11198 Landscape Architecture Studio 4
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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): 11130 Landscape Architecture Studio 3
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subjects introduces second-year landscape architecture students to the practice of designing with plants. Planting design is a critical component of what set landscape architecture apart from its related professions, and has potential to positively impact biodiversity, reflects cultural values, provide environmental solutions as well as a range of visual and functional amenities. Through lectures, tutorials, guest visits and field excursions this subject introduces the basic skills required to executed planting design as well as inviting critical analysis of the status quo in relation to planting design and an exploration of novel or progressive approaches to human engagement with plants in the 21st century.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop a concept for public open space based on critical analysis and interpretation of the discipline and the physical context. |
|---|---|
| 2. | Explore and articulate design intent from multiple perspectives, with particular emphasis on space, landscape material, and landscape systems at multiple scales. |
| 3. | Communicate landscape architectural material and processes through a combination of representational forms and techniques, including drawings, models, verbal presentation and text |
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 studentsengage 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:
- landscape space, plant materials, and systems
- creative approaches to designing site and context
- exploration and argumentation through drawings and models
- designing across scale
Assessment
Assessment task 1: Research
| Intent: | (See individual Studio handouts for details) Students establish a foundation in the studio’s topic through a process of detailed material design investigations, precedent study, site / context analysis and discussion of theoretical concepts. Planting design review & analysis. Site-based analysis of an existing planting scheme, alongside a review of an existing design proposal for The Powerhouse precinct, Ultimo. | ||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1 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 and .2 | ||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||
| Groupwork: | Individual | ||||||||||||
| Weight: | 20% | ||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Design-led Investigation
| Intent: | Investigation, research and/or design in a particular field relevant to the Studio framework. (See individual Studio handouts for details) | ||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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, .1 and .2 | ||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||
| Weight: | 30% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Design-led Synthesis & Refinement
| Intent: | Conceptualising and designing with plants (See individual Studio handouts for details) | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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, .2 and C.1 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||
| Weight: | 50% | ||||||||||||||||||||
| Length: | 1 week | ||||||||||||||||||||
| 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.
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.