11333 Constructing Architectural Space
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Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 144 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Wareama, Wareamah, Warrayama, Cockatoo Island, holds deep cultural significance for the local Aboriginal Peoples of Sydney. The island has a rich and complex history reflecting both ancient Indigenous heritage and the more recent colonial and industrial periods. It is now a UNESCO World Heritage-listed site; however, the listing only acknowledges the colonial heritage of the island. Wareama, Wareamah, Warrayama has borne witness to the devastating and traumatic effects of colonisation, affecting Country, and both Indigenous and non-Indignenous Peoples.
Students interrogate the island and the colonial retelling of her histories. A self-directed brief forms, and students site their projects most aligned with the direction of their project. A diverse range of (Aboriginal) perspectives in the studio ensures a prioritising of truth-telling, balancing of narratives and a (re)centring Country.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Set up design processes that engage with Indigenous methodology. |
|---|---|
| 2. | Demonstrate design thinking preceding with Indigenous Knowledges with ongoing respect to Country. |
| 3. | Collaborate in a cross-disciplinary learning environment with a focus on engagement with Indigenous People and Practice. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Critically analyse how Aboriginal and Torres Strait Islander People - unique connection to Country can influence or is represented in architectural design (A.3)
- Critically examine historical and contemporary Indigenous architectural contexts and their contribution to architecture projects and industry (A.4)
- Critically analyse how Aboriginal and Torres Strait Islander People - unique connection to Country can influence or is represented in architectural design (C.3)
- Critically examine historical and contemporary Indigenous architectural contexts and their contribution to architecture projects and industry (C.4)
- Graduates will apply specialised knowledge and skills of Aboriginal and Torres Strait Islander contexts to inform their professional capability to work with and for- Aboriginal and Torres Strait Islander people-across architectural projects and the profession. They will demonstrate ability to critically examine the knowledge, worldviews and perspectives of Aboriginal and Torres Strait Islander People in relationship to a design project; demonstrate the ability to apply Aboriginal and Torres Strait Islander People knowledge, worldviews and perspectives into the conceptual design of a project in a meaningful, respectful and appropriate way (C.5)
- Critically analyse how Aboriginal and Torres Strait Islander People - unique connection to Country can influence or is represented in architectural design (R.4)
Teaching and learning strategies
Students will engage in a cross-disciplinary environment working alongside Masters Students in Architecture and Landscape Architecture to formaulate a brief response.
Content (topics)
- Connecting with Country Framework
- Indigenous methods and practice
- Indigenous Community Engagement
Assessment
Assessment task 1: Brief Development
| Intent: | Refer to Subject Briefing document for details and deliverables | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 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.): A.3, A.4, C.4, C.5 and R.4 | ||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Design
| Intent: | Refer to Subject Briefing document for details and deliverables. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 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.): A.3, C.3, C.5 and R.4 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||
| 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.