86007 History and Theory 2
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: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Recommended studies:
Active participation in Orientation week activities is highly recommended, as it is when students are inducted in software management.
86006 - History and Theory 1 (or exemption)
Description
5 Keywords. History, Methodology, Precedent, Chronology, Climate
This subject is the second in the first-year introduction to History and Theory and its relationship to contemporary interior architecture practice.
History and Theory 2 (86007) introduces the discipline of History and its applicability to contemporary interior architecture practice through weekly lectures looking at exemplary historical precedents, spaces, technologies and modes of inhabitation, including; First Nations inhabitation concepts, the Hagia Sophia, the Alhambra, the Katsura Imperial Villa, Ethiopian Coptic Churches, Borobudur Temple, Tulou Houses, the Yungang Grottoes and Bukhara, Samarkand, Wadi Hadramaut, the Lahore Fort complex the Shalimar Gardens the T?dai-ji Temple complex and the Persian wind towers and associated water technologies.
In parallel to the lectures, three x four-week tutorial modules focusing on three Western historical periods (Ancient Greece, Italian Renaissance, Baroque and Modernism) explore built form, space and cultural context.
The subject, as a whole, also looks at the impact political, social and artistic movements have had on the production of interior space. Students examine interior details, ornaments, composition, materials and context. They are expected to understand the given precedents verified through their own writing and drawing to establish a solid basis for further research and design work in the coming semesters and into their professional careers.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | To promote an understanding of technologies of the form and representation that are relevant to the interior. |
|---|---|
| 2. | To explore the historical dialectic between cultural artefact and commodity in the historical development of the interior, and its influence in today’s understanding of space. |
| 3. | To rebrand representation as a method of speculation and knowledge production device. |
| 4. | To instrumentalise history and historical analysis for the assessment of emerging conditions relevant to the interior, such as technological shifts, new subjectivities, disciplinary threats and opportunities. |
| 5. | To explore the tensions between autonomy and collaboration, the individual vs. the collective in the production of space. To explore transversal and cross-disciplinary influences in the understanding and development of the contemporary interior. |
| 6. | To produce meaningful contemporary reflections on the relation between historical and current conceptions of interior space through written documents and verbal speech. |
| 7. | To articulate sophisticated and meaningful verbal statements and written critical reflections on historical constructions of disciplinary discourse. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to develop and establish an informed and ethical understanding and/or position toward social, technical and environmental practices (A.2)
- Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
- Ability to initiate and execute meaningful self-directed iterative processes (I.3)
- Ability to apply and utilise appropriate communication techniques, knowledge and understanding to enable practical applications in spatial design (P.1)
- Ability to demonstrate knowledge and understanding of interior and spatial design precedent and to contextualise one's work within the extended discipline (R.3)
- Ability to reflect on, challenge and interrogate theoretical speculation (R.4)
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
1. On Campus Lecture with in-lecture activities and quiz
2. Tutorials: In each tutorial session, students will receive tutors' feedback while working towards completing assigned tasks. The tutorial sessions are designed strategically to respond efficiently to the specific requirements embedded within each assessment. During studio sessions, students will participate in reading groups, discussions, writing workshops, technical and aesthetic modules and feedback on their work.
Reading the weekly assigned texts before attending the tutorial is mandatory for every student. Students will find the weekly readings on Canvas.
3. Resources: Students have access to a collection of references and resources, some hosted by the UTS library and others made available through Canvas
4. OPELA
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.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task]. If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you in developing 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.
Attendance and Participation in the Modules will count for 10% of each of the assessments.
Content (topics)
- History
- Methodology
- Precedent
- Chronology
- Culture
- Climate
- Technology
- Landscape
- First Nation
- Materials
- Context
- Asia
- Middle East
- Africa
- Americas
- Ancient Greece
- Ancient Rome
- The Baroque
- The Renaissance
- Modernism
- Post Modernism
Assessment
Assessment task 1: A History of the Interior (Lecture Series)
| Intent: | Assessment one intends to test the retention of knowledge and concepts from the History and Theory lectures through a sequence of quizzes and drawings | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 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.): A.2, C.2, I.3 and R.4 | ||||||||||||||||||||
| Type: | Quiz/test | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 25% | ||||||||||||||||||||
| Criteria: | Knowledge retention and application to specific questions relating to the history of the Interior | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Module A
| Intent: |
Over the semester, you will do one module on Ancient Greece, one module on Renaissance and Baroque, and one module on Modernism.
The Modules Individual Module leaders will emphasize different aspects of the themes mentioned above and emphasise them differently. All Tasks are documented in the Module Handout. Students can download the Module Handout and weekly program from Canvas before starting each of their modules. (weeks 1, 5 and 9) Module leaders will also send you this handout before the start of each of your modules. This handout will be reissued three times across the semester with the following titles; Module Handout A (WEEK 1 - 4) Module Handout B (WEEK 5 - 8) Module Handout (C WEEK 9 - 12)
Important Please make sure you have the correct handout for the weeks your module runs. (i.e. do not use Module Handout (WEEK 1 - 4) if we are in week 7) The essay (sometimes illustrated) will be the primary communication strategy and assessable task in all modules. The Module Handout will have the readings, resources, precedents, questions, weekly schedule and information on the assessment task etc. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3 and 7 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.): P.1, R.3 and R.4 | ||||||||||||||||
| Type: | Essay | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 25% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Modules B & C
| Intent: |
Over the semester, you will do one module on Ancient Greece, one module on Renaissance and Baroque, and one module on Modernism.
The Modules Individual Module leaders will emphasize different aspects of the themes mentioned above and emphasise them differently. All Tasks are documented in the Module Handout. Students can download the Module Handout and weekly program from Canvas before starting each of their modules. (weeks 1, 5 and 9) Module leaders will also send you this handout before the start of each of your modules. This handout will be reissued three times across the semester with the following titles; Module Handout A (WEEK 1 - 4) Module Handout B (WEEK 5 - 8) Module Handout (C WEEK 9 - 12)
Important Please make sure you have the correct handout for the weeks your module runs. (i.e. do not use Module Handout (WEEK 1 - 4) if we are in week 7) The essay (sometimes illustrated) will be the primary communication strategy and assessable task in all modules. The Module Handout will have the readings, resources, precedents, questions, weekly schedule and information on the assessment task etc. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3 and 7 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.): P.1, R.3 and R.4 | ||||||||||||||||
| Type: | Essay | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 50% | ||||||||||||||||
| 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.
- Pursuant to UTS rule 2.5.1 students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject.
It is a requirement of this subject that all students complete OPELA [or a written diagnostic task]. Students who received a Basic grade in the OPELA [or the written diagnostic task] 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.