11562 Design Research Studio
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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.
Credit points: 12 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
This studio encourages design practices that radically alter the way we think about ecologies of imagination, multispecies care, and interdisciplinary research in the context of late climate change and the Anthropocene. Drawing from the disciplines of architecture, landscape architecture, geography, contemporary art, environmental humanities and critical spatial practice, this multifaceted program proposes new ways of thinking and practicing in Australia.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Analyse critically, evaluate and integrate complex information in order to locate a site and disciplinary issue |
|---|---|
| 2. | Synthesise advanced theoretical and technical knowledge with an understanding of site to frame a problem, articulate a position and generate a proposition |
| 3. | Rigorously test the proposition against an established set of design criteria |
| 4. | Develop the idea to a resolved scale using advanced critical thinking, technical and communication skills |
| 5. | Communicate a design argument, using innovative and sophisticated visual, oral and written skills |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Critically employ specialised knowledge of ethical Indigenous research protocols when working with and for Indigenous peoples and communities. (A.1)
- Present critical arguments about how research informs and drives design practice. (C.1)
- Innovate using emergent forms of landscape architectural practice, methods and technologies. (I.1)
- Develop advanced knowledge and skills through self-directed reflective practice. (P.1)
- Independently formulate and test complex ideas, arguments and rationales through designs. (R.2)
- Challenge design conventions through scholarly research and investigative practice. (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
Teaching and Learning Strategies:
Teaching and learning strategies for this subject include, but are not limited to:
- Your own independent design research and enquiry within a framework developed in close consultation with instructors
- Discussion-based one-on-one sessions with instructors
- Small workshop tutorials with instructors or guest instructors
- Classroom sessions including visual, oral and written presentations occurring during scheduled class times
- Exhibitions presented as visual, oral and written work to internal and external critics for formal or informal assessment.
Feedback:
The subject provides a range of formative feedback strategies.
- All assessments are graded in REVIEW. REVIEW will be used to provide formal grading and assessment for all assessment tasks, in addition to oral feedback during class sessions, reviews and crits.
- The subject is designed around progressive development and assessment items. Twice-weekly sessions will progressively assist you with the skills to develop and complete this project and provide you with ongoing formative feedback throughout the subject. It is therefore vital you attend all classes and complete the work (both assessed and otherwise) as outlined in the Subject Outline and Briefs.
Modes of Learning:
The subject will be delivered in a range of modes including but not limited to: lectures, supervised research, self-guided autonomous research, self-governed on-site investigations, literature reviews, case studies, research through design, drawing and visual communication strategies, iterative design development, discussion, project reflection, exhibitions, presenting to an audience, panel based feedback and peer-to-peer based feedback.
Content (topics)
Topics covered throughout this course include:
- Establishment of disciplinary frameworks for research-led design in landscape architecture
- Identification and use of research resources, relevant literature and precedents
- Methodologies for research-led design processes
- Defining issues of site, program, context
- Advanced means of representation and communication
- Technical ‘resolution’ (to an appropriate level of detail)
- The development of research-led, speculative and/or experimental design propositions communicated through diagrams, drawings, models, oral presentations, videos, slides, etc.
Assessment
Assessment task 1: A: Positioning
| Intent: | Assessment task 1.A: Positioning Evaluate the quality of the students design proposal (A separate detailed brief will be issued for this exercise.) Outputs: Refer to brief in Canvas |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2 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.): A.1, P.1 and R.3 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Group, group assessed |
| Weight: | 15% |
Assessment task 2: B: Developing
| Intent: | Assessment Task 2: B: Developing Evaluate the quality of the students design proposal (A separate detailed brief will be issued for this exercise) Outputs: refer to brief in Canvas |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 3, 4 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.1, I.1 and R.2 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Group, group assessed |
| Weight: | 15% |
Assessment task 3: C: Resolving
| Intent: | Assessment Task 3: C: Resolving Evaluate the quality of the students design proposal (A separate detailed brief will be issued for this exercise) Outputs: Refer to brief in Canvas |
|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2, 3, 4 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.): I.1, P.1, R.2 and R.3 |
| Type: | Design/drawing/plan/sketch |
| Groupwork: | Group, individually assessed |
| Weight: | 70% |
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.