ARCHI 211

ARCI 211 Architecture Design

2012

Coordinator: Simon Twose, room 307 Tutors: Anastasia Globa, Grace Mills, Nick Roberts, Sam Skogstad, Stuart Taylor

Assignment 1____ Your Coffee House Project: Concept Phase _____________________

Coffee and Architecture In this project you are asked to design an architecture that aids and abets the consumption of coffee. At the end of the 12 weeks you will have designed a beautifully resolved coffee house. This first assignment will provide the conceptual and research background to the coffee house. In the next 4 weeks or so you will analyse the activity of drinking coffee, understand how it happens in the city, understand how it happens in relation to a specific site, and then refine your analysis and thinking in conceptual models.

This work will be developed in the second assignment. By the end of the project you will have designed a small scale building that provides the perfect spatial accompaniment to the everyday art of coffee drinking.

Assignment 1. Concept Phase: The concept phase for the coffee house project will involve developing a conceptual basis for a coffee house in the city, by understanding the city as a site and coffee drinking as a program. In this phase, students will address the following three key aspects: 1. Program: the actions, social rituals and spatial requirements of a coffee house will be developed through analysis and observation. Diagrams, models and drawings will develop spatial strategies and a defined brief specific to each student.

2. Site: Dynamics of site will be developed into spatial propositions through drawing, diagrams physical models or digital modelling.

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3. Form: experiments in form and material (conceptual models) will be developed in parallel to the site and program analyses. These will be used to inflect or change assumptions made in site and program.

The results of bringing these three fluid and inter-connected aspects of the design process together will be handed in as a portfolio. The work will form source material for the second phase.

Tasks – week by week Week 1 Site and program – Understanding the City as Coffee Space The whole class will analyse a section of the city from the point of view of coffee drinking, within the boundaries shown on the accompanying sketch. The intention is to observe and record otherwise ordinary aspects of the city in an interesting way. Examples of the kinds of observations you might make are: where coffee is drunk, how, what kind of spatial conditions and flows are associated with it, how it ties into other activities in the city and so on. Your observations will be recorded in the media of your choice: hand drawings, diagrams, sketches, conceptual models, digital studies. An edited version of these recordings linked to a single aerial plan of the whole urban area will be required – as part of the final presentation.

By the beginning of week 2, each student will choose a specific site within the boundary. Five sites will be available as defaults if desired.

Default sites: 1. Fidel's cafe, 2. 127 Cuba st + mall, 3. Eva street, 4. Opera house lane, 5. Diving plank by waterfront.

Week 2 Site and program – Understanding your Chosen Site The individual sites will be analysed in more detail in terms of space, material, and the activity of coffee. This will be a refinement of the kinds of observations made in week 1. It is expected that the student will be developing a particular idea about the way coffee drinking links in with their site. The chosen site will be looked at in terms of dimension, material, mood, activity, pedestrian flows and so on. Again, the drawing media will be up to each student: Drawings, diagrams and records of conceptual models will need to be collated for the final presentation.

Week 3 Site and Program and Form – Conceptual Models How do form, material and shape interact with the site and the act of coffee drinking, specific to your design? In this week, students will develop their observations about site and program into conceptual models.

Week 4 Site and Program and Form – Conceptual Models Conceptual modelling will continue. You will be asked to edit and collate your conceptual models in the final presentation and hand-in.

This first project will give you a rich body of work to be developed into a coffee house in assignment 2.

Presentation Friday, 30th March, 2:40 – 5:30pm Work needs to be complete by the presentation. A schedule of presentations will be provided by each tutor.

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Hand-in 40% of final grade. Hand-in: Friday, 30th March, 8pm

Hand-in Requirements 1. Two Posters describing your research and concept (2xA1 or the equivalent paper surface area in another proportion) Hard copies are required for exhibition and presentation Pdf copies (50megs max) to be handed in to the R drive before the hand-in date: Hand in to the R drive, (R:\Hand-ins\ARCI\ARCI211\assignment 1) by 8pm on Friday, 30th March.

Late assignments handed in to (R:\Hand-ins\ARCI\ARCI211\assignment 1 late) 2. Portfolio (max size A4 – bound) Hand in to shelves outside VS 307 in the appropriate tutor labelled areas Remember: Your name plus tutor name on all hand in material A signed plagiarism declaration Back up your work frequently Book printing time well in advance to avoid bottlenecks Good luck!

Assessment Requirements Please refer to the course outline for the philosophy of the course. A summary of the assessment requirements is below: Content: Experimentation:

Rigorously developed architectural inquiry evident Exploration and understanding of architectural representational media and conventions Program: Ability to develop and manipulate programmatic requirements Site: Ability to develop and manipulate site requirements Composition: Ability to develop and manipulate formal, spatial, siting, massing vocabularies Comprehensiveness: Extent of in-depth and inventive inquiries leading to architectural strategies Critical thought: Evaluation of design decisions and methods evident in the development of visual/formal languages throughout the project.

Clarity: Communication of concepts/inquiry clearly visible in all drawn, built and written work, and design processes

Reading/ watching list Below is a list of stuff that can be used as a starting point. Depending on your interests you may divert to other lines of enquiry, requiring other books. Your tutors will also be able to direct you to specific readings.

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Movies (It should be noted that some of these movies are rated): Coffee and Cigarettes Stalker (1979) The Man with a Movie Camera Blade runner Synecdoche New York The Cook the Thief his Wife and her Lover Books: Atlas of emotion - Giuliana Bruno ‘Models are Real’ in Your mobile expectations – Eliasson ‘Spatio-temporality’ in Your mobile expectations - Eliasson Architecture and Narrative: The Formation of Space and Cultural Meaning.

The Manhattan Transcripts The Situationist City Montage and Architecture Cinemetrics: Architectural Drawing Today Stalking Detroit Links: http://www.youtube.com/watch?v=49tTzEifY6M&feature=related http://bartlettyear1architecture.blogspot.co.nz/ http://archidose.tumblr.com/ http://thedraftery.com/ http://www.presidentsmedals.com/ http://bldgblog.blogspot.co.nz/ http://drawingarchitecture.tumblr.com/ http://thefunambulist.net/ http://www.dezeen.com/2011/07/25/london-city-farmhouse-by-catrina-stewart/

Author

Title

Call No.

Related lecture / course section

Anderson, M.L and Anderson, L (et al) (2003) Bachelard, (1994)

Scanning: The Aberrant Architectures of Diller + Scofidio

NA737 D56 A4 S

Experimental architecture practice

Poetics of Space

B2430 B25 P E 1994

Atlas of emotion : journeys in art, architecture, and film Invisible Cities

NX175 B898 A

Space, time and imagination Chapter on ‘dialectics of inside and outside’ Course in general

PQ4809 A45 C5 E

Fiction

Electronic Resource

Tectonics and structure

NA2543 C594 A

Course in general

Bruno, G (2002).

Calvino, I (1974) Charleson, A (2005) Clark, Robin

Structure as architecture a sourcebook for architects and structural engineers Automatic cities : the

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(Robin Lee) Eliasson, O (2008).

Eliasson, O (2004).

Eliasson ,O

Frampton, K (1995) Hill, J (2006) Hill, J (ed) (2001) Hill, J (ed) (1998) Koolhaas, R(1994) Pallasma, J (1996) Reiser, J. Umemoto, N.(2006) Tschumi, B(2004) Tschumi, B(2004) Neufert, E

architectural imaginary in contemporary art Your mobile expectations BMW H2R project Colour memory and other informal shadows Olafur Eliasson : surroundings surrounded : essays on space and science / edited by Peter Weibel.

Studies in Tectonic Culture

2009 N7053 O43 A4 Y

Experimentation in art practice

?

Colour in art practice

N7153 O43 A4 O

Writing on Science and space

642 F813 S

Tectonics

Immaterial Architecture

NA2500 H646 I3

Course in general

Architecture: The Subject is Matter Occupying Architecture: Between the Architect and the User Delirious New York : a retroactive manifesto for Manhattan The eyes of the skin: architecture and the senses Atlas of Novel Tectonics

NA2750 A673 T

Course in general

NA2542.4 O15

Course in general

NA735 N5 K82 D 1994

Course in general

NA2500 P164 E 2005 NA2760R375A

Course in general

Event-cities 3 : Concept vs.

Context vs. Content Bernard Tschumi : architecture in/of motion Architects Data

NA1353 T78 T881 E NA1353 T881 A4 B TH151 N482 A 2ed

Course in general

Course in general – also Event Cities 1 and 3 Course in general Ergonomics/ human dimensions

It is worth looking in the AVERY index and Environmental Building News magazine, as much of the most recent material is in magazines. The Architecture and Design library has an extensive selection of books about architecture, design, materials, landscapes, etc that are not listed here. If students require specific information not listed here discuss with tutors or with the Course Coordinator. Any additional specific reading and reference material will be outlined in project / assignment hand outs or may be specified by guest lecturers and speakers.

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Area of the city in which to investigate – shown in RED

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2012 Trimester 1 COURSE OUTLINE

ARCI 211 Architectural Design GENERAL Core; Trimester One; 15 points

ASSESSMENT 100% Internal Assessment. Two assignments, one of 40% one of 60%

CLASSTIMES AND LOCATIONS LECTURES:

Tuesday

10:30am – 11:20am

Room: LT1

STUDIO:

Tuesday Friday

11:30am – 2:20pm 2:40pm – 5:30pm

Room: VS 323 Room: VS 323

COORDINATOR Coordinator Simon Twose Room: VS 307 Phone:463-6169 Office Hours: by appointment Email: simon.twose@vuw.ac.nz Tutors Office Hours: to be confirmed with tutors Anastasia Globa Grace Mills Nick Roberts Sam Skogstad Stuart Taylor

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COURSE SYNOPSIS How is space shaped by an architect during the design process? What informs decisions about such things as geometry, materials, composition, texture and ornamentation? How do design decisions relate to visual and intellectual culture? How are everyday concerns accommodated, such as human use and occupation? And in the course of resolving these things into a successful piece of architecture, what is the influence of how you design; be it models, hand drawings or digital media? These questions are fundamental to the everyday practice of designing space. In this course you will engage with these key aspects during a twelve week design project organised to develop your critical design skills and thinking.

AIMS OF THE COURSE This course aims to provide students with an understanding of design as a complex activity; of inter-connected factors, disciplines and influences, from pragmatic to conceptual concerns. A free and intelligent approach will be encouraged with an emphasis on experimentation and lateral thinking. The course will introduce knowledge and skills crucial to the design process and will lead students towards a fluency of method and critical ability. Strategies of architectural composition; ordering, forming and massing will be emphasised along with ways in which these are experimented with and brought to resolution. A twelve week design project will take the students though the architectural design process, from conceptual beginnings to a developed and rich architectural result. The design project is of a scale that can be resolved to a high level of detail - but is also intended to test students preconceptions about architecture and design. The understanding gained from following a project through to a detailed level will prepare students for more complex projects in later years, giving them tools to bring projects from concept to realisation.

COURSE LEARNING OBJECTIVES Over the course of the BAS degree students will learn a range of skills. These have been refined to a specific list of attributes that all BAS graduates will acquire by the end of the degree (listed 1 – 7 below). Each course in the BAS contributes to this acquisition of attributes. A list of learning objectives for ARCI 211 is tabled below, mapped against these objectives:

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Evaluate and apply design strategies using a range of aesthetic, contextual, functional, economic, cultural and technological criteria

Produce original and creative solutions for the designed environment.

Communicate effectively and professionally in a variety of modes and formats: Drawing

Communicate effectively and professionally in a variety of modes and formats: Writing

Communicate effectively and professionally in a variety of modes and formats: Digital Media

Contribute effectively to the identification and realisation of shared goals within project-focused groups.

Demonstrate an ongoing engagement with the evolving issues of designed environments.

BAS(ARCHITECTURE) GRADUATE ATTRIBUTES

Demonstrate an awareness of the social, artistic, technological, economic and ethical issues influencing designed environments.

ARCI 211 Architectural Design

Apply history, theory and precedent to the critical analysis of contemporary architectural issues.

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2

3

4

5a

5b

5c

6

7

X

X

X

X

X

X

X

X

X

X

X

X

X

LEARNING OBJECTIVES ARCI 211 Architectural Design By the end of the course, students will have learned to: 211.1 Conceptual/ Theoretical/ Research Students will be introduced to the connection between concepts of space and design practice - and will demonstrate the ability to critically evaluate the connection between them in terms of their own designs.

211.2 Compositional Strategies Students will be able to critically apply concepts of space to architectural compositional strategies, including geometry, massing, material, texture and ornamentation.

211.3 Constraints Students will be able to analyze and accommodate physical and technical constraints in their design practice, such as: site, human use and occupation, function, structure and materials.

211.4 Media Student will be able to use analogue and digital design media to develop their architectural strategies and be able to describe their architecture within drawing conventions.

X

X

3

X

X

X

GRADUATE SKILLS

Knowledge  Information literacy Creative and Critical Thinking  Problem solving  Critical evaluation  Work autonomously  Creativity and innovation Communication  Effective communication (written)  Effective communication (oral)  Effective communication (graphic)  Work effectively in a team setting Leadership  Ethical behaviour in social / professional / work environments  Responsible, effective citizenship  Commitment to responsibilities under the Treaty of Waitangi

Assessed

Graduate Skills

Practised

Taught

This table expresses university wide skills that this course contributes to:

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 

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





 

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COURSE CONTENT The aims of this course - to develop skills in design as a thoughtful enquiry - will be supported by a broad base of content. These will be taught through studio feedback and criticism during the development of the design assignments.

The content falls into the following broad themes: Experimentation and Media Development of a fluidity of design practice. To utilise different design media and cross from one to another as a way to encourage lateral design thinking.

Conceptual Architecture’s position in relation to concept and to other disciplines will be part of tutorial discussions; for instance art practice, writing and visual media.

Compositional Strategies Geometry, massing, material, texture, ornamentation and scale will be emphasised in the project. These are the strategies that allow us to shape and form space.

Constraints Constraints brought up by the briefs will introduce ideas of architecture as a responsive medium; subject to many influences, both pragmatic and intangible. Such things as: site, human use and occupation, programme, scale, permanence, light quality, mood and gravity. These will be brought into the tutorial discussions.

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Hand Drawing/ Modelling Architectural drawing and modelling will be emphasised as a mode of enquiry. Students will learn to draw plans and sections to describe their designs and produce images to convey spatial qualities.

Computer Drawing/ Modelling Digital drawing and modelling will be encouraged as a design tool. The school has Grasshopper, Revit and Sketchup drawing software which are largely self learned programs. A 3D scanner, laser cutter, CNC machine and digital prototyper are available but their use is not mandatory (although strongly encouraged) Case Studies Examples of buildings, architects, artists, or writers will be suggested by tutors as the design progresses. Students will be encouraged to research their own case studies to support their design direction.

COURSE DELIVERY

This course is discovery by making and will involve intensive production of creative work in a studio setting. Course content will be delivered by discussion and feedback of the students’ design. Tutors will open discussions of content pertinent to the design as the design develops. Broadly, the assignments are organised to move students through several levels of complexity, from apparently simple abstract experimentation to complexities of inhabitable space, with a use, site and material reality.

Lectures: Lectures will be used as required to introduce assignments, teach specific areas of knowledge, or to provide visual stimulation and support during the course of the design project. Key announcements will also be relayed at this time.

Studio: This course will be taught in two three hour studio/seminars per week. Students will be split into tutor groups in a ratio of 1 tutor to 19 students and they will remain with that tutor for the duration of each design assignment.

Studio teaching will be by way of tutorial presentations and reviews, group tutorial discussions and one to one tutorials. The expectation is that tutorials will involve presentation and critique of work in small groups of three or more, in preference to one on one tutorials, however individual criticism will be available at times as determined by the tutor. Learning from one another as a group is far more effective than as a sole individual. Participation in the studio tutorials is vital to learning and students will be expected to contribute to each tutorial with work ie drawings, models and visual material, as well as the usual comments and criticism. A relaxed and free approach to studio environment is encouraged.

Blackboard: Blackboard will be used to communicate notices to students via announcements and messages. Students are encouraged to use this resource, to post interesting items they discover during their design research, for instance, for the benefit of the whole group.

Blog/Wiki: An online blog will be available for students to upload examples of their work for discussion

ASSIGNMENTS/PROJECTS A brief overview and description of the assignments.

This will be a 12 week project to design a coffee house. The project will take the student through three key phases of design and culminate in a group exhibition in the atrium displaying students’ final designs along with edited examples of their design process.

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There will be two assignments, worth 40% and 60% respectively. Assignment 1 will be cover the concept design phase. Assignment 2 will cover the developed design and exhibition phases. A brief summary of the assignments is below.

Assignment 1: Your Coffee House Project: Concept Phase 40% of final grade. Hand-in: Friday, 30th March, 8pm The concept phase for the coffee house project will involve a series of models and diagrams developing the complexities and creative possibilities of a coffee house. In this phase, students will address the following key aspects: Program: The actions, social rituals and spatial requirements of a coffee bar will be developed through analysis and observation. Diagrams, models and drawings will develop spatial strategies and a defined brief specific to each student.

Site: A selection of sites with different spatial characteristics will be available to students. These will all be within walking distance. Dynamics of site will be developed into spatial propositions through drawing, physical models and digital modelling.

Form: Experiments in form and material will be developed in parallel to site and program analyses. These will be used to inflect or change assumptions made in site and program.

The results of bringing these three fluid and inter-connected aspects of the design process together will be handed in as a portfolio. The work will form source material for the second phase.

Assignment 2: Your Coffee House Project: Developed Design and Presentation Phase 60% of final grade. Hand-in: Monday, 18th June, 8pm This stage of the design will focus on developing site, program and formal strategies of the first phase. Spatial, tectonic and material concerns will be brought to resolution in this phase and a highly resolved piece of architecture is the expectation. Techniques of description – conventions of plan section, elevations, will be emphasised. These will invariably be a combination of design media, moving between hand drawing and computer. The final work will be exhibited in a group exhibition in the atrium. Each student will present their coffee house as a series of (edited) design iterations that show a progression to the set of refined final drawings and presentation model.

ASSESSMENT REQUIREMENTS Assessment will be based on the demonstration of the student in the following in their work: Content: Rigorously developed architectural inquiry evident Experimentation: Exploration and understanding of architectural representational media and conventions Program: Ability to develop and manipulate programmatic requirements Site: Ability to develop and manipulate site requirements Composition: Ability to develop and manipulate formal, spatial, siting, massing vocabularies Comprehensiveness: Extent of in-depth and inventive inquiries leading to architectural strategies

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Critical thought: Evaluation of design decisions and methods evident in the development of visual/formal languages throughout the project.

Clarity: Communication of concepts/inquiry clearly visible in all drawn, built and written work, and design processes

The School has a long tradition of providing critical review of student work as it progresses especially in design projects. This is part of feed-back for learning purposes. Such reviews must not be misunderstood as indicators of standards and they are different from assessment. Students have a responsibility to attend critical reviews at the appointed time as part of the learning process. Review panels are often composed of internal and external members for the appointed times and cannot be re-composed to consider late submissions. Consequently late work will not receive a critical review, though it will be assessed subject to any penalties as set out below. 



Critical Review: May take place during the development phases of a project as well as at the time of the final submission. Its purpose is to identify strengths and weaknesses in the work and to offer suggestions to generally encourage the student. An encouraging critical review does not necessarily mean a good assessment result.

Assessment: May take place at a stage in a project or on final submission (or both). Its purpose is to assess the work in terms of the objectives stated in the handout and to express this as a grade.

Moderation of all assessment in design is undertaken at the end of the Trimester after critical reviews, involving a wider group of staff than the immediate lecturers in the course. This process ensures fairness.

All work submitted for assessment must be accompanied by an ASSESSMENT DECLARATION FORM. All grades posted during this course are only provisional results until confirmed by the School Examiners Committee which meets after the examination period.

PENALTIES For work that arrives late, the following penalty will be applied for the School of Architecture: 5% immediately, then 5% for every subsequent 24 hours including weekends.

GROUP WORK There will be no group work in this course

ATTENDANCE AND PARTICIPATION Attendance and participation is an important aspect of the learning process, and you are required to attend all the lectures and tutorials.

If extraordinary circumstances arises that require you to be absent from some class sessions, you should discuss the situation with the Course Coordinator as soon as possible.

Suggested additional wording for studio courses:

The design studio operates at three levels of instruction: the whole class, the tutorial group, and the individual. The studio thus involves both collective and individual participation from individuals in the group.

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Tutors will be in the studio at all scheduled times undertaking group and individual instruction and reviewing project work. Ongoing discussion will be critical to the development of your design work.

Therefore, for the studio to operate effectively, students are expected to arrive on time, to be present for the whole studio session, (unless there are reasons why they cannot) and to actively participate in group and one-to-one discussions with your tutor. It is also expected that students will bring to the studio sessions the appropriate equipment and supplies needed to work productively on the design projects and to complete this project work on time. The intensity and regularity of participation in the studio is unerringly reflected in the understanding and quality expressed in the resulting work.

Students are expected to maintain an acceptable level of cleanliness and tidiness in the studio as outlined in the Studio Culture Policy which is displayed in all studios.

COURSE EXPECTED WORKLOAD You should expect to spend of around 150 hours on this course, including both scheduled class time and independent study. Typically this involves around 10 hours per week during the twelve teaching weeks, with the balance during the mid trimester break, study week, and examination period. {latter two depends on the timing of the last assessment}.

http://www.victoria.ac.nz/home/about_victoria/avcacademic/publications/assessment-handbook.pdf

MATERIALS AND EQUIPMENT REQUIRED

Students will need to provide all materials and equipment as necessary for the completion of required work.

It is recommended that you have your own laptop although computer facilities are available at the School. If you are purchasing a laptop and would like information on the minimum requirements please contact the Student Administration Office. While digital cameras are available at the school, it is also recommended that students consider purchasing a simple digital camera (5mpxl minimum). Note: The Student Loan, administered

by StudyLink, allows students to claim up to $1000 for course related costs for each year of study.

RECORDING OF WORK AND PORTFOLIO You are strongly encouraged to respect and care for your work, making and recording a visual summary of each project in this course. This may be in digital and/or hard copy. The principal purpose of this is to maintain a record of your work for incorporation into your own personal “Design Portfolio”. Recording a summary of your work also means it is available if needed for you or the School to exhibit or publish.

SUBMISSION OF WORK Each student is responsible for ensuring their work is submitted on time and in the required format.

Late submissions will be penalised as set out above, unless an extension is approved by the Course Coordinator.

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EXTENSIONS In the event of illness or other extraordinary circumstances that prevent you from submitting a piece of work on time, or that you feel adversely affect the quality of the work you submit, it is important that you discuss your circumstances with the Course Coordinator as soon as possible so that appropriate arrangements may be made. You should complete an Application for Extension form (available from the Faculty Office) for the Course Coordinator to approve. You will also need to provide suitable evidence of your illness or other circumstances. In an emergency, or if you are unable to contact the Course Coordinator, you should advise the Faculty Office of your situation. Work submitted late must be submitted to the Course Coordinator.

MANDATORY COURSE REQUIREMENTS 

None

COMMUNICATION OF ADDITIONAL INFORMATION Any changes or additions to this Course Outline will be discussed and agreed with the class, and conveyed through Blackboard or via email to all students enrolled in the course.

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SCHEDULE OF SESSIONS (Assessments to be noted) Week

month

day date item

Week 9 February

March

Week 10 March

M TU W TH F M TU

27 28 29 1 2 5 6

Introduction Ass1 and Tutorial

Week 11 March

W TH F M TU

7 8 9 12 13

Tutorial

Lecture and Tutorial

Week 12 March

W TH F M TU

14 15 16 19 20

Tutorial

Lecture and Tutorial

Week 13 March

W TH F M TU

21 22 23 26 27

Tutorial

Lecture and Tutorial

W TH F

28 29 30

M TU

2 3

Presentation/ Exhibition of concept phase

Lecture and Tutorial

W TH F M TU W TH F M

4 5 6 9 10 11 12 13 16

Week 17 April

TU W TH F M TU

Week 18

W TH F M

Week 14 April

Week 15 April

Week 16 April

location

time

comments

LT1 then VS323

VS 323

LT1 then VS323

VS 323

LT1 then VS323

VS 323

LT1 then VS323

VS 323

2.40 -5.30pm

10.30am -2.20pm

Orientation Week

Trimester 1 Begins Hand-out Assignment 1 Concept phase begins

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

Hand-in Assignment 1 40% of total grade

Hand-out Assignment 2: Developed design phase begins

Good Friday ‐ holiday Easter Monday ‐ holiday Easter Tuesday – VUW holiday

Mid Trimester Break

LT1 then VS323

10.30am -2.20pm

17 18 19 20 23 24

Lecture and Tutorial

10.30am -2.20pm

25 26 27 30

Tutorial

LT1 then VS323

VS 323

10

10.30am -2.20pm

2.40 -5.30pm

ANZAC Day ‐ holiday

April May

Week 19 May

TU W TH F M TU

1 2 3 4 7 8

Lecture and Tutorial

Week 20 May

W TH F M TU

9 10 11 14 15

Tutorial

Lecture and Tutorial

Week 21 May

W TH F M TU

16 17 18 21 22

Tutorial

Lecture and Interim Presentation

W TH F M TU

23 24 25 28 29

Tutorial

Lecture and Tutorial

W TH F M TU

30 31 1 4 5

Tutorial

Lecture and Tutorial

W TH F

6 7 8

M TU W TH F M

11 12 13 14 15 18

TU W TH F M TU W TH F M TU W TH F M TU W TH F

19 20 21 22 25 26 27 28 29 2 3 4 5 6 9 10 11 12 13

Presentation/ Exhibition of developed design phase

Hand-in Assignment 2 60% of total grade

Week 22 May

June Week 23 June

Week 24 June

Week 25 June

Week 26 June

Week 27 July

Week 28 July

LT1 then VS323

VS 323

LT1 then VS323

VS 323

LT1 then VS323

VS 323

LT1 then VS323

VS 323

LT1 then VS323

VS 323

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

10.30am -2.20pm

2.40 -5.30pm

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10.30am -2.20pm

Interim Presentation Presentation phase begins

Queen’s Birthday ‐ holiday Exhibition setup – space dependent

Study/Examination Period

Hand-in Assignment 2 60% of total grade

Examination Period ends Mid‐year Break begins

CLASS REPRESENTATIVES The Faculty of Architecture and Design operates a system of Class Representatives in 100-level courses, and Year Representatives in each of the professional disciplines. Student Representatives are elected during a class session in the first week of teaching. All Student Representatives will be listed on the STUDiO notice board in the Atrium, and the relevant Representatives are also listed on studio notice boards. Student Representatives have a role in liaising between staff and students to represent the interests of students to the academic staff, and also in providing students with a communication channel to STUDiO and the Student Representation organiser.

ACADEMIC INTEGRITY AND PLAGIARISM Academic integrity means that University staff and students, in their teaching and learning are expected to treat others honestly, fairly and with respect at all times. It is not acceptable to mistreat academic, intellectual or creative work that has been done by other people by representing it as your own original work.

Academic integrity is important because it is the core value on which the University’s learning, teaching and research activities are based. Victoria University’s reputation for academic integrity adds value to your qualification.

The University defines plagiarism as presenting someone else’s work as if it were your own, whether you mean to or not. ‘Someone else’s work’ means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes:      

Material from books, journals or any other printed source The work of other students or students or staff Information from the internet Software programs and other electronic material Designs and ideas The organisation or structuring of any such material

Find out more about plagiarism, how to avoid it and penalties, on the University’s website: www.victoria.ac.nz/home/studying/plagiarism.html

USE OF TURNITIN Student work provided for assessment in this course may be checked for academic integrity by the electronic search engine http://www.turnitin.com. Turnitin is an online plagiarism prevention tool which compares submitted work with a very large database of existing material. At the discretion of the Head of School, handwritten work may be copy-typed by the School and subject to checking by Turnitin. Turnitin will retain a copy of submitted material on behalf of the University for detection of future plagiarism, but access to the full text of submissions is not made available to any other party.

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GENERAL UNIVERSITY POLICIES & STATUTES – WHERE TO FIND MORE DETAILED INFORMATION Students should familiarise themselves with the University’s policies and statutes, particularly the Assessment Statute, the Personal Courses of Study Statute, the Statute on Student Conduct and any statutes relating to the particular qualifications being studied; see the Victoria University Calendar or the University’s policy website http://www.victoria.ac.nz/home/about/policy Student and staff conduct The Statute on Student Conduct together with the Policy on Staff Conduct ensure that members of the University community are able to work, learn, study and participate in the academic and social aspects of the University’s life in an atmosphere of safety and respect. The Statute on Student Conduct contains information on what conduct is prohibited and what steps are to be taken if there is a complaint. For information about complaint procedures under the Statute on Student Conduct, contact the Student Interest and Disputes Resolution Advisor or refer to the statute on the Victoria policy website at: http://www.victoria.ac.nz/home/about/policy The Policy on Staff Conduct can also be found at: http://www.victoria.ac.nz/home/about/policy Academic grievances If you have any academic problems with your course you should talk to the tutor or lecturer concerned; class representatives may be able to help you in this. If you are not satisfied with the result of that meeting, see the Head of School or the relevant Associate Dean; the Student Interest and Dispute Resolution Adviser is available to assist in this process. If, after trying the above channels, you are still unsatisfied, formal grievance procedures can be invoked. These are set out in the Academic Grievance Policy which is published on the Victoria website at: http://www.victoria.ac.nz/home/about/policy There is also a leaflet explaining the grievance process available from the Academic Office website at: http://www.victoria.ac.nz/home/about_victoria/avcacademic/Publications.aspx#grievances Students with Impairments Refer to the Meeting the Needs of Students with Impairments Policy, available on the University’s policy website http://www.victoria.ac.nz/home/about/policy The University has a policy of reasonable accommodation of the needs of students with impairments. The policy aims to give students with disabilities the same opportunity as other students to demonstrate their abilities. If you have a disability, impairment or chronic medical condition (temporary, permanent or recurring) that may impact on your ability to participate, learn and/or achieve in lectures and tutorials or in meeting the course requirements, please contact the course coordinator as early in the course as possible.

Alternatively, you may wish to approach a Student Adviser from Disability Services to discuss your individual needs and the available options and support on a confidential basis. Disability Services are located on Level 1, Robert Stout Building: telephone 463-6070 email: disability@vuw.ac.nz Information regarding support is available from the Faculty Office reception desk.

Student Support Staff at Victoria want students to have positive learning experiences at the University. There are a number of support services available to help you directly if your academic progress is causing concern or if there are elements in your life that are affecting your ability to study. These include: 13

   

Your course coordinator or programme director; Staff in your Faculty Student Administration Office Student Dedicated learning support through Student Learning Support Service; Te Pūtahi Atawhai; Disability Services and Victoria International; Wider holistic support through the Health Service; Counselling Service; Financial Support and Advice; Accommodation Service and Career Development and Employment. Find out more at www.victoria.ac.nz/st_services/ or email student-services@vuw.ac.nz; Facilitation and Disputes Advisory Service can provide support and guidance on matters involving student safety, conflict or misconduct.

TE ARO CAMPUS BUILDING RULES AND FACILITIES Students on the Te Aro Campus are required to comply with the Faculty Guidelines relating to the safe use, access and care of the Architecture and Design technical resources and building facilities. These are available on the School website, and in the following documents available from the student R drive: R:\Student Health and Safety Information FAD Health & Safety Handbook – http://www.victoria.ac.nz/fad/facilities/3d‐model‐workshops.aspx    

Workshop and campus safety Safety training and safety precautions for the workshops FAD hazard Register Te Aro Campus floor plans

FAD Technical Services and Facilities Handbook – issued to all staff and available to all students on the student R drive, covering various local practices, including information on:  Information for new staff and students  Access and booking of teaching/studio spaces, and technical resources  Studio etiquette and rules pertaining to exhibitions, critiques and storage of models/drawings  Housekeeping/cleaning within the studios and workshops  Information on Te Aro IT systems and support  Te Aro campus floor plans General information on Faculty/School Technical Facilities including technical staff and their associated areas: http://www.vuw.ac.nz/architecture/facilities/index.aspx

WHERE TO GET HELP Faculty of Architecture and Design Student Administration Office – Vivian Street – Level One The Faculty’s Student Administration Office is located on the first floor of the Vivian Street Wing. The first floor counter is the first point of contact for general enquiries and Faculty forms. Student Administration Advisors are available to discuss course status and give further advice and the Faculty qualifications. To check for opening hours call the Faculty Student Administration Office on (04) 463 6200.

HEALTH AND SAFETY Students are reminded that they must comply with any health and safety instructions given by staff members in charge or work places and instructions and signs posted around the campus. All students should familiarise themselves with the FAD Health and Safety Manual and Notices around the Workshops and Laboratories. Students are advised to refer to the Student R drive for safety and other relevant information. R:\Student Health and Safety Information

WITHDRAWAL DATES Information on withdrawals and refunds can be found at: http://www.victoria.ac.nz/home/admisenrol/payments/withdrawlsrefunds.aspx 14

VICTORIA UNIVERSITY OF WELLINGTON Te Whare Wananga o te Upoko o te Ika a Maui

Faculty of Architecture and Design

Work Submitted for Assessment Declaration Form

Student’s full name Course

:

:

Assignment/project

:

(number and title) Date submitted :

_____________________________________________________________________

Refer to the information on Academic Integrity, Plagiarism and Copyright on the back of this form.

I confirm that: 

I have read and understood the University’s information on academic integrity and plagiarism contained at http://www.victoria.ac.nz/home/study/plagiarism.aspx and outlined below:



I have read and understood the general principles of copyright law as set out below:



This project/assignment is entirely the result of my own work except where clearly acknowledged otherwise:



Any use of material created by someone else is permitted by the copyright owner.

Signed:

Date: 15

Academic Integrity, Plagiarism and Copyright ACADEMIC INTEGRITY Academic integrity is important because it is the core value on which the University’s learning, teaching and research activities are based. University staff and students are expected to treat academic, intellectual or creative work that has been done by other people with respect at all times. Victoria University’s reputation for academic integrity adds value to your qualification.

Academic integrity is simply about being honest when you submit your academic work for assessment     

You must acknowledge any ideas and assistance you have had from other people.

You must fully reference the source of those ideas and assistance.

You must make clear which parts of the work you are submitting are based on other people’s work.

You must not lie about whose ideas you are submitting.

When using work created by others either as a basis for your own work, or as an element within your own work, you must comply with copyright law (Summarised from information on the University’s Integrity and Plagiarism website: www.victoria.ac.nz/home/studying/plagiarism.html) PLAGIARISM The University defines plagiarism as presenting someone else’s work as if it were your own, whether you mean to or not. ‘Someone else’s work’ means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes:      

Material from books, journals or any other printed source The work of other students or staff Information from the internet Software programs and other electronic material Designs and ideas The organisation or structuring of any such material

Find out more about plagiarism, how to avoid it and penalties, on the University’s website: www.victoria.ac.nz/home/studying/plagiarism.html COPYRIGHT Copyright law regulates the use of the work of an author, artist, designer or other creator.   

Copyright applies to created work including designs, music, computer programs, artistic and literary work.

The work can be in printed, digital, audio, video or other formats.

Normally the author or creator of a work owns the copyright for their lifetime and for 50 years after their death, (although sometimes someone other than the creator of a work owns the copyright to the work, such as the creator’s employer, or a person who commissions the creator’s work).  You must have permission from the copyright owner to copy, alter, display, distribute or otherwise use created work.  If the creator has applied a Creative Commons licence to a work, this permits others to use the work but only in accordance with that licence.

Further information on copyright is available on the Creative Commons Aotearoa FAQ website: http://www.creativecommons.org.nz/frequently_asked_questions#III1

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