80029 Independent Project: Conceptual Development

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Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Design
Credit points: 12 cp

Subject level:

Undergraduate

Result type: Grade and marks

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

Description

This subject and 80028 Independent Project: Designed Outcome, both honours-year subjects, can be thought of jointly as a major project, commencing with conceptual development and culminating with a designed outcome. The project can be theoretical, historical, cultural, critical or practical in nature, either by written, photographic, interactive, situated or other specialisation, developed in conjunction with the supervisor. This conceptual development subject establishes the goals, methods, materials, context and critical literature review relevant to the project and the student develops appropriate metrics for evaluation and critical review, according to specialisation.

Subject learning objectives (SLOs)

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

1.	Engage in and contribute to studio discussion and critically reflect on work of self and others.
2.	Analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives
3.	Independently select and apply appropriate research methodologies to carry out investigative study
4.	Understand and challenge disciplinary conventions, and position work in an extended disciplinary context
5.	Recognise and engage in a diverse range of technical and practical contexts and to develop new skills and areas of knowledge
6.	Initiate and execute meaningful self-directed iterative processes

Course intended learning outcomes (CILOs)

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

Understanding of the designer's role as a global citizen (A.1)
Professional attitude to clarity and accuracy of communication (C.1)
Ability to work conceptually (I.1)
Ability to appraise, develop or redirect design ideas (I.2)
Ability to independently develop new skills and areas of knowledge (P.1)
Ability to analyse complex ideas (R.2)
Ability to critically reflect on work by self and others (R.3)

Teaching and learning strategies

This subject includes active and collaborative learning experiences where ongoing feedback is provided weekly in collaborative seminars that include academic-led interactive lectures, collaborative critique and student-led reading seminars. It is therefore imperative that students prepare to attend at least 80% of all on-campus engagements specified in the program.

This subject uses a problem based learning strategy that involves students in researching and developing their own solutions to complex design challenges.

Each week students will be asked to familiarise themselves with a range of different online written and visual resources that relate to a presented topic. These are included in the program descriptions. They will then attend collaborative seminars where they must be prepared to ask questions, raise ideas and apply their understanding of the topic in a collaborative learning environment. Preparation in advance of these interactive learning sessions is crucial.

Each week students have the opportunity to discuss questions about the weekly topic with peers and tutors, collaborate on projects directly relevant to key ideas and the assessment items that engage them, and develop skills as a researcher and practitioner. Collaborative seminars will provide students with the opportunity to take ownership of the ideas encountered in preparatory reading and independent research. Tutors will help facilitate discussion and offer expert insight and direction where needed, but students are primarily responsible for the collaborative and participatory nature of the class.

Collaborative seminars support students in the development of their specialist photography skills. Prior to each class students will be required to familiarise themselves with online content suggested in the program notes and prepare questions for the supervisor in relation to the design projects they are working on.

Outside class time students are expected to extend the enquiries made in the collaborative learning session with the independent development of their assessment projects. Students are supported in these projects by access to level 2 photo media facilities.

Grades, marks and feedback on submitted tasks will be provided through Review.

Content (topics)

Topics include:

appropriate methodologies for creative practice outcomes
key concepts for criticising, comparing and evaluating studio practice
means of sustaining research projects with written and creative outputs
means of articulating research interests to peers and a wider research community

Assessment

Assessment task 1: Responsive Gestures

Intent:

This task aims to re-orient students with their practice, as well as extend and challenge conceptual and practical limitations which may arise in the early stages of project development. The task also aims to inspire conceptual approaches and experimental modes of photographic engagement.

Objective(s):

This task addresses the following subject learning objectives:

1, 2, 4, 5 and 6

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, I.2, R.2 and R.3

Type:

Project

Groupwork:

Group, individually assessed

Weight:

20%

Length:

Four ‘responsive gestures’ presented in class, documented and uploaded to blackboard

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to understand and challenge disciplinary conventions	20	4	I.2
Ability to recognise and engage in a diverse range of technical and practice contexts	20	1	C.1
Ability to position work within an extended disciplinary context	20	5	A.1
Ability to analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives	20	2	R.2
Ability to reflect and engage in self- critique and critical thinking	20	6	R.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Reading seminar

Intent:

Task 2 intends to highlight a core attribute of studio-led scholarly enquiry: the connection between studio practice and theory.

Objective(s):

This task addresses the following subject learning objectives:

1, 3, 5 and 6

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, I.1, P.1 and R.3

Type:

Presentation

Groupwork:

Individual

Weight:

30%

Length:

A 15-20 minute presentation, given in tutorial time.

NB: The exact date of this assignment for each student will be agreed upon at the beginning of semester.

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to engage in, and contribute to studio discussion	20	1	C.1
Ability to initiate and execute meaningful self-directed iterative processes	20	6	I.1
Ability to independently select and apply appropriate research methodologies to carry out investigative study	20	3	P.1
Ability to recognise and engage with a diverse range of technical and practice contexts	20	5	A.1
Ability to reflect and engage in self- critique and critical thinking	20	1	R.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Independent project

Intent:

The various components of this task include a 500 word project proposal, at least two presentations of work in progress and the outcome of the independent project. These combine to demonstrate the diverse skills required to develop and maintain a rigorous creative practice with research and experimentation as a foundation.

Objective(s):

This task addresses the following subject learning objectives:

2, 3, 5 and 6

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, I.1, P.1, R.2 and R.3

Type:

Project

Groupwork:

Individual

Weight:

50%

Length:

1. A 500-word project proposal to be submitted in class (week 10).

2. At least two work in progress presentations regarding the conceptual and material development of your independent project. Each presentation should include 10 working prints (or equivalent in prior discussion with your tutors).

3. A 15-minute presentation (week 12) regarding the outcome of your independent project. Presentations should include a carefully installed body of work incorporating at least 10 printed and carefully arranged images (or equivalent in discussion with your tutors).

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Ability to initiate and execute meaningful self-directed iterative processes	20	6	I.1
Ability to reflect and engage in self-critique and critical thinking	20	5	R.3
Ability to analyse, synthesise and formulate complex ideas, arguments and rationales and use initiative to explore alternatives	20	2	R.2
Ability to independently select and apply appropriate research methodologies to carry out investigative study	20	3	P.1
Ability to recognise and engage in a diverse range of technical and practical contexts	20	5	A.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes