86533 Design Studio: Spatial Agency
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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
Result type: Grade and marks
Requisite(s): ((86530 Design Studio: Knowledge Spaces OR 86112 Design Studio: Experimentations) AND 86529 Design Studio: Scenographic Spaces AND 86005 Design Studio: Inhabitations AND 86004 Design Studio: Foundations in Interior Architecture)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Recommended studies:
Attend Studio Ballot
Description
Spatial Agency is a design studio that explores the potential of architecture to make positive contributions to the conditions and wellbeing of people, cultural practices and environments. It is the aim of this design studio to understand, design and interrogate the agency of space as a relational condition in the making of urban and regional environments. Contesting conventional interpretations of the built environment as immovable and passive, this studio advocates architectural design practice as dynamic, active and performative. Focusing on socio-architectural spatial dynamics within complex political environments, the studio looks for opportunities in which expanded spatial practices can make valued contributions to the communities and stakeholders in which the student's proposed architectural interventions are situated. Proposing a dynamic relation between social and architectural spatial formation, the studio investigates the complex relations between architectural and social space. Promoting provocative, expansive and contemporary potentials of architecture, Spatial Agency offers seven ‘live’ studios to introduce a variety of sites, programs, and contexts. Common to all studios is a commitment to social justice with which students are asked to situate a design scheme which provides tangible benefits for a predetermined group of stakeholders. The design studios constitute the core of teaching and learning throughout the Interior Architecture program. Design projects are framed within theoretical discourse and positioning in the studio environment. Projects aim to build spatial intelligence and innovate environments through thoughtful and rigorous individual design processes. Accompanying the design studio is a series of weekly lectures and tutorials unpacking contemporary and historical case studies, theoretical frameworks and diagramming techniques to inform design processes and outcomes.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Realise trans-disciplinary relationships |
|---|---|
| 2. | Demonstrate a mature, individual design sensibility |
| 3. | Draw from and activate networks between ideas, information and objects |
| 4. | Clearly articulate and ‘sell’ individual design processes and projects |
| 5. | Develop professionalism |
| 6. | Develop links to industry |
| 7. | Clearly communicate design intent using 2 and 3 dimensional representation |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to take autonomous responsibility for actions and decisions (A.1)
- Ability to work cooperatively as part of a team, initiate partnerships with others, take a leadership role when required and constructively contribute to peer learning and critique (C.1)
- Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
- Ability to apply experimentation in thinking and practice as a means toward developing an individual design approach (I.1)
- Ability to understand and generate design propositions across a diverse range of design scenarios and negotiate final propositions with multiple stakeholders (I.2)
- Ability to apply and utilise appropriate communication techniques, knowledge and understanding to enable practical applications in spatial design (P.1)
- Ability to analyse, formulate and synthesise complex ideas, arguments and rationales and use initiative to explore alternatives (R.2)
- 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 attributes. The course content, learning strategies and assessment structure is explicitly designed with these in mind.
C = communication and groupwork
A = attributes and values
P = practical and professional
R = research and critique
I = innovation and creativity
Teaching and learning strategies
Classes will incorporate a range of teaching and learning strategies including site visits, studio work, short presentations, discussion of readings, case studies and student group work. These will be complemented by independent student reading and participation in studio discussion.
Teaching times:
Tues : 2:00-3:00 1 hr lecture / 4:00-6:00 2 hr tutorial
Fri : 2:00-6:00 4 hr Design Studio
Key Dates:
Studio Ballot : O Week Tuesday 13 Feb 4-5pm
Teaching commences: Week 1 (19-22 Feb)
Field work: Week 5 (18-31 March)
StuVAC 1 _ (15-19 April)
Last week of teaching _ Week 12 (13-17 May)
StuVAC 2_(20-24 May)
Final Assessment _ 31 May
This subject is studio-based. Design studio is an intense, fast-paced and highly interactive learning format. It is taught collaboratively by practising design professionals and UTS academics. In each studio sessions, students receive formative feedback and reflection from studio leaders and peers while continuing to work iteratively towards the final design project through a variety of formats both within and outside studio times. This includes audio and video works, diagrams, plans and drawings, models and reflective writing. A public end of session exhibition allows for the celebration of the students' learning during the session. This subject includes active, interactive and collaborative learning experiences through lectures and design studio. Weekly interactive History & Theory lectures, weekly interactive practitioner presentations open to years 1-3 allow for a highly engaged learning experience where ongoing feedback and peer-feedback is provided at every session. This subject uses the inquiry-based learning strategy that involves students in researching and developing their own/group solutions to complex problems and scenarios.
This subject is offered face-to-face and incorporates a range of teaching and learning strategies which includes-lectures, discussions, demonstrations, studio activities, design thinking and making and student presentations. Each class is complemented by prior reading and research and reflection on studio work, individual and collaborative group tasks.
Lecture and Studio will incorporate a range of teaching and learning strategies including studio work, short presentations, videos, simulations, discussion of readings, case studies and student group work. These will be complemented by independent student reading and participation in online and in studio discussion. Students will prepare an group studio portfolio to document their work process, visual and written research and design development of their individual design projects.
Content (topics)
1. Contextual research issues related to particular projects
2. Concept translation and brief formulation
3. Advanced design methodologies
4. Advanced visual and verbal presentation
5. Concepts of professional practice
Assessment
Assessment task 1: 1A Spatial Analysis (10%), 1B Concept Design (10%)
| Intent: | Concept Design / Spatial Analysis (20%) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 3, 4 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.): C.2, I.1, P.1 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: 2. Design Development
| Intent: | To develop a resolved design proposal extending from concept design and theoretical grounding. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 4, 5 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.): A.1, C.1, C.2, P.1 and R.4 | ||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||||||
| Weight: | 30% | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: 3A.Final Design Presentation; 3B. Essay; 3C. Portfolio
| Intent: | To develop, present and exhibit a resolved design proposal and corresponding portfolio. To write a reflective essay on the lecture series. | ||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3, 4, 5, 6 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.): A.1, C.1, C.2, I.1, I.2, P.1 and R.2 | ||||||||||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||||||||||||||
| 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.
Achievement of the subject’s aims is difficult if classes are not attended. Where assessment tasks are to be presented personally, in class attendance is mandatory.
Required texts
Further reading that will be referred to in the lectures and provided by individual Studio Leaders.\
Awan, N. 2011. Spatial agency: other ways of doing architecture. Abingdon, Oxon; New York, NY: Routledge. http://www.spatialagency.net
Blundell-Jones, Peter, ed. 2009. Architecture and Participation. Digit. print. London: Taylor & Francis.
Chambers, Robert. 1994. “Participatory Rural Appraisal (PRA): Analysis of Experience.” World Development 22 (9): 1253–68
Dean, Andrea Oppenheimer, and Timothy Hursley. 2002. Rural Studio: Samuel Mockbee and an Architecture of Decency. 1st ed. New York: Princeton Architectural Press.
Hustwit, Gary; 2012 Urbanized a documentary film, Plexifilm (Firm); New Video Group.; Swiss Dots (Firm)
References
To be provided by individual Studio Leaders