to receive useful formative Feedback. All documents can be accessed via UTS Online. Refer to the DAB Generic Subject Outline document for attendance requirements.
Content (topics)
The content of this subject includes a series of experimental project-based design exercises. The projects and themes are focused on structure and material as it pertains to architectural design, performance and function at a range of scales
Assessment
Assessment task 1: Design Development and Formal Review - Brief A
| Intent: | This task combines the site analysis of a selected terrace site, with analysis of a precedent project and the programmatic brief involving the development of a space for inhabitation and production. The intention of this task is to provide a clear set of iterative operations in order to synthesize information, context and concept into a design proposal for feedback. This task will demonstrate an ability to develop work progressively, to analyse clearly and to accurately represent the design proposal in drawn and modelled format. Scale, context and spatial sequence are important aspects in this task. A series of thematic workshops are provided in the lead up to this assessment task. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 3 and 4 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, P.1 and P.4 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 35% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Design Development and Formal Review - Brief B
| Intent: | This task combines the investigation done for Assessment task 1 for site and precedent studies with a reworked design proposal to include a new program. The intention of this task is to develop a series of design strategies which involve integrating structure, cladding and spatial sequencing. This task will demonstrate an ability to work progressively, to integrate knowledge of structure, materiality and inhabitation in drawn and modelled formats. A series of thematic workshops are provided in the lead up to this assessment task. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 4 and 5 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.): I.2, P.5 and R.1 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 55% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Design Folio
| Intent: | The intention of the portfolio task is to provide an opportunity to summarise and refine the work of Assessment tasks 1 and 2. The production of a portfolio requires careful editing and organization to demonstrate a logic behind the design projects it presents. This document will provide evidence of an ability to represent and think through design and to present a finished work which highlights lessons learned during the subject. | ||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 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.): I.2 and P.5 | ||||||||||||
| Type: | Portfolio | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 10% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Achievement of subject aims is difficult if classes are not attended. Minimum attendance requirements accord with those found in the DAB Generic Subject Information Book. A copy is available for download from this subject's UTS online portal and from the web address:
https://www.uts.edu.au/sites/default/files/dab-2015-generic-subject-information-book.pdf
In accordance with the DAB Generic Subject Information Book, students must attend at least 80% of the scheduled contact hours for each enrolled subject. 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.
References
Additional References for every architect's collection
Allen, Stan, Points + Lines: Diagrams And Projects For The City, New York: Princeton Architectural Press, 1997
Calvino, Italo, Invisible Cities, USA: Harcourt Brace Jovanovich, 1978
Ching, Francis D., Architecture: Form, Space, Order, New York: Van Nostrand Reinhold, 1979.
Ching, Francis D., Architectural Graphics, (5th edition), Hoboken, N.J: Wiley, 2009
Eames, Charles and Ray, Powers of Ten, New York: W.H. Freeman & Company; Revised edition, 1994
Evans, Robins, Translations from Drawing to Building and Other Essays, Mass. : MIT Press, 2005
Koolhaas, Rem, S,M,L,XL, New York: Monacelli Press, 1998
Koolhaas, Rem & Office for Metropolitan Architecture, Content, Köln: Taschen, 2004.
Le Corbusier, Towards a New Architecture, London : Architectural Press ; New York : Dover, 1987.
McQuaid, Matilda, Envisioning Architecture: Drawings from the MoMA, New York: Museum of Modern Art ; London: Thames & Hudson, c2002
Moussavi, Farshid, The Function of Form, Barcelona ; New York : Actar ; Cambridge, Mass. : Harvard University, Graduate School of Design, c2009.
Tschumi, Bernard, Architecture and Disjunction, Mass. : MIT Press, 1996
Tschumi, Bernard, Manhattan Transcripts, London : Academy Editions, 1994.
Tufte, Edward, Envisioning Information, Cheshire Conn. : Graphics Press, 1990
Additional References for every landscape architect's collection
Reference, theory and reflections
Lexicon of garden and landscape architecture, Vroom, M. J.
Recovering landscape: essays in contemporary landscape architecture, Corner, J. Ed
The landscape urbanism reader, Waldheim, C. (ed.)
Landscape + 100 words to inhabit it, Colafranceschi, D. Ed.
The same landscapes: ideas and interpretations, Gali-Izard, T. Ed.
Is landscape …?: essays on the identity of landscape, Doherty, G. (ed.)
Landscape as a cabinet of curiosities: in search of a position, Vogt, G.
The landscape imagination: collected essays of James Corner, 1990-2010, Corner, J.
Designers and projects
Dictionary of today’s landscape designers, Nicolini, P. Ed.
Contemporary public space: un-volumetric architecture, Aymonino, A. Ed.
The public chance, Fernandez Per, A (ed.)
Groundswell: constructing the contemporary landscape, Reed, P. Ed.
In touch: landscape architecture Europe
Fieldwork: Landscape Architecture Europe
Landscape Architecture Europe Foundation
Landscape: product/production: catalogue of the IV European Landscape Biennial 2006
Intermediate Natures: The Landscapes of Michael Desvigne, Desvigne, M.
Michael Van Valkenburgh Associates: Reconstructing Urban Landscapes, Berrizbeitia, A. Ed.
West 8, mosaics
Design and landscape for people: new approaches to renewal, Cumberlidge, C.
Open: New Designs for Public Space
Gestil, Raymond, W. and Ryan, S.
In favour of public space: ten years of the European Prize for Urban Public Space
Creative infidelities on the landscape architecture of Topotek 1
Detail in contemporary landscape architecture, McLeod, V.
Distance & engagement: Walking, thinking and making landscape, Foxley, A.
Territories: from landscape to city: Agence Ter, Bava, H.
Sunburnt: landscape architecture in Australia, Raxworthy, J., and Ware SA. (eds)
Other resources
Web Site References
The following list is a set of references that will contribute to your learning and should be explored. We encourage you to explore any links found on these web sites.
Architecture
www.archdaily.com
www.archinect.com
www.architizer.com
www.designboom.com
www.dezeen.com
www.inhabitat.com
www.untappedcities.com
Landscape Architecture
Landezine: http://www.landezine.com/
Public Space: www.publicspace.org
Australian Institute of Landscape Architects: http://www.aila.org.au/
Foreground: cities, places and the people who make them: https://www.foreground.com.au/
Landscape Archietcture Australia: http://landscapeaustralia.com/
American Society of Landscape Architects, student awards: https://www.asla.org/2016studentawards/index.html
International Biennial of Landscape Architecture, project database: http://www.arquitectes.cat/iframes/paisatge/cat/llistat_atles.php?
Generic Equipment List
Please keep in mind that materials and equipment may be required for specific tasks and these will be identified as part of the weekly briefing sessions.
Equipment: Home
- Digital camera
- A flat smooth working surface of an adequate size. Consider purchasing a drawing board, preferably A2 size or bigger with a parallel ruler or drafting machine (you might find these secondhand).
- Waterproof drawing tube to carry precious drawings to and from university. Look for one that is adjustable length and has a shoulder strap.
- Drawing paper such as butter paper (available in rolls or by the sheet), detail paper, or tracing paper (buy 110gsm not 90gsm)
The shop in Building 1, Level 6 called Towers Marketplace sells an extensive range of materials and equipment specifically for students enrolled in Design, Architecture and Building. There are many other art supplies shops throughout Sydney, most of who give a discount with student card – so make sure you ask for one.