University of Technology Sydney

11501 Practice: Advocacy

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 2024 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp
Result type: Grade and marks

Requisite(s): ( 144 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture AND 11503 Practice: The Profession AND 11504 Practice: Research Cultures) OR ( 11184 Landscape Architecture Studio 6 )
These requisites may not apply to students in certain courses. See access conditions.

Description

This subject situates Architecture and Landscape Architecture as disciplines with professional obligations toward sustainability and application of architectural technologies to comply with safety and regulatory contexts. The subject recognises that the discipline of Architecture is contingent not only on good design skills but on developing an advanced knowledge that responds to complex, contemporary and often urgent conditions, scaling from the domestic to the planetary. Advocacy explores methods and formats that equip students with the ability to clearly undertand and apply knowledge in sustainability and technology through the lens of professional practice and the requirements therein within the field of architecture. In this subject, students learn from case studies of projects that deploy advanced and exemplary methods of sustainability and technology application before critically applying that knowledge in design development contexts.

Subject learning objectives (SLOs)

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

1. Demonstrate an understanding of theoretical application of forms of environmental and advanced technical practice within the profession.
2. Research and apply techniques for improved environmental and technical performance within the profession.
3. Articulate and establish a position of sustainability that responds to the contemporary context - understanding the complex and challenging social, ethical, environmental, political and regulatory contexts within which architectural practice is carried out.
4. Critically apply environmental and advanced technical knowledge to architectural examples so as to establish of a position of sustainability and material performance within an expanded architectural practice.

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, initiate partnerships with others, take a leadership role when required, and constructively contribute to peer learning (C.1)
  • Communicate ideas professionally and effectively through a variety of mediums: oral, written, visual, physical and digital (C.2)
  • Thoughtfully apply disciplinary learning in work, with a continuing commitment to personal professional development (P.2)
  • 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)

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.).

This subject also directly addresses 'Performance Criteria (PC's) required as part of the AACA professional accreditation of the Master of Architecture course. These PC's are;

PC 10 Understand the whole life carbon implications of procurement methods, materials, components and construction systems.

PC 12 Understand how relevant building codes, standards and planning controls apply across architectural practice, including climate change implications, the principles of fire safety, and barriers to universal access.

PC 28 Be able to draw on knowledge from building sciences and technology, environmental sciences and behavioural and social sciences as part of preliminary design research and when developing the conceptual design to optimise the performance of the project.

PC 31 Be able to identify, analyse and integrate information relevant to environmental sustainability – such as energy and water consumption, resources depletion, waste, embodied carbon and carbon emissions – over the lifecycle of a project.

PC 35 Understand the operational and embodied carbon implications of chosen materials, components and systems.

PC 45 Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.

Other PC's indirectly supported by content in this subject are;

PC 33 Be able to investigate, coordinate and integrate sustainable environmental systems – including water, thermal lighting and acoustics – into the conceptual design.

PC 39 Understand how the integration of material selection, structural and construction systems impacts on design outcomes.

PC 44 Understand the roles and types of relevant consultants and suppliers as well as applicable construction terminology.

PC 46 Understand the processes for producing project documentation that meets the requirements of the contract and procurement procedure and complies with regulatory controls, building standards, codes, and conditions of construction and planning approvals.

Teaching and learning strategies

This Subject is designed as a collaborative and discursive juncture between theory and practice.

This Subject will include Lectures, conversations, and participatory workshops to learn about sustainability and issues of advanced architectural technology relevant to contemporary practice.

Lectures will introduce students to issues in the contemporary context and will be followed by open conversations that examine the topic presented.

Workshops and seminars will apply methods of critical analysis in combinaiton with their applicaiton within processes of design development.

Formative feedback will be undertaken through peer-to-peer and peer to tutorial sessions, weekly. Summative feedback will be provided for assessment milestones.

Content (topics)

Subject areas may include: Research and Development; Strategy and Deployment; Communication and Media.

Please refer to Addendum for detailed weekly scheduled topics, tasks and assessments.

Assessment

Assessment task 1: Case Study

Intent:

Understanding issues in Sustainability and in Advanced technology through precedent - weekly tasks and ongoing development of Case Study

Please refer to detailed Assessment 1 Handout.

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 and R.1

Type: Case study
Groupwork: Individual
Weight: 40%
Criteria:

NSCA Performance Criteria addresses directly by this assesment task are;

PC 10 Understand the whole life carbon implications of procurement methods, materials, components and construction systems.

PC 28 Be able to draw on knowledge from building sciences and technology, environmental sciences and behavioural and social sciences as part of preliminary design research and when developing the conceptual design to optimise the performance of the project.

PC 31 Be able to identify, analyse and integrate information relevant to environmental sustainability – such as energy and water consumption, resources depletion, waste, embodied carbon and carbon emissions – over the lifecycle of a project.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Research - Quality of your research into your case study analysis. 30 2 R.1
Communication - application and quality of appropriate means to communicate your case study analysis 20 1 C.2
Formulation of a reasoned and critical position within the subject matter 20 3 R.1
Critical application of knowledge to an architectural case study 30 4 C.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Design Development

Intent:

Development of strategies in Sustainability and Advanced Architectural Technology applied within the development of a design project.

Please refer to detailed Assessment 2 Handout.

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.1, C.1, C.2 and P.2

Type: Design/drawing/plan/sketch
Groupwork: Individual
Weight: 60%
Criteria:

NSCA Performance Criteria directly addresses by this assessment task are;

PC 12 Understand how relevant building codes, standards and planning controls apply across architectural practice, including climate change implications, the principles of fire safety, and barriers to universal access.

PC 28 Be able to draw on knowledge from building sciences and technology, environmental sciences and behavioural and social sciences as part of preliminary design research and when developing the conceptual design to optimise the performance of the project.

PC 35 Understand the operational and embodied carbon implications of chosen materials, components and systems.

PC 45 Understand processes for selecting materials, finishes, fittings, components and systems, based on consideration of quality and performance standards, the impact on Country and the environment, and the whole life carbon impact of the project.

Criteria linkages:
Criteria Weight (%) SLOs CILOs
Positioning - Ability to clearly articulate a position for Sustainability and issues of advanced technology within a design project 40 3 A.1
Context - Ability to formulate and apply appropriate analysis and response to a design project 40 4 P.2
Communication - Appropriateness and quality of communicaiton 20 2, 4 C.1, C.2, P.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.

Recommended texts

Awan, N., & Schneider, T., & Till, J. (2011). Spatial Agency: Other Ways of Doing Architecture. New York: Routledge.

Bell, Bryan. (2008). Expanding Architecture: Design as Activism. New York: Metropolis Books.

Blundell-Jones, P., Till, J., & Petrescu, D. (2005). Architecture and participation. London: Spon Press.

Borasi, G. (2015). The Other Architect: Another Way of Building Architecture. Montreal: CCA and London: Spector Books.

Deutsch, R. (2020) Think Like an Architect?: How to Develop Critical, Creative and Collaborative Problem-Solving Skills. London: Riba Publishing.

Findley, L. (2005). Building Change?: Architecture, Politics and Cultural Agency. London: Routledge.

Fisher, T. (2011). Ethics for Architects. New York: Princeton Architectural Press.

Hamers, D., & Mesquita, N.B., & Schoffelen, J., & Vaneycken, A. (2017). Trading Places: Practices of Public Participation in Art and Design Research. Barcelona: dpr-barcelona.

Harriss, Hyde, R., & Marcaccio, R. (2020). Architects after Architecture: Alternative Pathways for Practice. Milton: Taylor & Francis Group.

Hyde. R. (2012). Future practice conversations from the edge of architecture. New York: Routledge.

Hwang, J., & Bohm, M. (2016) Beyond Patronage: Reconsidering Models of Practice. New York City: Actar D.

Kossak, F. (2010). Agency?: Working with Uncertain Architectures. New York: Routledge.

Kristiansson, T., Maze, R., Schalk, M. (2017). Feminist Futures of Spatial Practice: Materialisms, Activisms, Dialogues, Pedagogies, Projections. Strong Research Environment: Architecture in Effect. Rethinking the Social. Baunach: AADR, Art Architecture Design Research.

Latour, B. (2005). Making Things Public: Atmospheres of Democracy. Cambridge: ZKM publishing program.

Morrow, R. & Abdelmonem, M. G. (2012). Peripheries?: edge conditions in architecture (Morrow & M. G. Abdelmonem, Eds.). New York: Routledge.

Petrescu, D., & Trogal, K. (2017). The Social (Re)Production of Architecture: Politics, Values and Actions in Contemporary Practice. New York: Routledge.

??Rendell, J. (2007). Critical Architecture. London: Routledge.

Sinclair, C., & Stohr, K. (2006). Design like you give a damn: architectural responses to humanitarian crises. London: Thames & Hudson.

Till, J. (2009). Architecture Depends. Cambridge: MIT Press.