Outline

Overview

HOME: Country as Creative Process. This unit focuses on Country as an influence on creative processes relating to architectural practice. It will expand understandings of Australian First Nations cultural practices through broad and fine engagements with place and materials. By enacting relationships with Country as a creative process of open-ended experimentation with direct consequences for architecture, this intensive encourages students to consider HOME and what it means to them as a self-directed and research-based approach to Living Belonging creation.

Unit details and rules

Academic unit	Architecture
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Michael Mossman, michael.mossman@sydney.edu.au

Assessment

The census date for this unit availability is 24 January 2025

Details
Criteria

Type	Description	Weight	Due	Length
Presentation	COUNTRY AS HOME : MATERIALITY + PRACTICE PDF Presentation + physical 'Living Belonging' + PDF Journal.	70%	Please select a valid week from the list below Due date: 06 Feb 2025 at 13:00	N/A
Outcomes assessed:
Presentation	HOME AS COUNTRY – MATERIAL APPRECIATION PDF Presentation of Concepts	25%	Please select a valid week from the list below Due date: 20 Jan 2025 at 13:00	N/A
Outcomes assessed:
Attendance	Attendance 90% attendance is required in this UoS.	5%	Week 04 Due date: 06 Feb 2025 at 17:00	90% attendance is required in this UoS.
Outcomes assessed:

Assessment summary

HOME AS COUNTRY – MATERIAL APPRECIATION | Assessment 1 – Week 2

An appreciation of materials of Country enacts practices of making: addition, alteration, concealment and substitution to affect the way we perceive and interact with found forms, and the essence of materials.

Choosing one approach and one main material, develop a conceptual idea that clearly articulates your understandings of ‘HOME AS COUNTRY and the MATERIAL APPRECIATIONS’ present in that sphere. Consider how your initial conceptual expression celebrates materiality and its relationships to Country that resonates for you.

Consider how your audience will experience the work and if the introduction of a secondary material provides a meaningful contribution to your project alongside your main material.

The work should be of professional presentation standard and indicate that consideration has been given to the way it is to be presented and approached by the viewer. *Remember - ‘SCULPTURAL FORM’ CAN BE INTERPRETED BROADLY AND CAN BE EPHEMERAL AND PROCESS BASED. YOU MAY WANT TO PROPOSE A VIDEO, PERFORMANCE OR SOMETHING OTHER – this will be discussed in the lecture series.

This assignment focuses on material-based investigations as a method of research relationally with Country to generate new ideas. This is a quick exercise that places emphasis on process - participation, background research and engagement.

Above all, it is an expression of who you are as a person in the world and the relationships that are important to you as part of a broader network of living beings that belong to cultures, communities, places and knowledge systems.

Assessment 1 - Online submission (Documentation as PDF

•4 pages of conceptual ideas around your material appreciation relative to Country and your idea of HOME.

•Page 1 – 25 word (max) quote and 150 word (max) statement + conceptual sketch diagram

•Page 2 – Initial conceptual materiality of Home as Country (stories of HOME and relationships with materiality)

•Page 3 – Conceptual precedent examples (expression)

•Page 4 – Conceptual precedent examples (architecture)

•Files must be 16:9 ratio landscape format to suit standard powerpoint presentation.

•Pages best compiled in powerpoint to enable easy export to create pdf file.

•All images are to be saved and submitted as one reduced size PDF.

COUNTRY AS HOME : MATERIALITY + PRACTICE | Assessment 2 - Week 4

Engaging with Country through the introduction of material(s), forms or actions can allow you to gain a greater understanding of that place – the traditional, historical, cultural, physical, geographical, architectural, and sociological aspects.

Through making ‘as expression’ you will explore Country as Home to enrich Materiality + Practice. Your expression of HOME offers a clear conceptual basis for how your interaction with Country through belonging. Your belonging will be critical to the creation of your own Living Belonging to reinforce the importance of Country and placeshaping through conceptualized making practices.

The stories behind your Living Belonging will allow guests of the Australian Pavilion to connect with Country in different ways, disrupting or questioning normative perceptions through your experiences to enable new understandings.

Your Living Belonging is a material expression that will live in an online sphere for a global audience to experience, learn and listen to how your ways of being, knowing and doing through an architectural lens. You will be part of a national collaborative sphere of a future generation practitioners and academics that will present new appreciations of Country as HOME.

Your Living Belonging may be part of a final selection of 150 chosen Living Belonging that will be physically exhibited in the Australian Pavilion. Therefore, your created expression must be robust to ensure guests of the HOME exhibition can touch and handle your Living Belonging over a six-month period. It should be resolved, well-articulated and share your ideas and critical thinking through thorough, rigorous and creative processes.

It is critical that your processes communicate to a global audience as part of the 2025 Venice Architecture Biennale Australian Pavilion. The work should be of exceptional standard and indicate deep consideration in the way your expressions are presented and understood by the viewer.

This assessment celebrates your Living Belonging as a fine detail sculpture and its presence within a context of other belongings. Ultimately, it will expand your appreciations of Country to enrich your design, crafting and communication skills for its to be shared with a global audience.

Assessment 2a - Online submission

•5 pages of conceptual ideas around your material appreciation relative to Country and your idea of HOME.

•Page 1 – Finessed 25 word (max) quote and 150 word (max) statement + conceptual sketch diagram (essence) and photo of your Living Belonging to communicate Country as HOME

•Page 2 – Finalised conceptual materiality of Country (stories of HOME and relationships with collective student sphere)

•Page 3 – Conceptual precedent examples (expression)

•Page 4 – Conceptual precedent examples (architecture)

•Page 5 – Photographs of your Living Belonging + 300 word (max) synopsis of your Belonging

Information to support written responses

Your Living Belonging should communicate responses to questions such as:

•WHAT does HOME mean to YOU?

•With context such as:

•WHY is it important to YOU?

•HOW does your concept relate to COUNTRY?

•HOW does it relate to other precedent expressions?

Assessment 2b - Physical submission

•1 Living Belonging that integrates and celebrates Country as HOME in the context of your appreciations and understandings of HOME and its relationships with architecture and the built environment.

•A Living Belonging that fits within a 200 wide x 300 deep x 300 high envelope as part of an exhibition. Living Belongings are required to be robust to endure freighting and be displayed as items that can be touched and handled by members of the public in case it is selected to part of the HOME exhibition. Belongings are to be displayed of a 200 wide x 300 deep by 12mm high plywood base.

•Materials are constrained to timber, plaster and clay but is open rocks and other natural materials at the discretion of the Creative Directors and your advisors.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

This unit is assessment pass/fail only.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	13 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	13 Jan : 2:30pm-5pm - Concept Exercise + Ideation	Studio (2.5 hr)
	14 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	14 Jan : 2:30pm-5pm - Concept Research + Ideation	Studio (2.5 hr)
	15 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	15 Jan : 2:30pm-5pm - Presentation Ideas	Studio (2.5 hr)
Week 02	20 Jan : 1pm-5pm - Concept Presentation	Presentation (4 hr)
	21 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	21 Jan : 2:30pm-5pm - Belonging Exercise + Ideation	Studio (2.5 hr)
	22 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	22 Jan : 2:30pm-5pm - Belonging Exercise + Ideation	Studio (2.5 hr)
Week 03	28 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	28 Jan : 2:30pm-5pm - Belonging Interactive + Finalisation	Studio (2.5 hr)
	29 Jan : 1pm-2:30pm - Learning + Yarning	Lecture (1.5 hr)
	29 Jan : 2:30pm-5pm - Belonging Interactive + Finalisation	Studio (2.5 hr)
Week 04	06 Feb : 1pm-5pm - Final Presentation	Presentation (4 hr)

Attendance and class requirements

90% attendance is required in this UoS.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

LO1. experiment and identify with techniques and materials of Country to formulate ideas within selected mediums.
LO2. develop an engaging body of work understanding its required process, techniques and materials.
LO3. demonstrate an increased confidence in using a range of secondary and primary research sources to enrich and articulate ideas in both written and verbal presentations.
LO4. exercise critical judgment and realistic self-evaluation through class discussions and the use of process journals.
LO5. develop an awareness of broader ideas in a diverse field of contemporary art/design practices informing your creative works.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 1.2 (PC15). Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way. 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC45). Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 1.2 (PC15). Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way. 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC45). Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 1.2 (PC15). Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way. 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC45). Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 1.2 (PC15). Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way. 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC45). Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
	National Standard of Competency for Architects (2021) - 1.1 (PC3). Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs. 1.1 (PC8). Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services. 1.2 (PC15). Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services. 2.1 (PC17). Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design. 2.1 (PC27). Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way. 3.1 (PC36). Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project. 3.1 (PC45). Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.

National Standard of Competency for Architects (2021) -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1 (PC3)		Understand the principles of project planning, considering implications for Country, environmental sustainability, communities, stakeholders and project costs.
1.1 (PC8)		Understand how to implement culturally responsive and meaningful engagement processes that respect the importance of Country and reciprocal relationships with Aboriginal and Torres Strait Islander Peoples across architectural services.
1.2 (PC15)		Understand legal and ethical obligations relating to copyright, moral rights, authorship of cultural knowledge and intellectual property requirements across architectural services.
2.1 (PC17)		Have an understanding of Aboriginal and Torres Strait Islander Peoples’ aspirations to care for Country and how these inform architectural design.
2.1 (PC27)		Understand how to embed the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander Peoples, shared through engagement processes, into the conceptual design in a meaningful, respectful and appropriate way.
3.1 (PC36)		Be able to apply creative imagination, design precedents, emergent knowledge, critical evaluation and continued engagement with Aboriginal and Torres Strait Islander Peoples to produce a coherent project design. This should be resolved in terms of supporting health and wellbeing outcomes for Country, site planning, formal composition, spatial planning and circulation as appropriate to the project brief and all other factors affecting the project.
3.1 (PC45)		Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.
3.1 (PC47)		Be able to complete and communicate on-time, accurate documents for relevant stakeholders, including drawings, models, specifications, schedules and construction documentation.

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

No changes have been made since this unit was last offered

Additional information

Additional costs

Students will be required to purchase/acquire raw materials to create 'Living Belongings' throughout the Intensive.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links

ARCH9086: General Elective 10

Intensive January, 2025 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Additional costs

Disclaimer

On this page

Useful links