11216 Architectural History and Theory: Modernity and Modernism
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Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
The subject begins where the first history subject left off, in 1750, with the advent of the Enlightenment. The Enlightenment, also known as the Age of Reason, ushered in the era of scientific thinking and positivism, ways of approaching the world through systematic evaluation and consideration. It is also the beginning of the modern period, a time in which religious belief is on the decline, while democracy and capitalism are on the rise, industrial production is replacing handcraft, and populations begin the great shift from rural areas to the cities. That is, the mid-18th century represents the start of what is still called 'modernity'. Thus, while focused on the 20th century, the subject begins with the second half of the 18th century because this is the historical moment which most historians believe marks the beginnings of modernity in every human endeavour.
The subject therefore studies the relationship between the changes in the world and in world-view and diverse practices of modernism in art and architecture, along with theories of modernity as they bear upon and are challenged by these practices. The subject develops students' abilities to read and understand key aspects of architectural design through case study analysis. The subject combines a broad sweep of political, social, and economic changes that influenced new ideas in architectural design with discussion of conceptual and thematic ideas. As the famous Austrian architect Otto Wagner said, "the sole starting point of our artistic endeavours should be modern life." (Otto Wagner, Modern Architecture (1896) reprint (1988) 60.) In order to understand why architecture looks the way it does, we need to investigate the ideas that inspired architects; these ideas come from every possible realm of human thought, from fine art to science to philosophy to mysticism. Cases are used to illustrate how those ideas affected specific projects. Assigned readings complement the lectures to give students an overview of how architectural ideas and aesthetics developed across time but neither the readings, nor the lectures, in and of themselves, cover all of the material. The two are designed to complement each other.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate a broad understanding of key events, contexts, concepts, and practices that have shaped architecture from 1750 to 1945 |
|---|---|
| 2. | Demonstrate an understanding of the methods involved in studying architectural history as a scholarly discipline |
| 3. | Communicate, individually or as part of a team, a critical stance on issues in architectural history through sound research and logical argumentation |
| 4. | Demonstrate possession of a basic vocabulary to describe, analyse and critique architecture |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Work cooperatively and professionally as part of a team (C.1)
- Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
- Independently analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives (R.3)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity.
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).
Teaching and learning strategies
Weekly on campus: 2 hrs lecture, 1 hr tutorial.
The tutorials will serve as a platform for interrogation and debate of themes raised in lectures, presentations, and readings. The tutorials also facilitate peer feedback and tutor-guided development of research topics, research methods and academic writing.
There are a number of online resources used to support learning in this subject. Lecture slides will be made available on Canvas. The essential readings are directly accessible from the Canvas Reading List. Most recommended readings can be found in the UTS Library.
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.uts.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students). If you receive a Basic grade for OPELA, you must attend additional Language Development Tutorials (each week from Week 3 or 4 to Week 11 or 12) in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.
Content (topics)
The subject will cover topics relevant to the history of architecture, art, urban design, and landscape design from 1750 to 1945. Themes presented in the subject may include:
- industrialization
- impacts of travel and technology
- debates about style and ornament
- ideas and practices of avant-gardism
- utopianism and revolution
- new social formations
- abstraction
- hygiene
- geo-politics
- cross-cultural exchange
Assessment
Assessment task 1: Research Essay
| Intent: | This assessment is composed of parts A (10%) and B (40%): a) write an abstract for a proposed research essay topic, accompanied by an annotated bibliography b) develop the abstract into a 2,000-word research essay Refer to detailed assessment sheet Note: Part B will be assessed for English language proficiency. You will be directed to further language support after the completion of this subject if your language is below the required standard. | ||||||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.2 and R.3 | ||||||||||||||||||||||||
| Type: | Essay | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Lecture Tasks
| Intent: | Respond to task prompts given by the lecturer during the weekly lecture (combination of multiple choice and short-answer questions). Refer to detailed assessment sheet. | ||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): R.3 | ||||||||||||
| Type: | Quiz/test | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 20% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Group Tutorial Presentation
| Intent: | Work in pairs to give a 12-minute presentation in tutorial on a case study building. Refer to detailed assessment sheet. | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 3 and 4 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, C.2 and R.3 | ||||||||||||||||
| Type: | Presentation | ||||||||||||||||
| Groupwork: | Group, group assessed | ||||||||||||||||
| Weight: | 30% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment. Tutorial attendance will be monitored and minimum attendance requirement strictly enforced.
It is a requirement of this subject that all students complete OPELA. Students who received a Basic grade in the OPELA are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a Fail X grade.