11197 Landscape Architecture Studio 2
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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
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 11119 Landscape Architecture Studio 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
Studio options are structured around a specific strategy for encountering and transforming the world around us. Each design is defined by a conceptual framework and accompanying representational forms and techniques. In support of this approach, students are introduced to a community of projects, practitioners and scholars and learn to position themselves critically relative to the thinking and activities of others. On this basis, design is pursued as a form of intellectual and material inquiry.
Students learn to approach design from a variety of perspectives at multiple scales. They are supported in exploring and testing ideas spatially, materiality and systemically through various outputs, including but not limited to drawings and models (analogue and digital), and discursively through presentations, tutorials and workshops.
The outcomes of each studio option are distinct and varied. Their variety speaks to the plurality of landscape architectural approaches to design; each seeks to effect positive change in their own ways.
The themes covered are small-scale territorial and system-scale landscape thinking, ecologies, geologies, and hydrology.
This subject provides students with an introduction to the fundamentals of design for Landscape Architecture approached from the perspective of site, and the influences of topography, geology, geomorphology and hydrology. Working at multiple scales on a specific site, students explore the physicality of grading flat ground, slopes and hilltops; the design of interventions such as ramps, retaining walls, stairs and terraces; techniques of representation including analogue drawing, digital production and physical model making; and the potential for designing landscapes that are expressive, experiential and dynamic.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop a landscape concept that emerges from readings of site, landform and context. |
|---|---|
| 2. | Develop a scheme through topographic design. |
| 3. | Use a range of disciplinary conventions and expressive techniques. |
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-!, A-3, P-4, etc).
Teaching and learning strategies
How to read the subject’s documentation?
This document, the subject outline, provides key information about 11197. Supplementary briefs for each of the subject's assessment tasks, a week by week schedule, and readings will be provided in Canvas.
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.
How is the subject structured?
The subject is structured around the development of a design proposal and the development of technical knowledge of landform. Throughout the teaching session students will develop proposals using a specified approach to topographic design. The approach is based on a sequence of procedures commonly used by professional landscape architects. This includes interpreting a brief, developing ideas, analysing a site, testing and evaluating concepts, resolving a design and communicating the proposal.
The subject’s approach to design is structured across a series of inter-related assessment tasks, each broken down into a number of steps. These steps build on one another in material and conceptual terms, week by week. It is, therefore, important students remain organised, following the subject’s study program so not to fall behind. The approach has a number of benefits. Organising assessment tasks across incremental steps breaks-down learning and the process of producing work into a series of manageable parts. For each step students will be asked to complete an activity by a specified date, building on previous work and/or laying the foundation for a subsequent step. Students receive written and verbal instruction, and the delivery of lecture content is aligned to the activity at hand.
How are classes structured?
Classes are divided into different elements. The combination of these will vary depending on where classes fall during the session. Most classes will commence with a lecture lasting 1 hour. During this time key information will be relayed and examples of best practice communicated. Students should develop comprehensive notes for each lecture.
The remaining 3 hours of class time will ordinarily be dedicated to tutorials and class wide discussions addressing work in-progress. Discussions both at the scale of a tutorial (2-3 people) and the whole class are envisaged as collaborative learning experiences. Their success is dependant on positive and constructive participation from all.
Design is an inherently social activity centred on the use of visual and verbal forms of communication. During class students should aim to further develop their capacity to converse with others in a constructive manner. 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.
Students are expected to work throughout the length of a class. 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 class with the equipment needed to undertake work. Refer to section titled ‘Equipment and Materials’ for a list of fundamental items every student should own.
What preparation is needed for class?
The work produced for each of the program’s steps forms the basis of discussions in class. It is the responsibility of each student to arrive at class having completed the work specified for that day. Failure to do so will place limits on discussion and, by extension, the class’s ability to learn.
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 may involve reading an assigned text, independently visiting a landscape project in Sydney, or undertaking research in the UTS library. Although the outcomes of these activities are not 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.
Keep a record of feedback and thoughts in a sketchbook, and ensure this resource is present in all clases across both subjects.
Develop summaries of the discussions had in one subject for communication in the other.
Provide evidence of developing work in physical form, such as 'draft' prints. A lighweight A1 portfolio for transporting work between subjects will be needed.
Feedback
There will be numerous opportunities for students to receive feedback during the session. The feedback provided will vary in form, purpose and in its degree of formality:
a) Formative Feedback
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.
b) 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 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 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.
OPELA and Language Development Tutorials
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 to develop 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 W (result Withheld) grade. This grade can be lifted when students complete a Language Development Intensive (LDI) or Language Development Online (LDO).
Content (topics)
The content of this subject includes a series of experimental project-based design exercises.
The design exercises are focused on:
- landform and hydrology,
- grading and 'hard' interventions,
- landscape performance, use and aesthetics.
Assessment
Assessment task 1: MAP
| 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 3 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 .2 | ||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||
| Weight: | 25% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: REGISTER
| Intent: | Working collaboratively students develop collective abd ceritical positions in response to the studio's aim and objectives. | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 and 3 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: | 25% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: SPECULATE
| Intent: | Building on the work undertaken in assessment task 2, students develop 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 and 3 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: | 50% | ||||||||||||||||
| 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.
Late and Incomplete Assignments
Assignments submitted after the due time/date will incur the late penalties listed below. Late submissions will not incur the late penalties listed, only if 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).
Late Penalties
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.
Language Development Tutorials: 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 W (result Withheld) grade. This grade can be lifted when students complete a Language Development Intensive (LDI) or Language Development Online (LDO).