11212 Architectural History and Theory: Orientations

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 2025 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

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

Description

This survey course introduces key themes in the history and theory of architecture by tracing (dis)continuities in the production, habitation, and transformation of the built environment up to the 1800s. It follows a structure that grows in concentric circles from the sub-national to the national, regional and global scales. The course takes a relational approach and connected understanding towards the 'non-Western' architectural histories that are often neglected by introducing different architectural moments and its contexts in various places around the world.

We begin with the emergence of the first urban societies from various localities and gradually expand to examine how different societies translated each other’s ideas and appropriated foreign objects and forms. Hence, the course aims to explores how the history of the built environment is constituted through its connections and overlaps with other geographical configurations that will help produce a more global perspective of history. In that sense, although the course is broad in scope, it is not an encyclopaedia. Rather it tries to provide a framework for learning and discussion which includes the context in which these architectures are built, how they are situated in the landscape, as well as understanding the socio-political structures in which these works were designed and created.

Subject learning objectives (SLOs)

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

1.	Acquire a knowledge base of the different types of historical built environment in various parts of the world.
2.	Gain an understanding of the requisite theories and concepts to describe, analyse, and debate particular architectural transformation arising from a dynamic social and cultural situation.
3.	Draw connections between architecture and the expanded fields including but not limited to: philosophy, literature, anthropology, social sciences, and/or current issues.
4.	Demonstrate basic competency in formulating formal written arguments, interpretations of texts and visuals for meaning, academic referencing and research.

Course intended learning outcomes (CILOs)

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

Establish and develop an informed and ethical position towards social, technical and environmental issues and practices (A.1)
Work cooperatively and professionally as part of a team (C.1)
Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
Produce inspirational responses that demonstrate the successful integration of sub-disciplinary areas of knowledge: history, theory, tectonics and/or practice (I.1)
Position work within an extended and critically reasoned context through the identification, evaluation and application of relevant academic references and architectural case studies (R.1)
Define, develop and apply an appropriate design method in the execution of an architectural project (R.2)

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

Weekly on campus: 2 hrs lecture, 1 hr tutorial

The subject will be delivered through a combination of lectures and small group discussions and tasks. The lectures will be a place of engagement with topics and case studies. Each week you will be expected to prepare for the lectures and tutorials by reviewing reading and visual materials as noted in the Subject Outline. You will attend lectures where you must be prepared to interact, ask questions and address the discussion points in order to optimize the group’s transmission and retention of knowledge. The small group tutorials are offered to assist you through individual and group investigation of topics and to encourage debate. Student participation and understanding in lectures and tutorials will rely on a degree of individual reading and research. In the weekly pattern outlined below the contact hours will usually comprise two hours of lectures followed by a one-hour tutorial. This pattern may be varied to accommodate site visits, workshops, guest lectures, group work, or other topical events as they occur.

Collaborative Learning

UTS staff believe that collaborative peer learning enhances learning. You are encouraged to work in design clusters throughout the whole semester. You will be encouraged at all times to work in small teams for your initial investigation of tasks and as peer support throughout your development.

Online Coursework

There are a number of online resources used to support the learning objectives of this subject. A detailed overview of the pedagogy and associated tasks and assessment items are included in the DAB Generic Information Handbook. There is also online resource of essential and recommended readings and viewings.

All documents are accessible from UTS Online or through the e-reading facilities of UTS Library.

Feedback

The subject provides a range of formative feedback strategies.

1. All assessments will be graded in Canvas.

2. The subject is designed around the progressive development of two distinctive assessment tasks. In this sense weekly tutorial sessions aim to help you progressively to develop your project tasks and respond to your questions about the subject. It is therefore vital you complete the work outlined in the Subject Outline to receive useful formative feedback.

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.uts.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 Fail X grade.

Content (topics)

Topics of the lecture will cover the history and theory of the built environment from the first urban settlements until the 1800s. The course aims to provide a more global view by introducing different architectural moments and transformations arising from various socio-cultural interactions between different nations and regions as outlined below (program).

Assessment

Assessment task 1: Portfolio

Intent:

This assessment asks students to put together a portfolio of historical architectural examples (pre-1800s) and situate them relative to one of the current issues and debates (some examples to be dicussed in lecture). Working in groups of two or three, each student is to collect and discuss four architectural examples (150 words each).

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.):

C.1, C.2, I.1 and R.1

Type:

Portfolio

Groupwork:

Group, individually assessed

Weight:

40%

Length:

Each student to research 4 architectural examples with 150 words each on a chosen topic (Individual). The portfolio should also include 500 words introduction discussing the chosen topic(s) (Group). Application of proper academic references and sources required.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to draw connections between architecture and expanded fields in relation to current issues and debates	40	3	I.1
Present a coherent and clearly organised portfolio that demonstrates an informed understanding of the selected theme	30	2	R.1
Proper application of academic references and sources	20	4	C.2
Group participation	10	1	C.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Videography

Intent:

Drawing on the material collected in Assessment 1, students are asked to produce a short video (3-4 mins) that critically engages with a current issue or debate of their choice.

This assessment will be assessed for English language proficiency. You will be directed to further language support after the completion of this subject if your language is below the required standard.

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.):

A.1, C.1, C.2, I.1 and R.2

Type:

Essay

Groupwork:

Group, individually assessed

Weight:

60%

Length:

Production of a short video (3-4mins) on one of the themes that have emerged from the portfio. Application of proper academic references and sources required.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to draw connections between architecture and expanded fields (philosophy, literature, history and/or current issues)	30	3	I.1
Clear and concise summary of the main argument(s) and expression of your position	30	2	A.1
Clearly communicate ideas through application of appropriate design methods	20	4	R.2
Proper application of academic reference and sources	10	4	C.2
Group participation	10	1	C.1

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. Pursuant to “UTS Rule 3.8.2”, students who do not satisfy the attendance requirements may be refused permission by the Responsible Academic Officer to be considered for assessment for this subject. Students can make themselves familiar with all University rules here: https://www.uts.edu.au/about/uts-governance/rules/uts-student-rules

Students are expected to come to tutorials adequately prepared having read weekly reading materials

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

This subject does not require specific text books to be purchased. However, students are expected to have read the 'background readings' and 'recommended readings' prior to attending each lecture. Full details of all readings required for the lecture and/or tutorial discussions is provided in the subject outline, and are uploaded to Canvas or made available either from the library or digitally in e-Readings. In addition, individual students will need to find for themselves academic papers and books for the research tasks.

Recommended texts

Ching, F. D.K., Jarzombek, M., and Prakash, V. 2010. A Global History of Architecture (2nd edition). London: Wiley.