11563 Master of Landscape Architecture Design Studio 3
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 12 cp
Subject level: Postgraduate
Result type: Grade and marksThere are course requisites for this subject. See access conditions.
Description
This subject assumes prior knowledge of the fundamentals of landscape architecture. It aims to develop mastery in the discipline of landscape architectural design through the integration of a specific research agenda that may be tested through project-based speculations. The research agenda comprises a particular topic selected from a range of areas within the discipline of landscape architecture including, but not limited to, advanced computation and digital design, advanced construction, environmental and performance-based design, urban design and activism and the role of the landscape architect within critical cultural and ecological discourse. The subject enhances a critical understanding of landscape architecture as both a discipline with an existing body of knowledge and a set of practices that continuously challenge and add to that body of knowledge. The subject requires the testing of ideas and modes of practice in landscape architectural design, and the production of design proposals that accurately and persuasively convey the most relevant ideas and practices at an introductory level.
The subject forms the first half of a year-long self-directed design research project, the culmination of the MLA in Landscape Architecture.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop core knowledge and skills in Landscape architectural design, including the integration of complex spatial/material problem solving skills and critical personal and disciplinary reflection. |
|---|---|
| 2. | Undertake primary and/or secondary research to inform and enrich the design process and outcomes |
| 3. | Apply the design process as a research tool for understanding and refining a design proposal and articulating broader ambitions in landscape architecture |
| 4. | Test and critically evaluate a variety of methodologies, processes and media involved in the development of architectural design proposals, and thus be able to analyse, question, and engage in informed and reasoned argument about such design proposals. |
| 5. | Professionally frame an authored design proposal as a vehicle to articulate and defend a landscape architectural proposition. |
| 6. | Present complete and relevant findings of a professional quality in a public setting such as open juries, exhibition or published work. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Advocate for landscape values to specialist and non-specialist audiences. (A.2)
- Present critical arguments about how research informs and drives design practice. (C.1)
- Innovate using emergent forms of landscape architectural practice, methods and technologies. (I.1)
- Develop advanced knowledge and skills through self-directed reflective practice. (P.1)
- Critically position work within an extended disciplinary context. (R.1)
- Independently formulate and test complex ideas, arguments and rationales through designs. (R.2)
- Challenge design conventions through scholarly research and investigative practice. (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
Overview
Students will be required to prepare and present research and design materials of various types in the context of this subject. These include printed and digital presentations of research materials, drawings, videos and animations, models, prototypes, reports, text based documents, exhibition materials of various types and an individual portfolio of student work. The intent of this subject is to develop design proposals and the necessary communication and research tools and evidence required to develop, present and describe that project in the most appropriate form for a professional and public audience.
Delivery
Students will be required to progressively prepare and present research and design materials of various types relative to the studio context and objectives of this studio.
In some circumstances, such as travelling studios, there may be a period of intensive work undertaken which requires travel to various significant locations or collaboration with other groups of students or academics from UTS or other institutions. Any deviation from the typical studio pattern described above, will be advertised by the studio instructor before enrolments into elective tutorial groups is required.
Online Learning
All subject documents, studio briefs, assessment descriptions, and supplementary resources and readings relevant to each studio offering will be made available on the UTS Online portal. Your tutor will be responsible for the maintenance and distribution of this information and any concerns regarding access to this content should be made to your tutor in the first instance.
The subject provides a range of formative feedback strategies.
1. All assessments will be graded in ReView. ReView will be used as a formative feedback mechanism in Assessment
2. The subject is designed around the progressive development of a highly resolved design project. Each tutorial and assessment milestone enables the continual and progressive development of both the knowledge, technical skills and understandings necessary to deliver a successful outcome. As such, each tutorial serves as a continuous feedback mechanism for students and your engagement in each studio session is necessary.
3. It is the student’s responsibility to record any feedback given during meetings. This will assist in how iterative development can be accessed and ultimately assessed.
Briefs
This subject operates in two streams to accommodate Masters students commencing in Autumn (Stream 1) of Spring (Stream 2). Please refer to Canvas for detailed briefs for each stream.
Content (topics)
This subject represents part of a year-long self-directed design research project. As such students select their own topics and content will vary.
Assessment
Assessment task 1: Review 01
| Intent: | Evaluate the quality of the student's design project | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4, 5 and 6 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, I.1, R.1 and R.2 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 35% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Review 02
| Intent: | Evaluate the quality of the student's design project | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 3, 4 and 6 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.2, P.1, R.1 and R.3 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 65% | ||||||||||||||||||||
| 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.
Required texts
Please refer to your Supervisor for recomendations specific to your research.
Other resources
Please refer to updates on CANVAS.