11323 Architecture Special Project UG (Technology)
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.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 48 credit points of completed study in spk(s): C10004 Bachelor of Design Architecture OR 48 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture OR 48 credit points of completed study in spk(s): C10325 Bachelor of Design Architecture Bachelor of Creative Intelligence and Innovation OR 48 credit points of completed study in spk(s): C10271 Bachelor of Design Interior Architecture OR 48 credit points of completed study in spk(s): C10272 Bachelor of Design Interior Architecture Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10322 Bachelor of Design Interior Architecture Bachelor of Creative Intelligence and Innovation OR 48 credit points of completed study in spk(s): C10423 Bachelor of Design Interior Architecture Bachelor of Languages and Cultures OR 48 credit points of completed study in spk(s): C09079 Bachelor of Landscape Architecture (Honours)
These requisites may not apply to students in certain courses. See access conditions.
Description
Generative Artificial Intelligence (GAI) has rapidly taken the spotlight in academic and practice theory for design industries. It is arguably leading to a major turning point, representing the opportunity to reduce time spent on conceptual design development and putting design tools in the hands of non-designers. In that lens, it is often spoken about as a threat to jobs or the intellectual rigour that designers have mastered. This elective positions GAI as another tool in the arsenal of designers. Not something to fear, but something to grasp and utilise as another step in the design process, further demonstrating their exemplary skill set.
In this block subject, students learn how to best master the use of GAI to speed up their workflow, develop concepts, and visualise their designs. Students are introduced to tools such as ChatGPT, Midjourney, and Stable Diffusion and how to use these together in practice. The subject covers the installation and general use of software and tutorials for taking it from beginner to an intermediate level. Students may continue developing their skills in their own time to facilitate more advanced techniques.
Tasks for this subject include generating concept ideas through to remastering a previous design studio using GAI tools. Students are marked based on their breadth of application and their rigour in pushing AI to it’s limits to achieve the best possible result.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Develop an understanding of various AI tools and how they can be used for design. |
|---|---|
| 2. | Use AI to generate concepts and evoke thoughtful preliminary design considerations. |
| 3. | Augment traditional design processes with modern tools. |
| 4. | Develop a rigorous approach to AI based design testing such as prompt engineering. |
| 5. | Apply new tools to old designs to re-conceptualise previous work. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
- Creatively use architectural media, technologies and materials (I.2)
- Respond to a comprehensive brief within the disciplinary context (P.3)
- Evidence disciplinary knowledge through the application of physical and/or digital mediums (P.6)
- 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
The subject will educate students through the use of knowledge transfer through various methods. Students will learn how to use new tools through direct tutorial sessions teaching these tools, as well as learn how to apply these tools through feedback sessions with the tutor and through peer to peer learning with otehr students in the class. The nature of the learning activities is to establish authentic and relatable links to industry practice, research and conceptual and critical thinking. 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, typically provided verbally by the subject's teaching staff. 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 may 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. It is the student’s responsibility to record any feedback given during meetings or studio sessions.
Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria.
Content (topics)
The subject will introduce students to ai at a fundamental level, and teach students various ai tools and the methods of their application for the development of a design concept. The main topics to be covered are the following:
- Introductory presentation about Artificial Intelligence (AI) and its use in Design. The lecture will also introduce the subject and the various tools that will be used in class.
- Tutorial on the following software (Beginners):
- ChatGPT
- Lookx.ai
- Firefly / Illustrator + Photoshop
- Tutorial on the following software (Intermediate):
- Mid Journey
- Stable Diffusion
- Application and use of various ai tools on the development of a conceptual project
- Application and use of various ai tools on the re-development of an existing project.
Assessment
Assessment task 1: Develop a Design Concept through AI
| Intent: | Students will work in groups of 2 to develop a concept for a project. Use different AI tools to develop the concept. ChatGPT can be used to create the project description and brief, and Midjourney can be used to create concept images for project inspiration. This task should be treated like the concept design and research phase to a studio project, in which students are researching ideas and developing a concept for their design. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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.2, I.2, P.3 and R.2 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 35% | ||||||||||||||||||||
| Criteria: | All assessment criteria will be defined within the detailed project description provided by the supervising academic. | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Re-imagine a Past Design Project through AI
| Intent: | Choose a project from one of your previous studios, and redevelop it using AI tools. Students are permitted to use any of the AI tools taught in class, and recreate their project in part or in full. AI tools can also be used to expand the project (for example adding a site) or revisualise the project in a different context. Based on the feedback to the final presentations on the last day of class, students will have the opportunity to revisit their work and develop it further prior to final submission. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 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.): C.2, I.2, P.3 and P.6 | ||||||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 65% | ||||||||||||||||||||||||
| 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.
Recommended texts
Students should familiarise themselves with documentation for the following. Being able to read and follow software documentation is a valuable skill in self-guided learning. AI tools advance rapidly, and you will likely need to revisit these resources regularly.
https://docs.midjourney.com/docs/quick-start
https://stable-diffusion-art.com/comfyui/