11188 Landscape Architecture Studio 5
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particular session, location and mode of offering is the authoritative source
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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): 11178 Landscape Architecture Studio 4 OR 11198 Landscape Architecture Studio 4
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
The studio is part of a year long focus on urban landscapes, complementing 11199 Studio 6 running in the spring session. In the context of these two studios, urban landscapes are understood as highly modified conditions in which the systems and processes particular to a given landscape have and continue to be compromised, to the detriment of all forms of life. In response, both studios creatively pursue innovative approaches to constructed ecologies in urban contexts, at a range of connected scales.
Studio 5 centres on the study of urban landscape form and human experience for a location in Sydney. This encompasses a concern for:
- urban grain and morphology (form, massing, development over time)
- typologies of open space and built form
- density of open space and built form
- permeability and connectivity (movement)
- street and block section
- interface and threshold conditions
- public/private designations/distinctions
- fabric: materiality, vernacular expression
- micro-climate
Through a process of immersion, students utilise desk and field based methods of observation, representation, and interaction to arrive at a detailed understanding of the studio's urban landscape and its human constituencies. This places an emphasis on the social relations connecting different stakeholders and the built environment in which they reside. Against this context, physical and programmatic proposals are developed that address the needs of a given stakeholder or group of stakeholders, improving the collective experience of their urban landscape.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate an understanding of urban landscape form and experience, in drawn, written and verbal forms. |
|---|---|
| 2. | Recognise and describe in precise terms the lived experience of an urban landscape's stakeholders. |
| 3. | Acquire physical and programmatic strategies for improving the lived experience of urban landscapes. |
| 4. | Communicate landscape architectural ideas through an integrated and compelling set of representations, that engage a professional and non-professional audiences. |
| 5. | Adopt strategies for engaging communities and fellow designers that are respectful of cultural differences and diverse lived experiences. |
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:
- urban landscapes
- urban fieldwork methods
- urban strategies for physical and programmatic change
- human ecologies
- the social life of urban spaces
- stakeholder engagement
- cultural diversity and urban experience
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. | ||||||||||||||||
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| 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, group assessed | ||||||||||||||||
| Weight: | 20% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: POSITION
| Intent: | Working collaboratively students develop a collective and critical position in response to the studio's aims and objectives. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 3, 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 develop a proposal in alignment with the studio 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, .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
Attendance
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 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.
Recommended texts
Refer to Canvas reading list
References
Books
Refer to Canvas Reading list
Other resources
Refer to Canvas