11130 Landscape Architecture Studio 3
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 11173 Landscape Architecture Studio 2 OR 11197 Landscape Architecture Studio 2
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
The studio builds on skills and knowledge acquired during year one of the Bachelor of Landscape Architecture (Hons) degree, with a focus on the development of digital mapping and visualisation as it relates to landscape material processes and flows, across multiple scales. This includes an introduction to QGIS, photogrammetry, and digital modelling, including Rhino, Cloud Compare, Grasshopper and various cloud technologies. Beyond their workings, the studio serves as a context for exploring the relevance of these tools for understanding and modifying natural landscape systems, including dunes, wetlands, rivers, and estuarine environments in the context of human settlement. Field based inquiry, digital tools, and diverse data sets are used in combination to establish a critical understanding of how materials move within and through a given landscape. In doing so, students consider the anthropogenic impacts of land use practices such as urban expansion, sand extraction and land clearing. In the interests of improving the health and performance of complex landscape systems, defined by material processes and flows, students develop design proposals that serve as catalysts for material accumulation, direction, accretion, proliferation, and diversification. Acknowledging that dunes, wetlands, rivers and estuaries are indivisible from human processes, designs are sought that address the interdependency of multi-species and landscape health through meaningful processes of community engagement.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate an understanding of material processes and flows with respect to natural landscape systems. |
|---|---|
| 2. | Effectively deploy digital strategies and tools for diagnostic and generative purposes. |
| 3. | Critically reflect on an intervention’s impacts across scales of time and space. |
| 4. | Use appropriate representational forms and techniques to effectively communicate material processes and flows, and ecological relationships. |
| 5. | Collaborate in a manner that is equitable, respectful and constructive. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Formulate an ethical position and develop approaches to advocate for equitable and just landscapes that deliver positive impacts. (C.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
This subject will operate as a design studio. A studio teaching environment is flexible and open-ended and includes: lectures and presentations of relevant material by instructors and invited guests; in-class exercises where students engage with an activity that will encourage them to understand a design-related task more deeply and with and through the support of teachers and peers; site visits; the analysis of precedents and case studies; one-on-one and group critiques and formal presentations of work in front of a design jury.
For site investigation and case study visits that are scheduled during studio hours, student will be required to travel to and from sites in their own time.
Studio involves both group and individual work. Students are required to bring ongoing work into the class for discussion.
The skills required for this subject will include physical model-making. All students are required to undertake a workshop induction in order to access the UTS DAB Fabrication Workshop.
What is design studio?
1. Design studio explores real-world problems
Students will engage with projects that are connected to the wider world, addressing concerns of relevance to the discipline and society, locally and globally.
2. Design studio is open ended, inquisitive and creative
There are no right or wrong answers, or ready-made fixes for a problem. Instead, creative solutions are sought. These are evaluated in terms of their imaginativeness, relevance to the brief, responsiveness to site and context, and degrees of resolution (technical, physical, programmatic).
3. Design studio simulates professional behaviour
Students will learn to be a landscape architect through acting like a landscape architect: practically, creatively and ethically
4. Design studio emphasises learning through making and doing
Ideas are no good stuck in a student’s head. In studio students will learn how to take an idea and develop it into a design through drawing, model making and other visual communication techniques.
5. Design studio supports risk taking and ‘design-failures’
Design proposals are created through an iterative process of testing and evaluation. Every student will go through their own design journey and this will include, unavoidably, some ‘design-failures.’ These are welcomed as they serve as important learning experiences.
6. Design studio supports a culture of collaboration and public debate
Designing is an inherently social activity that relies on generosity, mutual respect and peer-support. Proposals are furthered through repeated discussion and critique involving students, staff and visitors.
7. Design studio expects students to be self-motivated, and generous in their interactions with others
The success of a studio depends to a large degree on the amount of time, energy and enthusiasm students bring to their work. It requires students to share their ideas as well as be open to the ideas of others.
Feedback: when, where and how:
Students will have several opportunities to receive feedback during the subject. The feedback provided will vary in form, purpose and in its degree of formality:
Formative feedback will be provided during the learning process, when an assessment item is in production. It will address the content of work and a student's approach to learning, both in general and more specific ‘assessment orientated’ terms. It is designed to help students improve their performance in time for the submission of an assessment item. For this to occur students need to respond constructively to the feedback provided. This involves critically reflecting on advice given and in response altering the approach taken to a given assessment.
Formative feedback 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 point of 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 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 with all assessed work. It is published along with indicative grades online at UTS REVIEW. 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 recommended strategies for improving aspects needing improvement, or worthy of advancement. Students should direct any queries about summative feedback to their subject co-ordinator. In the first instance this should be done by email.
Content (topics)
Topics covered throughout this course include:
- relationality between materials and flows
- the inter-relationship between scales
- working with complexity at the urban and regional scale
- brief: open, presents a problem + context (disciplinary and social) (environmental + cultural)
- provide options (introduce modes of landscape practice)
- GIS (basics)
- skills and knowledge in designing ecosystems, including urban ecosystems
- process mapping and synthesis of data
- territorial comprehension, mapping and transformation
- conceptual thinking around territories and ecologies
- mapping more-than-human-worlds + multispecies worlds etc
- the representational challenges of cartographic thinking.
- the relationship between the body and the territory.
Assessment
Assessment task 1: RESEARCH
| Intent: | Students establish a foundation in the studio's topic through a process of detailed research, analysis and discussion of key sources. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 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.): .1, .2 and C.1 | ||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Criteria: | Students establish a foundation in the studio's topic through a process of detailed research, analysis and discussion of key sources. | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: POSITION
| Intent: | Working collaboratively students develop critical positions in response to the studio's aim and objectives, and propose an initial speculative design scheme. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 4 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.): .1, .1, .2 and C.1 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: ACT
| Intent: | Building on the work undertaken in assessment task 2, students will continue to develop and finalise a design outcome in alignment with the studio's aims, objectives and methods. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 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.): .1, .1, .2 and C.1 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| 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.
References
Will be provided onCANVAS and within the studio brief.