成人大片

Dr Katharine Bartsch
Aff AIA
Acting Associate Head, Learning and Teaching
Program Director, Bachelor of Architectural Design
School of Architecture and Built Environment
成人大片

https://researchers.adelaide.edu.au/profile/katharine.bartsch

Contact Protocol   

If queries cannot be resolved in your studio, please contact the Program Director via email: katharine.bartsch@adelaide.edu.au
If you have a non course-specific query refer to the Student Handbook 2018 or Student Advisor.


Course Support Staff
For issues concerning enrolment or queries about the School’s programs contact Clement Low: clement.low@adelaide.edu.au.

For issues related to discrimination or harassment contact the Course Coordinator or Velice Wennan, School Manager, 8313
5475, velice.wennan@adelaide.edu.au.

For issues relating to health, safety, first-aid and wellbeing contact Ian Florance, Health, Safety and Wellbeing Officer, 8313 5978, ian.florance@adelaide.edu.au.

The course begins on Thursday 11th January
The Final Presentation is scheduled for Thursday 22nd February (O'Week)

Lecture: Thursdays 10am - 12pm Napier, 208, Lecture Theatre
Studio: Thursday 1pm - 5pm Barr Smith South, 522a/522b

As a six point course, Design Studio One introduces the fundamental skills, concepts and approaches essential to understanding and engaging with contemporary architecture, landscape architecture and urban design. The course learning objectives are specifically aligned with the thematic content of the lecture series, the self-directed study (including required readings and preparation for studio exercises), the studio exercises and the objectives of the assessable tasks.

On successful completion of this course, students will be able to:

1. Research, analyse and synthesise knowledge about a specific site in the development of a design response, with particular attention to topography, landscape character, users, sensory information and climate.

2. Apply fundamental design principles (primary elements, composition of form and space, proportion and scale, ordering principles) to their assessable work.

3. Work productively in a studio environment and, in turn, develop inter-personal skills, verbal communication skills and critical thinking through small group discovery activities and formative studio exercises.

4. Communicate critical design thinking according to disciplinary conventions; drawings, models and graphics.

5. Explore creative processes and idea generation and demonstrate critical evaluation of these processes in their assessable work.

6. Appraise how design can impact, interact with, and improve environments.

The knowledge and skills acquired in this course provide a fundamental basis for your understanding of architecture, landscapes and cities. This knowledge and the related skills constitute a seminal part of your design education in the Bachelor of Architectural Design. The skills acquired are the foundation stones of your future career as a designer.

EQUIPMENT KIT
All students must purchase the following equipment. Eckersley's Art Supplies have prepared a kit which is the most economical way to purchase this equipment. Students will also be required to purchase model making materials during the course, including Week 1.
Details about the equipment kit will be provided at the Orientation Week Lecture on Wednesday 21st February.


TEXTS
The following texts are highly recommended and can be purchased from independent or online retailers or borrowed from the Barr Smith Library. They are key resources to enable completion of this course. Many of these resources are available online through the Barr Smith Library website.

1. Delaney, Miriam and Anne Gorman. Studio Craft and Technique for Architects. Laurence King, 2015.

Detailed information about further resources will be available on MyUni.

This includes a detailed bibliography of relevant sources that will continue to inform your studies.


The top 10 for Design Studio I (and future courses) include:

Ching, Francis. Design Drawing. Wiley, 2010. Multiple Editions.

Reid, Grant. Landscape Graphics. Watson Guptil, 2002. Multiple Editions.

Yee, Rendow. Architectural Drawing; A Visual Compendium of Types and Methods. Fourth Edition. 2012 (Multiple editions)

Waterman, Tim. The Fundamentals of Landscape Architecture. Second Edition. Bloomsbury, 2015.

Hudson, Jennifer. Architecture: From Commission to Construction. Laurence King, 2012.

Littlefield, David and Pamela Buxton. Metric Handbook: Planning and Design Data. Routledge, 2012.

Holden, Robert. Landscape Architecture: An Introduction. Laurence King, 2014. [Can be viewed online via Barr Smith Library]

Kombol, Meaghan. 30 : 30 Landscape Architecture. Phaidon, 2015.

Jodidio, Philip. Numerous Books. Jodidio is a prolific author of well illustrated texts documenting contemporary architecture.

Frederick, Matthew. 101 Things I Learned at Architecture School. The MIT Press, 2007.



Academic Support
Consult “The Writing Centre” for on-line resources re: essay writing guides, study guides, referencing. http://www.adelaide.edu.au/writingcentre/.

Face-to-Face writing support is also available from Hub Central, Level 3. The Writing Centre provides academic learning and language support and resources for local, international, undergraduate and postgraduate coursework students enrolled at the 成人大片.

The Writing Centre offers practical advice and strategies for students to master reading, writing, note-taking, and referencing techniques for success at university. Please note, the drop-in service is not an editing or grammar checking service but the Centre can help you develop your written English.

No appointment is necessary. For greater assistance, please bring your course guide, assignment question, comments from your lecturers/tutors, and drafts of your writing.
 

University Email
The school uses the University email system to get in touch with the students. So it is imperative that you check your email regularly and keep up to date with any new announcements. It is expected students check University email account regularly as this is the primary means of individual contact. Also, check Canvas for regular updates, announcements and online material at https://myuni.adelaide.edu.au/courses/24428

Based on such communication, it will be assumed you are aware and prepared before each studio, lecture or scheduled meeting time in regards to any prior communication. Studio Leaders will NOT respond to individual email correspondence. Be prepared to ask your questions in studio, preparation before class is therefore essential so you can make full use of this time to communicate and seek advice from studio leaders.

MyUni / Canvas
In addition to the above resources, further assignment resources are available on MyUni / Canvas. These may include further reading material for the lectures and studios, reading material that will assist with the preparation of assignments and appropriate links to assist students with academic writing including essay writing as required.

MyUni / Canvas is an essential online tool which will be used to communicate information regarding the course including details of assignments and interim grades. There are many other learning resources and assessment pieces that rely on the MyUni system for delivery. Therefore it is recommended that you familiarise yourself with the various functions of MyUni and employ it to its fullest extent. https://myuni.adelaide.edu.au

Discussion Board
The Canvas Discussion Board can be used to interact with other students and is an essential tool to discuss information and increase your understanding of issues.

Lecture Recording
In certain cases the recording of the lectures is made available in electronic format for students to listen through on their own time and make notes, and is provided through Canvas . However, this service may not include guest lectures. Furthermore, where the presentation content is subject to copyright or the guest speaker is uncomfortable with the recording of the content, the lecture recording will not be made available online. So students should not rely solely on this mode of learning and arrange to attend or get lecture content from peers.

Noticeboard / Handbook
General information about the activities at the School is available online from the Student Noticeboard which can be accessed
at https://unified.adelaide.edu.au/group/professons-studentarchitecture/
current-student

Students can also access a copy of the Student Handbook at the following link:
https://unified.adelaide.edu.au/group/professons-student-architecture/enrolments

STUDENT RESPONSIBILITY
It is assumed that all students will have read the School’s Student Handbook 2018, available on the School’s website -
http://www.architecture.adelaide.edu.au – and to be aware of all the policies and procedures it describes. Students are also expected to read and be familiar with all the course materials on Canvas.

Design Studio I focuses on student-centred learning and teaching. In “What the Student Does: Teaching for Enhanced Learning” Biggs (1999) advocates a systemic approach which takes into account all aspects of the teaching context—course objectives, teaching and learning activities and the assessment tasks—as a strategy to move away from passive, uni-directional,
teacher-to student transmission of knowledge. This is the aim of the teaching and learning mode of Design Studio I.
Importantly, Biggs stresses the need to embed the course objectives in the assignment tasks. Thus, formative and summative assessment tasks are designed to engage students in activities which will develop their knowledge and skills which are aligned with the course objectives.

The knowledge base begins with the lectures and the required reading material. However, these are intended as a point of inspiration and a starting point for students’ independent learning which is demonstrated in the assessable work. They are not intended as a comprehensive, finite review of the content.

Knowledge, skills, and assessable work are carefully integrated to achieve the intended holistic approach to learning and teaching. Moreover, according to Biggs, assessment must generate higher level cognitive learning activities, specifically, theorising, applying, relating, understanding or explaining distinguished from describing, note-taking or memorising. Student-focused learning strategies, embedded in the assessable work, are essential to bring about higher level cognitive learning.

Biggs, J. (1999). “What the Student Does: Teaching for Enhanced Learning.” Higher Education Research and Development Journal, 18 (1): 57-78.

The University expects full-time students (ie. those taking 12 units per semester) to devote at least 48 hours per week to their studies. Accordingly, students undertaking this 6 unit course are expected to devote 24 hours per week to contact activities and self-guided studies.

Given that this is an intensive Summer Studio, you will be required to devote a greater amount of time (at least 30 hours), per week, to complete the required tasks.

All details will be provided in the Modules on MyUni Canvas.
Please review what materials and equipment are required to get started on your model in Week 1.

1. There is a compulsory Field Trip on Thursday 1st February to Morialta Falls.
There will be a small fee to travel by minibus to the site  (to be advised on MyUni).

2. Students must achieve a minimum of 40% for the Final Assignment to Pass the course.

3. In addition, students must present their work in Orientation Week to Pass the course; a schedule will be provided on MyUni.
Students are expected to listen to the presentations by all their peers.


Failure to attend teaching due to medical, compassionate or extenuating circumstances is dealt with the School Policy, administered by the School Office. Submit the appropriate application for supplementary consideration together with the original signed medical or other relevant officer, to the School Office. If you foresee a problem contact the Course Coordinator BEFORE the problem actually occurs. Otherwise, contact the Course Coordinator as soon as possible and submit the appropriate application for supplementary consideration to the School Office.

Assignment 1a requires students to collaborate in small groups (of approximately 1-2 students). Students will be required to undertake research of a contemporary design precedent and to construct a model to inform their interpretation of the compositional principles. 

The union of teaching and research, combined in a search for impartial truth, was fundamental to the modern research university ideal. A small group of students, meeting to work at the discovery of new knowledge under expert guidance, was the centrepiece of the university experience. Yet in Australian and UK universities from the 1980s, with the massive growth of university
enrolments and the addition of many applied disciplines, research became increasingly detached from teaching, and a division was created that has widened ever since. Today despite oppressive research pressures on staff, research is almost wholly absent from Australian undergraduate teaching.

The 成人大片 promotes small group discovery and aims to become a model of the teaching/research union, to show how universities can recapture what was once the defining characteristic of the research university. This does not mean merely inviting students to study an individual topic in depth, with initiative and creativity. In a true research university, the study of existing knowledge is secondary to the making of new knowledge. Moving away from knowledge delivery, now increasingly eroded by the universal availability of free online content, a university should focus on the essence of what research offers: the rigour of the scientific method, the search for empirical evidence, the beauty of logic and of patterns, the value of innovation, the creativity of problem solving and the intrinsic worth of knowledge. The 成人大片 will return research to undergraduate teaching, so that every student in every program comes to experience the scholarship of discovery as the highlight of their learning experience.

For many undergraduate students, this will take the form of an individual research project in their final year, for which the preparatory research skills and experience necessary will be built through smaller exercises in the earlier years of their course. As a key format for delivering undergraduate research, the university will commit to increasing the centrality of small-group learning, in which students address the scholarship of discovery with other students and a staff mentor. While content will increasingly be delivered in other formats, every student in every program should experience such small-group discovery as a key part of their learning experience.

Assessment Task	Due	Weight	Format	Learning Outcomes
Assignment 1a: Design DNA Model	25/1/2018	30	Model (Small Group)	2-5
Assignment 1b: Design DNA Folio	4/2/2018	25	Compilation of Drawings and Photos	2-5
Assignment 2: Shelter	O'Week	35	Compilation of Drawings and Photos Oral Presentation in Studio 22/2/2018	1-6
Participation	Weekly	10	Regular Lecture and Studio Engagement	3
Total		100%

If there are conflicts with other Summer School submission dates these must be raised with the Course Coordinator in Week 1 to resolve submission dates.

Students are expected to attend all lectures and studios. Class rolls will be maintained to monitor attendance. 

There are well publicised School policies for registering non-attendance for legitimate reasons, and you are strongly encouraged to formally acknowledge non-attendance reasons as soon as is practicable prior to planned absences or after your non-planned absence. The Medical and Counselling services, as well as the Education and Welfare Office of the University, are available to assist you free of charge in regard to medical or counselling matters.

Students are required to attend all scheduled teaching; and lectures, tutorials and other classes will proceed on the assumption that students have done so. Attendance at tutorials, seminars, practical work and studio sessions is taken into account in decisions about offering Replacement/Additional Assessment and/or examinations. Students who regularly do not attend sessions and do not carry out the associated work may be precluded from and regarded as having failed the course. Students should take advantage of the educational opportunities offered by all classes, including the opportunity for interaction, and learning from each other. Compulsory attendance is necessary at all practical work sessions for a number of reasons: to achieve this interaction, in particular in group work;
because of the sequential nature of work in some courses; because of the need for students to provide an audience and feedback for other students presenting work; and to ensure the authorship of project work on which assessment is based.


When the assignments are to be presented during a studio, students must arrive and submit their work at the beginning of the studio (as directed). Students who arrive later than 10 minutes after the studio commences will not be allowed to
present and will receive 0 mark. It is expected that all students will remain to listen to the presentations by their peers during studio presentations.

All details about the individual assignments including an overview of each assessment task, the task type (e.g. summative, formative), due date, weighting, and identification of the learning objectives addressed by the assessment task are provided on MyUni / Canvas.

Final results for the course will only be available through Access Adelaide and students SHOULD NOT contact the course coordinator or the tutors for the same.

Most assignments will be marked within 3 weeks of the submission. Students are expected to inform the Course Coordinator if there are any errors or issues arising in relation to their assessment. 

All details about the assignment submissions will be provided on MyUni / Canvas.

Please note the following general points about Submissions:

General 
- All submissions must include Student Name and Student ID Number. Submissions without Student Name or ID Number will not be considered for marking, and will receive zero marks in accordance with the guidelines.
- In addition, all assignments need to have an Assignment Cover Sheet which must be signed and dated by the student before submission. Please attach the cover sheet in front of the document, to the top left hand corner.
- Please adhere to submission deadlines and follow instructions provided.
- Students must not submit work for an assignment that has previously been submitted for this course or any other course without prior approval from the Course Coordinator.
- On occasion, the lecturer/tutor may wish to retain students’ work for future reference and the relevant student will be informed at such a time.

Early Submission
- There is an early submission box located on Level 4 which is cleared out daily at 10am. Please mark your submission clearly before placing in box.
-脗聫 Models for in-class presentation cannot be handed in early.

Late Submission 
- The school will NOT accept late submissions and any such assignment will receive zero marks. This also applies to electronic submissions.
- Printing delays & hard disk crashes will not be entertained as legitimate causes for delay, so please ensure that the work is finished in advance.

Re-submission
- The school has a resubmission policy whereby students can redeem failed work by submitting additional work for a maximum of 50%. The deadline for all re-submissions is 12pm on Friday 16th June 2017 (semester end).

Good practice 
- Students should ensure that they regularly backup their work on multiple locations as hard-disk crashes are an unfortunate reality.
- When relying on community printing facilities, students should attempt to finish their work in advance to avoid unnecessary delays.
- Students must retain a copy of all assignments submitted (digital or hardcopy), as originals may be lost during the submission process.

For modified arrangements of submission and assessment due to special circumstances see the following Assessment Task Extension(s) & Additional Assessment guidelines.

Modified Arrangements (General)

- Students can apply for extensions or modified arrangements based on Medical conditions or other Extenuating circumstances. However, students need to submit their application along with supporting documents within 5 business days of the condition becoming applicable.

- The application forms are available from the Front Office and at http://www.adelaide.edu.au/student/exam/mod_arrange.html and need to be submitted at the Front Office along with any supporting documentation.

- Please note that submitting an application does not guarantee acceptance and the Course Coordinator will inform the applicant if the application is accepted. Please DO NOT contact the Course Coordinator directly.


Medical Reasons

- In case of an extended medical condition which makes it impossible for the student to submit the work on time, an Application for Assessment Task Extension due to Medical Circumstances may be lodged with the Front Office along with a doctor’s certificate within 5 business days.

Extenuating Circumstances

- If the student is unable to submit the work on time due to extenuating circumstances an Application for Assessment Task Extension due to Extenuating Circumstances may be lodged with the Front Office.

- Please note that this is only available for certain military, religious, or legal obligations and does not extend to minor personal problems. (Refer to Student Handbook at http://www.architecture.adelaide.edu.au/current/resources/ for further details or contact Student Advisor).

Compassionate Grounds

- In case of certain extraordinary personal problems students can apply for extensions based on compassionate grounds. However, these must first be discussed with the Course Coordinator in person through appointment during the assigned office hours.

- To maintain privacy relating to personal issues students can contact the University Transition and Advisory Service at 8313 0100 or transition@adelaide.edu.au, or approach the Counselling Service on 83035663 for an individual appointment.

Additional Assessment

- If a student receives a Fail grade for the course with an overall mark between 45 and 49, they may be eligible for an Additional Assessment which would allow them to get a maximum of 50 Pass for the Course.

- Additional Assessment offers are made by the School and the student will be informed directly once these are made available.

Disability

- Students who have a disability and wish to seek modified submission or assessment arrangements need to contact the
University Disability Services at 83135962 or disability@adelaide.edu.au for supporting documentation and then communicate these to the Course Coordinator in person through appointment during the assigned office hours.


Elite Athlete

- Students who have national/international sporting commitments and wish to seek modified submission or assessment
arrangements need to register with the University Elite Athlete Support Scheme at http://www.adelaide.edu.au/eliteathletes/ and then communicate this to the Course Coordinator in person through appointment during the assigned office hours.