BDES1028: Intensive August, 2020

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Units BDES1028 Intensive August 2020 [Block mode]

Unit of study_

BDES1028: Honours Intensive Studio 1

Intensive August, 2020 [Block mode] - Camperdown/Darlington, Sydney

Overview

In Honours Intensive Studio 1 students produce an architectural design project in response to a studio brief set by a leading visiting academic or practicing architect that critically engages with issues of contemporary concern to the city of Sydney. The specific architectural brief and its theoretical underpinnings vary from year to year. Students develop their project in a studio setting alongside their peers over the course of one week, impelled by a suite of lectures and seminars that address key themes of the project. They informally present their work in progress for critical feedback at various times during the week, and at its conclusion they communicate their final architectural proposition to a design jury via a set of drawings and models supported by a verbal presentation. The work conducted during the intensive studio is finally assembled in a portfolio, which is due at a later date. The portfolio is a well-designed, carefully composed and clearly articulated summary document evidencing a critical and creative engagement with the studio.

Unit details and rules

Unit code	BDES1028
Academic unit	Architecture
Credit points	6
Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Sandra Loschke, sandra.loschke@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Architectural Design Proposal Develop an Architectural Design Proposal that responds to the studio brief	50%	Multiple weeks Due date: 21 Aug 2020 at 17:00 Closing date: 21 Aug 2020	35 hours
Outcomes assessed:
Assignment	Portfolio Design a portfolio that communicates the architectural design proposal	50%	Multiple weeks Due date: 28 Aug 2020 at 17:00 Closing date: 28 Aug 2020	35 hours
Outcomes assessed:
= group assignment ?

Assessment summary

Assessment 1 asks students to develop an architctural design proposal that responds to the studio brief.

Assessment 2 asks students to communicate the architectural design proposal in a portfolio.

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 0 - 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 School and University 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.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

Weekly schedule

WK	Topic	Learning activity	Learning outcomes

Attendance and class requirements

As per School Policy

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.

Required readings

Carson Chan (2010) “Exhibiting architecture: show, don't tell.” Domus (17 September 2010). https://www.domusweb.it/en/architecture/2010/09/17/exhibiting-architecture-show-don-t-tell.html

Staniszewski, Mary Anne. The Power of Display - a History of Exhibition Installations at the Museum of Modern Art Cambridge, Massachusetts and London, England: MIT Press 2001.
Not for loan, Schaeffer, 709.0400747 4 A

On Curating: Politics of Display (Issue 22, April 2014):
http://www.on-curating.org/issue-22.html#.W5h1YWaB3Uo

Lepik, Andres. Small scale, big change: new architectures of social engagement. New York: Museum of Modern Art, 2010. SCITECH 720.103 100

Klonk, Charlotte. "Spaces of Experience: Art Gallery Interiors from 1800 to 2000." New Haven & London: Yale University Press, 2009.
SCITECH 70834

Löschke, Sandra Karina. "Communication Material: Experiments with German Culture in the 1930 Werkbund Exhibition." In The Material Imagination: Reveries on Architecture and Matter, edited by Matthew Mindrup, 215-36. Farnham: Ashgate, 2015.
Ebook: full text available online at USYD library website

O'Neill, Paul. The Culture of Curating and the Curating of Culture(S). Cambridge, MA: The MIT Press, 2012. Not for loan, Schaeffer, 707.5 20

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. Acquire knowledge and skills necessary to become an architect and apply these competently across relevant project stages
LO2. Demonstrate advanced understanding of the key ideas, movements and protagonists in historical and contemporary architectural discourse, and critique and challenge them using the conventions of humanities research.
LO3. Employ well-developed skills and fluency in various modes of architectural representation, including drawings and models, to develop and communicate convincing architectural propositions.

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 I am coordinating this unit.

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

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

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