86160 Environments Gender/Place/Drawing

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

Subject level:

Undergraduate and Postgraduate

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 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)
These requisites may not apply to students in certain courses. See access conditions.

Description

This elective considers the intersection between drawing, spatial activism and gendered notions of space in relation to the city. It aims to develop a suite of tools and perspectives with which to renegotiate places to live, work and create change. This elective considers space for uncomfortable ideas in comfortable settings.

The course is conducted in three modes: research, rework and redefine, using drawing as a medium. Research focuses on observing and documenting how the city is used, and by whom. Rework mode uses the act of overdrawing to make amendments, to shift and reframe existing inequalities in the built environment, operating at the scale of the city, the streetscape and the room. Redefine mode presents inclusive, safe, and respectful alternatives.

Students engage in a series of drawing tasks, to develop a collection of works that demonstrate gender-awareness, interaction between users in built environments, atmospheric and intangible spatial qualities. This elective prepares students for critiquing and making changes in the way built environments are perceived and used. A talent for drawing, reading, writing or speaking is not required here. All genders are welcome. The only prerequisite is a desire for equality and respect for difference.

Subject learning objectives (SLOs)

1.	Develop exploratory drawing skills through daily drawing practice and exploration of various locations
2.	Demonstrate research skills and ability to reframe readings to reflect gender awareness
3.	Demonstrate ability to analyse inhabitation of built environments through illustrative techniques to highlight issues of gender and social impact
4.	Develop an 'activist' position through illustration, discussion, and questioning
5.	Demonstrate ability to participate, share, and ask questions during workshop sessions

Course intended learning outcomes (CILOs)

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

• Ability to develop and establish an informed and ethical understanding and/or position toward social, technical and environmental practices (A.2)
• Ability to recognise cultural diversity, including Indigenous, gender and multicultural perspectives (A.3)
• Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
• Ability to initiate and execute meaningful self-directed iterative processes (I.3)
• Ability to rigorously explore, apply and extend multiple representational techniques (P.2)
• Ability to analyse, formulate and synthesise complex ideas, arguments and rationales and use initiative to explore alternatives (R.2)
• Ability to reflect on, challenge and interrogate theoretical speculation (R.4)

Teaching and learning strategies

This subject uses active learning strategies to develop skills in the illustration and analysis of the built environment using daily practice, discussion and presentation of work. The subject is structured in a two-fold approach - drawing practice and research.

Students actively explore city sites to observe, draw, and document, focused on gender and interactions between people and place. The teaching strategies emphasise confidence building and

Students will develop and demonstrate their application of drawing skills and knowledge through their practice-based
project. Multi-modal responses to issues of image production in spatial design will be addressed via learning strategies
that may include: collaborative learning, individual self-directed work, case study analysis, and iterative
experimentation. Formative feedback from the studio leader will be provided on a daily basis.

STUDIO EXPECTATION:
Students are expected to bring drawing materials to each session. A sketch book or loose, unlined paper, I-Pad or tablet, pens, pencils, charcoal, pastels are all acceptable tools of production. Be prepared to work in situ - bring a sturdy support for your paper or sketch book, clips to secure paper, and something to sit on (like a towel or plastic sheet). Also be prepared for drawing outside - bring a hat, sunscreen, drinking water, or an umbrella, depending on daily conditions. The use of cameras or mobile phones to document views for continued development of drawings is allowed, however, drawing directly from photos will be easily identified, and will result in reduced marks for analysis and exploration.

Students are expected to upload drawings at the end of each session to a digital group site. Daily presentation of works online is an expectation of the subject, and integral to participation in the studio.

Content (topics)

This subject addresses the following issues and topics in relationship to gender, drawing, activism, and the built environment:

1. Gender: why does it matter in built environments?

2. Gender activism in design and architecture:

3. Drawing practices - techniques, tools, and types of output

4. Drawing in the city - scaled observations from the urban landscape, to the street, the building, and the room

5. Developing a position - ways to be an activist

Assessment

Assessment task 1: Assessment Task 1: Research report: Gender activism in the built environment and draft drawings

Intent:	This task aims to develop skills in research and investigation of a spatial, landscape, or urban designer or architect who is or was also an advocate for gender diversity or inclusive practice. A short summary of their background and recognition of their work in a brief illustrated essay will be produced to accompany the drawing series (Assessment task 2). The skills demonstrated by this task are relevant to the discipline through the identification of alternative approaches to design and analysis of the urban environment, and an ability to formulate a position on gender and activism in design practice principles from established examples.
Objective(s):	This task addresses the following subject learning objectives: 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.3, C.2 and R.2
Type:	Exercises
Groupwork:	Individual
Weight:	40%
Length:	500-750 words plus images with captions. 10 drawings (minimum)
Criteria:	A.3 Ability to recognise cultural diversity, including indigenous, gender and multicultural perspectives C.2 Ability to communicate ideas effectively, including oral, written, visual, analogue, and digital presentations (2D and 3D) R.2 Ability to analyse, formulate, and synthesise complex ideas, arguments, and rationales and use initiatives to explore alternatives.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Recognise gender diversity in designed environments through design practice research 20 2 A.3 Ability to summarise and present design ideas concisely 50 2 C.2 Synthesise complex ideas in written report 30 3 R.2 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Assessment Task 2: Drawing practice: Illustrating inhabitation

Intent:	This assessment task develops skills in drawing practice through daily urban sketching workshops that integrate on site drawing practice, staged feedback and collaborative discussions. This task demonstrates an understanding of spatial environments: how they are used, who uses them, who does not and why, through observation and analysis in drawings. Experimentation with materials and technique is encouraged to enhance drawing skills and communication of observation of gender-awareness. The final part of the task is uploading the drawings each day to an online platform. This task synthesises spatial awareness, observation, documentation, and analysis and is reflected in research practices involving participant observation. It develops and demonstrates an ability to communicate inequity or inclusiveness inherent in built environments and to clearly articulate a design position in the field.
Objective(s):	This task addresses the following subject learning objectives: 1, 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.): A.2, I.3, P.2 and R.4
Type:	Design/drawing/plan/sketch
Groupwork:	Individual
Weight:	60%
Length:	16 drawings minimum 30 drawings maximum
Criteria:	A.2 Ability to develop and establish an informed and ethical understanding and/or position toward social, technical and environmental practices. P.2 Ability to rigorously explore, apply, and extend multiple representational techniques. I.3 Aility to initiate and execute meaningful self-directed iterative processes R.4 Ability to reflect on, challenge, and interrogate theoretical speculation.
Criteria linkages:	Criteria Weight (%) SLOs CILOs Develop an informed understanding of gender aware practices 10 4 A.2 Exploratory representation techniques 50 1 P.2 Independent and iterative practice development 20 5 I.3 Reflect on and challenge existing practices 20 4 R.4 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.