KDA372 Bridging Studio Design

School of Architecture & Design Faculty of Science, Engineering and Technology Semester 1, 2012 Pre-requisites or co-requisites: NO

Unit coordinator:
Name: Louise Wallis Email: Louise.Wallis@utas.edu.au Phone: 6324 4484 Consultation hours: Email inquiries or for an appointment.

Figure 1: Waterfront elevation of MONA, Museum of Modern and Old Art, Hobart by Fender Katsalidis
(image source: www.rotorlift.com.au/helicopter-tours/MONA-tour.php)

Unit description:
This unit has been designed for new students entering second and third year of the School of Architecture from other institutions. It aims to introduce students to a range of issues and concerns that are addressed in the first two years of the program, such as: design ideation, ecological sustainable design, Australian architecture, verbal and written communication skills, discussing architecture, and library research skills. This unit is also open to continuing students from the School who may like the opportunity to further explore the generation and development of design ideas and issues.

Learning outcomes:
On completion of this unit, you should be able to: LO1 demonstrate a critical approach to interpreting architectural texts, drawings, photographs, buildings and personal learning. LO2 demonstrate the ability to apply different knowledge and skills sets (climatic design, sun shade analysis, site analysis, precedent analysis) to the design process in an appropriate and rigourous approach LO3 demonstrate the ability to communicate (written, verbal and graphic) architectural discourse in an academic context

Generic graduate attributes:

The University has defined a set of generic graduate attributes (GGAs) that can be expected of all graduates (see http://www.utas.edu.au/tl/policies/index.htm). By undertaking this unit you should make progress in attaining the attributes outlined below: Knowledge Graduates will have developed a good foundation of knowledge in the field of Architecture & Design and the ability to apply that knowledge in practice. They will be prepared for life- long learning in pursuit of personal and professional development. Communication Skills Graduates will be able to communicate effectively in academic and report writing; architectural drawings and with others (clients, colleagues, consultants, authorities and the community). Problem-solving Skills Graduates will be effective problem-solvers, capable of applying logical, critical and creative thinking to a range of problems. Global Perspective Graduates will be able to demonstrate a global perspective and inter-cultural competence in their professional lives, particularly sensitive to the needs of local communities where Architectural & Design projects are commissioned and considerate of issues of sustainability.

ESD statement:
This unit will provide an overview of basic principles of passive design for climate and sustainability.

Details of teaching arrangements:

Thursday 9am to 1pm

Student Attendance
In the School of Architecture & Design it is your responsibility to attend and participate in all sessions, such as lectures, tutorials and workshops. It is also your responsibility to participate in all group or team activities and tasks. Failure to attend all sessions may result in poor comprehension of subject matter and the possibility of you failing the unit. Most lectures are retained on MyLo or Lectopia. Please contact the Degree Coordinator if you are experiencing extenuating circumstances that are affecting your attendance.

Figure 2: Bay of Fires Lodge, North East Tasmania by Ken Latona Architects
(www.google.com.au/imgres?imgurl=http://www.urbanzeitgeist.com/images/BOFBay_20of_20Fires_20lodge_small.jpg&imgrefurl=http://www.urbanzeitgeist.com/travel/&usg=__9f4q ydO1MS84aZpRJ_JTGhtj2r4=&h=315&w=320&sz=33&hl=en&start=1&um=1&itbs=1&tbnid=RuUzpKXGI6HyJM:&tbnh=116&tbnw=118&prev=/images%3Fq%3Dken%2Blatona%2Ba rchitect%26um%3D1%26hl%3Den%26client%3Dsafari%26sa%3DX%26rls%3Den-us%26tbs%3Disch:1)

Unit Schedule Week Date

1

Topic
Introduction unit outline/ teaching & learning Australian architecture vignette Solar and Climatic Design Part 1 Solar and Climatic Design Part 2 Implications for locating building and the design of buildings Precedents and site visit Adaptive Re-use Identifying key reading strategies and interpreting text (KvB) Paraphrasing and generating summaries (KvB) Precedents and site visit Small Houses Diagrams, vignettes and sketches (Bring Design Studio work, equipment to draw and/ or laptop) Crits/ presentations culture and educational objectives Understanding, critiquing using an assessment rubric No lectures or class. Library database training Newham campus, Library Understanding the essay question and researching the topic (KvB) Bring books, journals, photocopies research materials Concept Mapping (JB)? Diagram analysis Using sources in essay writing avoiding plagiarism (KvB) Referencing Traditional note system, Harvard system Captioning images Group discussions meaning of your research Feedback on essay plans, referencing etc What makes an introduction or a conclusion?

Assessment Task (AT) due date & time

AT1: Exercise 1

AT1: Exercise 2

AT1: Exercise 3

AT1: Exercise 4 AT1: Exercise 5 Storyboarding + annotations

5 Easter Break 6

AT1: Portfolio of Exercises (40%) due before 9am AT2: Exercise Outline of research Diagram analysis AT2: Exercise: References, paraphrasing and quotes. AT2: Exercise: Refine essay plan more detail AT2: Exercise Hand-in draft segments Intro, Body segment and Conclusion AT2 Portfolio of Exercises and Final Draft (40%) due before 9am. Bring printout of final draft to class.

10

Design and History and Theory based tutorials in class

11 12 13

Design and creativity How to write critically about learning reflections (KvB). SETLs student evaluation of teaching and learning Design based tutorials in class No class AT3 Critical reflections (20%) due at 4pm MYLO submission

Figure 3: Forest EcoCentre 2004, Scottsdale, Tasmania by Morris Nunn & Associates
(source image: www.morrisnunn.com.au/scot2.html).

Assessment:
At the start of assessment task 2 and 3 there will be a more detailed handout given to students with the requirements and the assessment rubric/ criteria: Assessment Task 1 (AT1): Portfolio of Exercises - 40% Due date and time: 12/04/2012 Thursday before 9am - MyLO submission Task description: A chronological collation of your completed AT1 exercises (1-5). These exercises will include solar analysis, diagrams, summaries and critical reflection writing. It is expected that each exercise will be brought into the following week class for feedback. Task requirements: These exercises are to be completed in an A3 landscape format, leave a 10mm margin from the edges of page, with a clear label in the bottom right hand corner. Include a title page with your name and Assessment Task 1. The portfolio is to be submitted as a single PDF file to MyLO. Links to Learning Outcomes: LO1 - demonstrate a critical approach to interpreting architectural texts, drawings, photographs, buildings and personal learning. LO2- demonstrate the ability to apply different knowledge and skills sets (climatic design, sun shade analysis, site analysis, precedent analysis) to the design process in an appropriate and rigourous approach LO3 - demonstrate the ability to communicate (written, verbal and graphic) architectural discourse in an academic context

Figure 4: Design Centre Tasmania, Launceston by David Travalia, Richard LePlastrier and Team
lovelaunceston.com.au/resources/user/images/a_to_z/design_centre.jpg

Figure 5: David Travalias design sketch

Assessment Criteria Rubric:

NN (0-49%)
LO1 - demonstrate a critical approach to interpreting architectural texts, drawings, photographs, buildings and personal learning. The summary suggests that the main points have been misunderstood or missed from the text. Precedent analysis (drawings, diagrams, annotations) identifies some different characteristics but provides limited context to understand selection or relevance.

PP (50-59) CR (60-69)
Summary identifies most of the key points but still may miss the overriding description or argument being presented. Summary begins to show some of the subtleties of the text and the authors meaning. Precedent analysis identifies and describes key characteristics of the design. The work begins to analyse and identify the main points in climatic design, sun shade analysis, precedent analysis. There may be some errors in the execution but the overall quality of the work demonstrates general knowledge and skill. The approach taken suggests a few departure points to explore in the design process or inform the design solution.

DN (70-79) HD (80-100)
The summary conveys the overall meaning and may provide some supporting examples. The summary indicates a more in-depth and critical interpretation of the text, and subtleties are conveyed. Appropriate selection and analysis of compelling design issues that include a variety of scales (macro to micro) and its situated context. The work provides a convincing application and analysis of climatic design principles, sun shade analysis, and precedent analysis. Many opportunities are presented and where asked, identified in terms of generating departure points for design exploration.

LO2- demonstrate the ability to apply different knowledge and skills sets (climatic design, sun shade analysis, site analysis, precedent analysis) to the design process in an appropriate and rigourous approach

The work begins to show an application of knowledge and skills sets in climatic design, sun shade analysis and/ or precedent analysis, but demonstrate a number of errors which may lead to important opportunities being missed in the design process.

LO3 - demonstrate the ability to communicate (written, and graphic) architectural discourse in an academic context

Approach taken with drawings and annotations requires a greater level of accuracy and care, in the use of: - graphic symbols, - orthographic projection, - use of line type and weight, - rendering, - layout, and - clarity. Level of graphic communication skills may lead to opportunities and/ or problems being missed. Approach taken in paraphrasing text requires further work as it is too close to the original text and needs to be written in your own words by identifying the key concepts. Written work requires more proof reading and spell checking to be considered at a professional level.

Drawings and diagrams display a level of accuracy and a number of architectural conventions have been applied. Drawings and diagrams have begun more legible through the use of different line weights and thicknesses. The layout and editing of the work has been considered in its presentation. Attempts have been made to ensure a level of consistency between drawings and page layouts. Attempts have been made to express key concepts in your own words. Some sentences may be too long or include too many ideas. A few words or concepts may be misunderstood. Written work generally has limited spelling errors, may have a few problems with tense but the overall meaning can be understood

The work conveys both an accurate application of architectural conventions and expresses the character or qualities of what is being represented. The graphic layout is complete, consistent and legible The graphic layout enhances the readers understanding of the precedent and/ or design proposition presented. The ability to paraphrase text means that the description flows as it is written in your own words. Appropriate use of the architectural terms. Work is edited, and clear in the articulation of meaning.

Assessment Task 2 (AT2) Planning, writing and referencing an academic essay in Architecture & Design (40%) Due date and time: 10/5/ 2012 Thursday before 9am - MyLO submission (remember to bring a print-out of your final draft for work and feedback in the class) Task description: The task will take students through the process of writing an essay and require evidence of different stages. The task will require students to plan an appropriate response to the essay question including: how to structure an argument, developing an academic voice and avoiding plagiarism, using relevant sources, referencing and writing a reference list. The task also includes the submission of a draft essay. The essay topic will align with your current HTD unit. Links to Learning Outcomes/ Assessment Criteria: LO1 - demonstrate a critical approach to interpreting architectural texts, drawings, photographs, buildings and personal learning. LO2- demonstrate the ability to apply different knowledge and skills sets (climatic design, sun shade analysis, site analysis, precedent analysis) to the design process in an appropriate and rigourous approach
LO3 - demonstrate the ability to communicate (written, verbal and graphic) architectural discourse in an

academic context

Assessment Task 3 (AT3) Portfolio Part 2 Due date and time: 24/5/2012 before 4pm MyLO submission Task description: Critical reflection of personal learning process over this semester in different units and compared to past experiences. More detailed structure will be given in class in week 11. Task requirements: To be completed in an A3 landscape format, leave a 10mm margin from the edges of page. Include a title page with your name and Assessment Task 3. The piece is to be submitted as a single PDF file to MyLO. Links to Learning Outcomes/ Assessment Criteria: LO1 - demonstrate a critical approach to interpreting architectural texts, drawings, photographs, buildings and personal learning. LO2- demonstrate the ability to apply different knowledge and skills sets (climatic design, sun shade analysis, site analysis, precedent analysis) to the design process in an appropriate and rigourous approach LO3 - demonstrate the ability to communicate (written, verbal and graphic) architectural discourse in an academic context

Late submission of work and penalties: To ensure fairness, transparency and equity in the process of assessing student work, late submissions will receive a penalty. The following procedures and late penalties will apply to students studying in the School of Architecture & Design:

Second to Fifth year students 10% of the maximum mark available for the assessment task will be deducted for each day, or part thereof, it is late (including weekend days and public holidays), unless an extension had been granted before the relevant due date.

eg. If an assignment is due on Tuesday at 4pm, but not submitted until: Tuesday 7pm a 10% late penalty will be applied Wednesday 4pm a 10% late penalty will be applied Wednesday 5pm a 20% late penalty will be applied This process is only valid for assessment tasks, which are up until five days late. No assessment tasks will be accepted if it is submitted more than five days after the due date. A zero grade will be awarded for the assessment task. Academic staff do not have the discretion to waive a late penalty but may approve an extension subject to the requisite extension policy, below.

Extensions Applications for an extension should be made prior to the due date and to the unit coordinator by email. Students may be granted extensions of up to two weeks to accommodate unforeseen circumstances, where the students capacity to complete required work by the due date has been affected by significant factors beyond their control. For an application to be considered, it must contain: Your full name and student identification number Accepted forms of documented evidence include health professionals How many days the extension is being requested for The unit coordinator will determine whether or not your extension request has been granted and confirm by email. Normally the extension will be awarded according to the number of days indicated to by the certificate. If you have a long-term or permanent condition refer to the Learning Access Plan. Learning Access Plan (LAP) UTAS provides specialist services, study and assessment accommodations for students with a disability and/or health condition in order to facilitate equal access to learning. Students who need support and study adjustments are required to provide documentation. Refer to the following website: http://www.support-equity.utas.edu.au/disability/learning-access-plan It is recommended that students make an appointment at the Support and Equity office or an application, before or at the beginning of the semester, to allow for processing and arrangements. It is the responsibility of the student to present the LAP to the Degree Coordinator and Unit Coordinators within the School at the beginning of the semester.

Moderation Process The moderation process takes place at three different levels: at the unit, at the school and at the faculty. Unit moderation process All assessment tasks are subject to a process of moderation by the unit coordinator and may include one or many of the processes outlined below, to ensure consistency of grades between assessors: Meeting of assessors to agree on the standards prior to marking, examples may be discussed Unit coordinator checks all grades at the NN and HD level and a sample from other grade levels and moderates grades if necessary Where there is more than a 10% discrepancy between assessors of the same piece of work, another assessor may be invited to mark the work blindly or the unit coordinator will make a determination. When there is only one assessor of a unit, all NNs and a sample of each grade will be checked with another academic staff member. School moderation process The School moderation process occurs at the end of semester once unit coordinators have submitted their results to the School. Results that are reviewed and discussed will include: Unusual grouping of grades within a unit Students receiving NN, NS or WT grades, including a review of the moderation process employed in the unit. Faculty moderation meeting The Faculty reviews the Schools results and may request further information or clarification of unusual results from the Degree Coordinator. In addition, the Faculty makes determinations on awarding supplementary grades (NS).

Academic Referencing In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity. Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence. The appropriate referencing style used in the School: HTD units and Bridging Studio: Traditional Note System All other units: Harvard System For information on presentation of assignments, including referencing styles: http://utas.libguides.com/referencing

Further helpful information refer to the Schools Red Book: You can download a PDF of the Red Book from the Schools website: http:// www.arch.utas.edu.au/ This includes information regarding: Assessment Grades, Disclosure of medical condition, Eligibility, the award of supplementary grades, Emergency information / assistance, phone security 3336, Learning skills support, Occupational health and safety, Plagiarism, Resolution of complaints, and Staff accessibility