86190 Special Industry Project 1

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): C10004 Bachelor of Design Architecture OR 48 credit points of completed study in spk(s): C10325 Bachelor of Design 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

Description

Studio: The Future of Living (Together)

This interdisciplinary studio offered by the IKEA x UTS Future Living Lab explores the future of living in the home in the post-covid-age.

Our desire for stability and certainty as well as our need for privacy and social interaction are challenged by the new reality of (post)pandemic urban living. The need for safety and comfort in the home has become more important than ever before.

According to the 2020 IKEA pulse report ‘ home has become everything: our workplace, our school, our sanctuary, our boundary’.

As we are moving in and out of lockdown, the domestic environment needs to adapt dynamically to the conditions of the constantly evolving ‘new normal’.

In this studio, stduents focus on the living room as the centre of the house.

How can Interior Architecture and Architecture respond to these challenges creatively? How does one redefine living (together) in the digital and post-covid- age? What is the future of living?

This elective engages with IKEA to push the boundaries of innovation through researching and implementing new design approaches to address unique Australian needs of domestic life, linked to the future of living in the digital and post-covid age. Students are paired across the disciplines and develop projects that fuse object and spatial design to create models that form the exhibition and documentation to close the studio. This elective engages with IKEA at a high level to push the boundaries of innovation through researching and implementing new design approaches to address unique Australian needs of domestic life, linked to atmospheric, multi-sensory and emotive design.

Subject learning objectives (SLOs)

1.	Demonstrate a capacity to participate actively and collaboratively during studio sessions in all tasks and work activities.
2.	Engage in rigorous methods of analysis through research, observation and contextual analysis and to understand the basic principles of innovative design.
3.	Demonstrate a capacity to design an innovative conceptual framework with transferability across program and location.
4.	Develop formal and informal methods of visual and verbal communication and presentation.
5.	Engage a clear and progressive work method throughout each phase of the iterative design process.

Course intended learning outcomes (CILOs)

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

• Ability to take autonomous responsibility for actions and decisions (A.1)
• 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 initiate and execute meaningful self-directed iterative processes (I.3)
• Ability to apply and utilise appropriate communication techniques, knowledge and understanding to enable practical applications in spatial design (P.1)
• Ability to rigorously explore, apply and extend multiple representational techniques (P.2)
• Ability to demonstrate knowledge and understanding of interior and spatial design precedent and to contextualise one's work within the extended discipline (R.3)
• Ability to reflect on, challenge and interrogate theoretical speculation (R.4)

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

This subject uses problem based learning strategies that involve students in researching and developing their own solutions to a complex, open design brief.

The subject is delivered over 2 weeks in daily 4h studio sessions.

Studio sessions will incorporate a range of active learning strategies including in-studio collaborative workshops, presentations and discussion alongside research into case studies, readings and reflection.

As per Industry Design Studios, the subject engages a rigorous method of collaboration across all set tasks - individual and group.

Students are expected to engage in research and design development explored through an iterative process of exploration.

Content (topics)

Topics include:

• Visual and spatial research methods
• Exhibition strategies
• Precedent analysis - national and international
• Formal Client Presentations - verbal and documentation techniques
• Strategic overlays - immersive, sustainable + sensorial environments
• Multi-use and transferable design approaches

Assessment

Assessment task 1: Video Statement and Conceptual Model (CP1)

Intent:	Creative Package 1 (CP1) - Assessment 1a and 1b - 20% Assessment 1a Conceptual Model –Individual work You are to analyse the living room in your own (family) home by building a pop-up folding Origami/Kirigami model of the living/dining space including all its current furniture. Resources: Cut and Fold Techniques for Pop-up Designs by Jackson Paul London: Laurence King Publishing 2014 - UTS library Deliverables CP1a: monochrome model out of card or heavy paper @ scale 1:20 Assessment 1b Initial Research –Individual work You are to research how Covid has changed and is continue to change to ways we live together in the domestic environment. Look for original and creative visual examples that push the limits of your discipline in terms of aesthetics, materiality and function. Deliverables CP1b: 3-minute power point slide presentation Assessment 1a and 1b are due @ 10am Tuesday 9 February Present your research findings as a powerpoint presentation at the first session on Tuesday 09/02. of 3 mins. (Weighting: 20 % individual).
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.): A.1, C.2, P.2 and R.3
Type:	Design/drawing/plan/sketch
Groupwork:	Individual
Weight:	20%
Length:	Refer to brief/ handout for further information
Criteria:	Assessment Criteria: - Ability to analyse and present convincingly a domestic space through model - Level of craftsmanship and meaningful detail in model - depth of investigation and engagement with research topic
Criteria linkages:	Criteria Weight (%) SLOs CILOs Ability to analyse and present convincingly a domestic space through model 40 3 A.1 Level of craftsmanship and meaningful detail in model 20 5 P.2 Depth of investigation and engagement with research topic 40 2, 4 C.2, R.3 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 2: Concept Design (CP2)

Intent:	Creative Package 2 (CP2) - Concept Design comprising concept model and sketch drawings at 1:20 scale of a given space (DTBA .
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 and I.3
Type:	Design/drawing/plan/sketch
Groupwork:	Group, group assessed
Weight:	40%
Length:	Refer to brief/ handout for further information
Criteria:	The assessment criteria for this task see under Criteria Linkages
Criteria linkages:	Criteria Weight (%) SLOs CILOs Participation + Contribution to teamwork 20 1 C.1 clear graphic presentation of concept proposals to convey design ideas 40 5 I.2 clear translation of design proposal into physical scale model Presentation 40 3, 4 C.2, I.3 SLOs: subject learning objectives CILOs: course intended learning outcomes

Assessment task 3: Final Design (CP3)

Intent:	Creative Package 3 (CP3) - Final design presentation : set of design drawings and detailed model at 1:20 and a 3min stop motion video that shows the performance of the living space
Objective(s):	This task addresses the following subject learning objectives: 1, 3 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.1 and R.4
Type:	Design/drawing/plan/sketch
Groupwork:	Group, individually assessed
Weight:	40%
Length:	Refer to brief/ handout for further information
Criteria:	- Participation and contribution to teamwork in the development of a final design proposition - Clarity of Design Concept - Quality and Precision of articulation of design concept in drawings - Quality and Precision of articulation of design concept in 1:20 model and video - Implementation of Exhibition and 1:25 model
Criteria linkages:	Criteria Weight (%) SLOs CILOs Participation + contribution to teamwork 10 1 C.1 Clarity of design concept 20 3 I.2 Quality and precision in graphic articulation of design concept 20 3 C.2 Clarity and precision in 1: 20 model 30 5 P.1 Implementation of exhibition 20 1 R.4 SLOs: subject learning objectives CILOs: course intended learning outcomes

Minimum requirements

1. 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.
2. Pursuant to UTS rule 2.5.1 students who do not satisfy attendance requirements may be refused permission by the Responsible Academic Officer to be considered for Assessment for this Subject.
3. It is imperative that students attend all on campus and off-campus engagements. Attendance means active participation and overall engagements. Records of attendance, participation and overall engagement are kept.