University of Technology Sydney

11119 Landscape Architecture Studio 1

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.

UTS: Design, Architecture and Building: Architecture
Credit points: 12 cp
Result type: Grade and marks

There are course requisites for this subject. See access conditions.


The subject is the introductory studio in the Bachelor of Landscape Architecture (Honours) (C09079) studio sequence, and the Graduate Certificate in Landscape Architecture (C11275).

It provides a framework for students:

  • to understand the discipline's fundamental themes and techniques, whilst exploring creative approaches to landscape design, and
  • to build knowledge of landscape and landform that informs the generation of topographic proposals which are contextually responsive

The intent is to develop a student's literacy and appreciation for landscape from the perspective of landform. Through site investigations and technical exercises students learn to identify, describe and manipulate a landscape's physical properties, with an emphasis on their physical expression and the materiality of landform. This is supported by a focus on the use of two and three-dimensional, analogue and digital, techniques for understanding landform in measured, expressive and functional terms. Strategies for reading and representing landscapes and their respective landform, at different scales, are introduced independently, and contextualised as related aspects within an iterative design process. Used in combination these strategies enable students to translate observations and analyses into three dimensional topographic proposals for a specific project site.

Providing an intellectual context for the subject's practical exercises are a series of lectures which explore the relationship between design theory in general and landscape architecture more specifically. Examples of contemporary and historical landscape architecture projects and practices serve to exemplify disciplinary ideas of context, authorship, novelty, reflexivity and criticality.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Demonstrate a growing awareness and appreciation for landform: its expressive qualities, symbolic meanings, physical properties, and performative capacities.
2. Identify and describe the specificity of landscape architecture's design methodology, with reference to theory and precedent.
3. Generate, test, and evaluate design ideas using an iterative process in two and three dimensions.
4. Use basic representational forms, techniques and conventions to good effect.
5. Establish a critical engagement with design precedent through the use of primary and secondary research.

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Apply an informed, ethical position towards social, technical and environmental issues and practices. (A.1)
  • Communicate ideas professionally. (C.2)
  • Create designs that respond to their context in formally or conceptually innovative ways. (I.1)
  • Advance ideas through an exploratory and iterative design process. (I.2)
  • Generate solutions to complex problems through an exploratory and iterative design process. (P.2)
  • Define and apply appropriate design research methods. (R.1)

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

Design Studio

Design studios are a distinctive component of your education. The term ‘studio’ refers to a particular type of physical space, a distinct approach to teaching and learning, and a particular set of working practices. These intersect to produce an environment in which making, experimentation, collaboration, discussion and display are highly valued. The studio will convene twice a week during the teaching session. This will be supplemented by a final review. Each teaching day includes a 1 hour lecture and 3 hours in the studio.

Supervised studio hours serve as the time to progress, discuss and review work under guidance from the subject’s teaching team. Students are expected to work throughout the length of each supervised studio session. When not engaged in one of the subject’s structured forms of teaching students should continue developing their work independently. Students must, therefore, come to each studio session prepared to both review the work done between supervised sessions and with the necessary equipment (paper, pens, modelling materials, cutting mats etc. as appropriate) to further progress the work in studio. Unprepared students will be recorded as absent.

For each supervised hour, it is anticipated that at least three unsupervised hours of work will be completed. This unsupervised work should include collaborative skill-sharing, feedback and discussion with peers and (ideally takes place primarily within the shared studio environment).

Assessment Tasks

The subject is structured around three assessment tasks. Each assessment task is defined by specific design questions, processes and deliverables outlined in individual project briefs. Lectures are used to introduce each assessment task and provide guidance on relevant techniques, theory and precedent. Assessment specific lectures are to be complemented by a general lecture series, introducing students to key deas, terms and theories. The content of these lectures will form the basis of discussions in the studio and is intended to expand the set of ideas that underpin all projects.

Beyond the briefs

Alongside producing work for the subject’s assessment tasks, there will be times throughout the session when students will be asked to undertake additional preparatory activities. These are designed to expand students’ understanding of architectural thinking and practice. Activities may involve reading an assigned text, independently visiting a project or a site in Sydney (and beyond), or undertaking research in the UTS library. Beyond this, it is expected that students will demonstrate self-motivation through an expansive exploration of cultural production from within and beyond their discipline as well as continually expanding their own set of skills and production techniques. Although the outcomes of these activities may not be explicitly marked, if executed properly, they will positively contribute to a student’s academic development and improve the quality of work produced for the subject’s assessment tasks.


Design is an inherently social activity centred on the use of visual forms of communication, supplemented by verbal and written communication. The success of the studio as a place for learning, design and experimentation is dependent on positive and constructive participation from all. Students will be expected to share their thoughts about their own work, the work of fellow students and the realised projects of accomplished designers, such as those shown in lectures.

Formative Feedback

Students will receive formative feedback for each assessment task. Formative feedback is provided during the learning process, when work for an assessment task is in production. It takes the form of comments, suggestions and directions, given in class to help students refine and improve their work prior to submission. For this to occur students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and, where necessary, altering their approach.

It will typically be provided verbally by the subject's teaching staff, but will also, on occasion, be provided by other students. It is delivered informally, either in conversation during a tutorial or in the course of discussion at the scale of the whole class. Students should keep a written record of the feedback they receive. If a student is confused about a particular aspect of their feedback they should seek clarification from the teaching team. Ideally this should be done when feedback is being delivered. Alternatively, clarification can be sought in person at the end of class or after class via email.

Summative Feedback

Each of the three formal assessment tasks will conclude with a student being assigned a grade and written summative feedback Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria. It is provided in written form for all assessed work. It is published along with indicative grades online. The content of summative feedback serves a number of purposes. It is intended to provide an explanation for the grade issued, reflecting on the quality of the work submitted and the student’s performance leading up to submission. Students are also provided with strategies for improving aspects warranting attention, or the further advancement of identified strengths. Students should direct any queries about summative feedback to the subject deliverer. In the first instance this should be done by email.

Content (topics)

  • Context
  • Scale
  • Landform
  • Iterative and generative design processes
  • Analogue and digital modelling techniques for describing temporal and spatial characteristics.
  • Skills of observation and interpretation




Students develop a practice of research and critical reflection focused on the interrogation of various disciplinary sources.


This task addresses the following subject learning objectives:

2, 3 and 5

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.2 and R.1

Type: Journal
Groupwork: Individual
Weight: 30%

Refer to Canvas


Refer to Canvas

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Words and images are effectively used to summarise key ideas, concepts and relevant information. 40 2 C.2
Appropriate methods are used to collect, verify and attribute information. 30 5 R.1
Ideas and examples are comprehensively examined, revealing constituent elements, and their relationships. 30 3 I.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes



Students experiment with a range of tools and strategies for apprehending, analysing and documenting landscapes and their respective landforms.


This task addresses the following subject learning objectives:

1, 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.):

A.1, C.2 and I.2

Type: Exercises
Groupwork: Individual
Weight: 30%

Refer to Canvas

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Prescribed tools and strategy are effectively used to generate knowledge. 40 3 I.2
Landform is described in a compehrensive and precise manner using an emerging disciplinary vocabulary. 30 1 A.1
Representational forms and conventions are effectively employed to describe ideas and observations. 30 4 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes



Students develop a topographic proposal that engages with the particularities of a given site.


This task addresses the following subject learning objectives:

1, 3 and 5

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.2, I.1 and P.2

Type: Portfolio
Groupwork: Individual
Weight: 40%

Refer to Canvas


Criteria linkages:
Criteria Weight (%) SLOs CILOs
In alignment with the brief, the design performs in several complementary ways. 20 3 I.1
The design reflects an emerging understanding of landform. 30 1 A.1
An iterative process is adopted, encompassing the articulation, testing and evaluation of physical proposal. 30 3 P.2
The design is described precisely and comprehensively using specified drawing forms and techniques to good effect. 20 5 C.2
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements


The Faculty of DAB expects students to attend at least 80% of the scheduled contact hours for each enrolled subject.

Achievement of subject aims is difficult if classes are not attended. Where assessment tasks are to be presented personally in class, attendance is mandatory.

Pursuant to “UTS Rule 3.8.2”, students who do not satisfy attendance requirements, may be refused permission by the

Responsible Academic Officer to be considered for assessment for this subject.

Qwickly Attendance will be used to keep a record of lecture attendance. Students are required to 'check-in' online during the first 10 minutes of each lecture.

Students who are unable to attend for personal reasons (e.g. sickness) are to notify the subject's coordinators by email on the day of absence.

Late and Incomplete Assignments

Assignments submitted after the due time/date will incur the late penalties listed below unless a formal extension of time has been granted by the Subject Coordinator. This should be approved BEFORE the submission deadline where possible. Work submitted more than 5 working days after the stated submission date, will not be accepted for assessment unless a formal extension of time has been granted by the Subject Coordinator on receipt of a Special Consideration Form. (Please refer to the “Exemptions and Absence” and “Special Consideration” sections of the DAB Subject Information Book).

Work submitted up to 5 days* later than the deadline should have an “Extensions and Absence form” attached (with appropriate Doctor’s Certificate or equivalent documentation). Depending on the circumstances, the Subject Coordinator may apply the following penalties:

Up to 1 day late: 10% late reduction **(24 hours from the specified deadline)

Up to 2 days late: 20% late reduction

Up to 3 days late: 30% late reduction

Up to 4 days late: 40% late reduction

Up to 5 days late: 50% late reduction

Over 5 days late: NOT ACCEPTED

• The 10% per day penalty is applied to the mark that would have been received if the submission had been on time.

• Any work submitted after 5 working days late would need a ‘Special Consideration’ document to be accepted for assessment.

• Students cannot expect to receive verbal or written feedback for work submitted more than 5 days late.

* If equipment or software is not available for students to complete the late work, then the Subject Coordinator may

decide to exclude weekends from the number of days late in calculating the penalty.

** Where no exact time is specified for a deadline it will be assumed that the deadline is 9am on the date specified.


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.

Required texts

Where relevant reading lists will be provided with each assessment brief.