11330 Territorial Mappings

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

Requisite(s): 72 credit points of completed study in spk(s): C10004 Bachelor of Design Architecture OR 72 credit points of completed study in spk(s): C10325 Bachelor of Design Architecture Bachelor of Creative Intelligence and Innovation OR 72 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): C09079 Bachelor of Landscape Architecture (Honours) 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): C10423 Bachelor of Design Interior Architecture Bachelor of Languages and Cultures 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
These requisites may not apply to students in certain courses. See access conditions.

Description

At the time of Colonisation, 80% of the area now known as New South Wales was functioning waterways, rivers and wetlands - now, under the pressures of climate change, this area is reduced to 20%. As part of this collection, swamps are sites of uncommon associations, of muddy matter and still water - which have persisted throughout resource extraction, poor land-use management, draining, and filling. Representations of swamps tend toward the wasted, the toxic and the untamed. But swamps are sites of social and cultural resistance and are precious sinks of carbon and vibrant ecosystems. This elective seeks to make an Atlas of the Lost Swamps of Sydney - a collection hidden in spatial archives and beneath physical sites. Students research, visit, and map previous locations of swamps, wetlands, mires, and bogs that have been filled, diverted and drained.
Students learn in this elective the practice of critical cartography, deep site research and archival investigation.

Subject learning objectives (SLOs)

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

1.	Demonstrate skills in research and architectural thinking
2.	Develop an informed position relative to the project
3.	Establish a creative response to project brief through an engagement with sub-disciplinary areas of knowledge: history, theory, tectonics and or/practice
4.	Take responsibility for the production of outcomes suitable for the project to be evaluated at undergraduate level

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)
Recognise and appreciate local and global cultural diversities and values (A.2)
Acknowledge Indigenous, cultural and historical values within the development of the project (A.3)
Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
Independently analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives (R.3)

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

Forms of subject delivery and learning activities are determined in negotiation with the academic supervisor. This may include inquiry-based studio lectures and related discussion, problem identification and analysis, experiential immersion and practice-oriented sessions. The nature of the learning activities will be determined by the subject context with a view to establishing authentic and relatable links to industry practice or research. Active learning activities will test understanding using higher order skills inherent in analysis, peer and tutor critique, empathetic discussion and artefact output. Students should be aware of the expectations for preparatory work and how this links to activities undertaken in scheduled meetings. Online resources for this subject are located on UTS Online.

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 content will be arranged in consultation with the supervising academic. Each application of study should be required to outline the core learning objectives of the project, the topics and themes to be studied, provide a timetable for the semester’s work and the types of assessment suitable for the projects. Students will be required to attend at least two group meetings where they will present their findings to others enrolled in the special project.

Assessment

Assessment task 1: Swamp-Town Cartography Project

Intent:

Project framework:
There may be one or more special projects being run under this subject number in any given semester, you will be provided with a detailed project description of the project, assessment tasks and delivery schedule by your supervising academic. The detailed project description of the project will be provided to you before the first teaching week.

Learning outcomes:
Each project description will define specific subject (SLOs) and course learning outcomes (CILOs) drawn from the list that appears in this outline under the heading: Subject Objectives.

Assessment components:
There will be 2 or 3 formal tasks that contribute to the overall assessment of the subject. No task will be worth more than 65% of the total grade. The specific details of each task will be outlined in the project description provided by the supervising academic and will issued to you before the first teaching week.

Working mode:
There will be no more than 30% group-assessed work

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.):

A.1, A.2 and A.3

Type:

Case study

Groupwork:

Group, individually assessed

Weight:

50%

Criteria:

All assessment criteria will be defined within the detailed project description provided by the supervising academic.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Using communication as a way to critically reflect on the practice of landscape design	30	1	A.1
Demonstrate advanced visualisation and image making skills	30	2	A.2
Site research	40	3	A.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Swamp-Town Cartography Final Drawing

Objective(s):

This task addresses the following subject learning objectives:

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.2, C.2 and R.3

Type:

Design/drawing/plan/sketch

Groupwork:

Group, individually assessed

Weight:

50%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Using communication as a way to critically reflect on the practice of landscape design	30	3	R.3
Demonstrate advanced visualisation and image making skills	30	4	C.2
Site research	40	2	A.2

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.