86133 Spatial Design Practices

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): 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

Recommended studies:

Active participation in Orientation Week activities including induction to UTS Fabrication Workshop.

Description

Details are small parts, but they might be strategically deployed to stitch together, to graft and to intimately reengage us; wherein we might rearrange the whole through its parts, engaged in close proximity to and meaningful engagement with material processes and outcomes. They are a key skill of the Interior Architect.

Intimately engaged with the smallest units, students practice architecture as a jeweller might. Students explore local case studies in person - examining buildings as a botanist might examine the workings of a flower. As we look at spaces, students think about how we live in the most intimate dimensions, for example, how does the shape of a pocket relate to the height of the bar?

The elective takes students through iconic examples of detailing practice through 3 key themes/approaches:

Students study and explore how details might be empathetic to the users, and how they are the most intimate moments in the architectural experience
Students consider how they are linked to an understanding of materials and making practices & how details can allow us to remake a space in conversation with the existing built fabrics.
Students look at how we might use detailing as a response to the contingent circumstances in a design. Moving between practices of ‘care’ and of ‘making do’ active detailing engages the complexity of the interaction with the thing itself within the spontaneity and complexity of the ebb and flow of making.

Subject learning objectives (SLOs)

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

1.	Observe, survey, and accurately sketch spatial information. Sketches demonstrate ability to observe, survey, analyse and sketch with accuracy and detail.
2.	Demonstrate competency in the accurate representation of space, utilising the drawing conventions and specific grammars of architectural drawings.
3.	Observe, survey, and accurately represent relations between context, objects, bodies and events.
4.	Iterative processes explore, refine, and integrate a range of communication techniques
5.	Synthesise and demonstrate an understanding of critical positions on designing the interior

Course intended learning outcomes (CILOs)

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

Ability to work cooperatively as part of a team, initiate partnerships with others, take a leadership role when required and constructively contribute to peer learning and critique (C.1)
Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
Ability to understand and generate design propositions across a diverse range of design scenarios and negotiate final propositions with multiple stakeholders (I.2)
Ability to apply and deploy disciplinary learning, with a continuing commitment to professional development (P.3)
Ability to demonstrate knowledge and understanding of interior and spatial design precedent and to contextualise one's work within the extended discipline (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

6 day block teaching with self-managed learning and development.

Face-to-face classes will incorporate a range of teaching and learning strategies including lectures and case studies studied in situ.

Communication: All subject documents and email correspondence will occur through UTS Canvas. Students are expected to access UTS Canvas regularly and monitor announcements to ensure that they are prepared for lectures and studios, have completed required tasks and are equipped with all required materials. Specific requirements, such as material and equipment requirements, weekly deliverables and due dates of in-studio presentations, will be further detailed in assessment handouts, lectures and CANVAS announcements.

Feedback: Students are expected to actively participate in the group discussions, present a draft version of their work and develop the work each session, to receive effective feedback during the tutorials

Content (topics)

Topics include:

Critical and Conceptual thinking

Documentation and Detailed drawings

Material and Product research

Verbal and Visual Presentation

Assessment

Assessment task 1: Catalogue Theme 1: Empathetic Details

Intent:

Assessment 1 Catalogue Theme 1: Empathetic Details

Field-based assessment task to analyse details that explore details empathetic to the user. empathetic to the user, concerned with relationships between people and the space that holds them.

Case studies are measured and documented.

Catalogue submission around Theme 1.

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

Type:

Design/drawing/plan/sketch

Groupwork:

Group, group and individually assessed

Weight:

35%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Active participation during field and studio sessions	10	3	C.1
Sketches demonstrate the ability to observe, survey, analyse and sketch with accuracy and detail.	20	3	C.2
Clear graphic presentation of details to convey Theme 1: clear graphic layout of text, diagrams, photos and sketches, textual expression	40	4	I.2
Demonstration of an understanding of how the research analysis can be applied to the documented details in Theme 1 research	15	5	P.3
Depth of investigation and engagement with the Theme 1 research	15	5	R.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Catalogue Theme 2: Strange Details

Intent:

Assessment 2 Catalogue Theme 2 : Strange Details

Field-based assessment task to analyse details that explore details focused on material connections and relationships.

Case studies are measured and documented.

Catalogue submission around Theme 2

Objective(s):

This task addresses the following subject learning objectives:

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

Type:

Design/drawing/plan/sketch

Groupwork:

Group, group and individually assessed

Weight:

35%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Active participation during field and studio sessions	10	1	C.1
Sketches demonstrate the ability to observe, survey, analyse and sketch with accuracy and detail.	20	3	C.2
Clear graphic presentation of details to convey Theme 2: clear graphic layout of text, diagrams, photos and sketches, textual expression	40	4	I.2
Demonstration of an understanding of how the research analysis can be applied to the documented details in Theme 2 research	15	5	P.3
Depth of investigation and engagement with the Theme 2 research	15	5	R.3

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 3: Catalogue Theme 3: Designs within Contingent Circumstances

Intent:

Assessment 3 Catalogue Theme 3: Designs within Contingent Circumstances

Field-based assessment task to analyse details that explore details as a practice working the contingent circumstances; in a design as a practice of ‘making do’ - working within the ebb and flow of circumstances.

Case studies are measured and documented.

Catalogue submission around Theme 3

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.):

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

Type:

Design/drawing/plan/sketch

Groupwork:

Group, group and individually assessed

Weight:

30%

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Active participation during field and studio sessions	10	2	C.1
Sketches demonstrate the ability to observe, survey, analyse and sketch with accuracy and detail.	20	3	C.2
Clear graphic presentation of details to convey Theme 3: clear graphic layout of text, diagrams, photos and sketches, textual expression	40	4	I.2
Demonstration of an understanding of how the research analysis can be applied to the documented details in Theme 3 research	15	3	P.3
Depth of investigation and engagement with the Theme 3 research	15	5	R.3

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.