Outline

Overview

In Architectural Drawing Through History, students critically investigate and then imaginatively deploy in a studio project an unconventional historical drawing technique of their choosing. Close studies of the widely differing range of drawings that were produced to achieve the architecture of Ancient Egypt, Classical Greece and Rome, the Middle Ages, Renaissance and Baroque, can illuminate aesthetic sensibilities that are often profoundly difference to our own, and can provide insights into the worldviews of the cultures that produced them. Drawings are a vital mediator between that which can be imagined and that which can be built, and the elective contributes to architectural historian Robin Evans' claim that it would be possible to 'write a history of western architecture that would have little to do with either style or signification, concentrating instead on the manner of working. Students conduct textual and graphic analyses of case study drawings and buildings, but engage equally in practical experimentation in an effort to unfold and re-animate the potential of forgotten or marginalised drawing methods to inform current architectural practice.

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	Yes

Teaching staff

Coordinator	Ross J Anderson, r.anderson@sydney.edu.au
Tutor(s)	Sean Akahane-Bryen, sean.akahane-bryen@sydney.edu.au

Type	Description	Weight	Due	Length
Creative assessment / demonstration	Critical Appraisal of an Historical Architectural Drawing Verbal presentation and 10 slides.	40%	Week -01 Due date: 12 Feb 2024 at 10:00 Closing date: 12 Mar 2024	Verbal presentation and 10 slides.
Outcomes assessed:
Assignment	Reconstruction of an Historical Architectural Drawing as a Physical Model Submitted Assignment.	60%	Week 02 Due date: 28 Feb 2024 at 10:00 Closing date: 28 Mar 2024	Submitted Assignment.
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1:

Students are to work in pairs to analyse, interpret and articulate to the whole cohort in a Seminar Presentation the salient characteristics of one key historical mode of architectural representation through drawings. One specific, representative drawing is to be adopted as the ‘way in’ to the method. Students are to identify the cultural context and ‘worldview’ out of which the drawing method emerged, and are to identify key protagonists and their drawings, explain the contribution of technical and scientific developments, and reflect upon the architectural consequences of the particular mode of drawing, including such things as the geometries, forms and modes of construction that it enables.

Assessment 2:

Assignment 2 requires students to make an architectural model that is a ‘reconstruction’ of the chosen historical architectural drawing, both in regard to the composition itself and to the way that the particular mode of drawing (perspective, axonometric etc.) conditions, distorts, or emphasises aspects of the three-dimensional reality that is the nominal content of the drawing.

Assessment criteria

Result Name	Mark Range	Description
High Distinction	85 – 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 – 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 – 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 – 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	1 – 49	Work that does not demonstrate satisfactory achievement of one or more of the learning outcomes assessed.

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

As per Sydney School of Architecture, Design and Planning late submission policy.

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
Pre-semester	Introduction and Theme 1: Drawing Conventions and their Histories	Block teaching (5 hr)
	Theme 2: Geometry and the Inscription of a Just Measure	Block teaching (5 hr)
	Theme 3: Disclosing Worldviews	Block teaching (5 hr)
	Theme 4: Dwelling in Drawings	Block teaching (5 hr)
	Theme 5: The Affordances of Tools and Theories	Block teaching (5 hr)
	Theme 6: Composite Configurations	Block teaching (5 hr)

Attendance and class requirements

Please refer to University of Sydney School of Architecture Design and Planning Faculty Resolutions 2022
Clause 8 (3) (a). Students are expected to attend a minimum of 90% of timetabled activities for each unit of study, unless granted exemption.

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.

Outcomes
Graduate qualities

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

LO1. Demonstrate an increased understanding of the conventions of architectural drawing and model making, and an ability to employ these for the purposes of both critical analysis and creative expression.
LO2. Evaluate multiple written and graphic sources in order to filter and synthesise information.
LO3. Work productively in an architectural studio setting to assess, reflect and provide feedback on one's own design process as well as that of others.
LO4. Convincingly convey architectural propositions using oral, graphic and written modes of communication.
LO5. Evaluate feedback from others in a manner that is both reflective and proactive.

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

Responding to student feedback

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

This is the first time that this elective has been offered in a number of years. I have made significant changes to the teaching and assessments.

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

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

ARCH9105: Architectural Drawing Through History

Intensive January - February, 2024 [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

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links