86529 Design Studio: Scenographic Spaces
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 12 cp
Result type: Grade and marks
Requisite(s): 86005 Design Studio: Inhabitations AND 86004 Design Studio: Foundations in Interior Architecture AND 86530 Design Studio: Knowledge Spaces
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this studio, students design an immersive scenographic retail environment. Students learn to translate conceptual ideas into a contemporary setting with the aim to activate spaces, objects and people and to create a unique, experiential interior. Deliverables include: sketches, drawings, models, visual storyboards, digital media, and technical plans.
Students learn to design atmosphere and to design according to a narrative as well as perform historical and contemporary interior architecture detail and object research. Students learn the importance of the physical and digital model we well as digital media and moving image as tools for experimentation, iteration and representation in the common history of architecture and theatre. Students gain a broad understanding of historical and current scenographic and interior architecture practice as well as a specific and detailed knowledge of the scenographic language and techniques currently employed by major players in the field. Finally, students experiment with and develop their individual and creative design language in concept and representation.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Expand the complexity of design practice through a set of specific strategies |
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| 2. | Extend iterative design processes |
| 3. | Explore multiple ideas of inhabitation |
| 4. | Intensify theoretical speculation through texts and lectures |
| 5. | Explore configurations between context, objects and bodies |
| 6. | Demonstrate competency in advanced and engaging communication methods |
| 7. | Present a resolved final design project |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Ability to communicate ideas effectively, including oral, written, visual, analogue and digital presentations (2D and 3D) (C.2)
- Ability to apply experimentation in thinking and practice as a means toward developing an individual design approach (I.1)
- 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 12 CR studio subject incorporates a range of teaching and learning strategies including: active, interactive and collaborative learning experiences through lectures, history & theory tutorials and design studio. This subject uses an inquiry-based learning strategy that involves students in researching and developing solutions to complex problems and scenarios.
Design studio is an intense, fast-paced and highly interactive learning format. It includes: studio work; short presentations; videos; simulations; discussion of readings; case studies; and student group work. It is taught collaboratively by practising design professionals and UTS academics. Each week students undertake preparatory reading and research, as well as reflection on previous studio work, individual and collaborative group tasks. These activities will be complemented by participation in studio discussion. In each studio session, students are required to bring in iterative work in printouts, models, sketches and drawings, as advised by the studio leader. Students receive formative feedback and reflection from studio leaders (and guest critics as well as peers where applicable) only when presenting design iterations and at assessments.
Throughout the subject, students work iteratively towards the final individual design project through a variety of formats, both within and outside studio times. The assessment tasks include: sketches, plans and drawings, digital media , models and reflective writing. Final concept and model presentation will be in front of invited industry jurors from the field.
Content (topics)
This subject addresses the following issues and topics:
- Iterative and generative design processes
- Spatial design experimentation
- Exploration of inhabitation and spatial organization
- Theoretical rigor
Assessment
Assessment task 1: Parti
| Intent: | Assessment 1:Due Friday 30 August, Presentation in Class and Upload by noon. Deliverables: Statement of Intent : what? why? how? 150 words a) Parti. A minimum of 6 spatial diagrams and sketches that shows the main underlying ideas behind your work b) Spatial visual research c) Research and analysis of your concept should yield a “shape” for your retail environment, diagrams should look at, for example, the geometry of the environment and how it was derived, axis, prospect and aspect of the space, enclosure and structure d) Object Research - context, history, process, properties and qualities, scale, materiality, usage e) 1 minute moving image trailer (or advertisement) that explains your ideas, including sound. Moving image must be original material or processed/post-produced material f) 1:50 sketch model, grey card of site and initial spatial ideas | ||||||||||||||||||||
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| 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.): P.1, P.2, R.3 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Design Development
| Intent: | Assessment 2: Friday 11 October, Presentation in Class and Upload by noon. Deliverables: Design Statement: what? why? how? 150 words a) 1:50 grey card model of site and interior situations (use at least 1 figurine to show scale) b) 3D digital model and fly-through or walk-through in draft form d) spatial materiality collage (digital) of advanced object and visual research placed into site e) hand-drawn (and/or collaged) storyboard 5-7(minimum) images of interior situations f) technical drawings (draft or work in progress) as specified by studio leader DTBA, but as a minimum you should have a series of plans that clearly show your intent, including a Reflected Ceiling Plan, sections through your space that clearly describe the design/intent and wall elevations (if necessary to supplement what is not shown on the sections) g) the scale of the technical drawings should be no smaller than 1:200 h) draft perspective views or renders should be considered at this stage, either hand drawn or set up from digital modelling THE PRESENTATION WILL BE DELIVERED DIGITALLY WITH THE PHYSICAL MODEL/S PRESENT IN THE STUDIO | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 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.): C.2, I.1, P.2 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: 3A: Final Design; 3B: Lecture Notes/Group Presentation
| Intent: | Assessment 3A: Final Presentation, Presentation in Class and Upload on 15 November by noon (40%) Assessment 3B: Lecture Notes and Group Presentation, Due 22 Nov, upload only (20%) Design Statement 150 words what why how Deliverables: Design Statement : what? why? how? 300 words a) 1:50 final model of site and interior situations (use at least 1 figurine to show scale), including light/media as applicable, materials, texture, colours, objects and furniture, to scale b) technical drawings as specified by studio leader DTBA, but as a minimum you should have a series of plans that clearly show your design at all levels from the ground through to the ceiling, include a Reflected Ceiling Plan, sections through your space that clearly describe the design and all wall elevations (as necessary to supplement what is not shown on the sections) c) the scale of the technical drawings should be no smaller than 1:100 but to a scale that fully describes tour design d) process diagrams from initial ideas to final resolution e) statement showing a summary of your personal research into the selected object, including any precedents, with respect to the material presented at the Lectures and Tutorials f) perspective views or renders should describe the narrative of your design (as many as is required to clearly describe the journey from the outside, through the entry and through the space you have designed), and these drawings should be either hand drawn or set up from digital modelling and fully rendered to show colours, materials, textures, lighting and shadows, people to show scale, etc. g) Students submit their individual lecture notes and overall reflection on their learning as a single coherent pdf document involving textual and visual research as appropriate(10%). Students to submit their History & Theory group presentations as a single coherent document (10%). THE PRESENTATION WILL BE DELIVERED DIGITALLY WITH THE PHYSICAL MODEL/S PRESENT IN THE STUDIO | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4, 5 and 7 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.2, I.1, P.2 and R.4 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||
| Criteria linkages: |
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.
- The Faculty of DAB expects students to attend 80% of all classes for all enrolled subjects. Achievement of the subject’s aims is difficult if classes are not attended. Where assessment tasks are to be presented personally in class attendance is mandatory.
- 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.
- The use of mobile phones or other electronic devices for private use during campus engagement is not permitted.
- 10% of each assessment will be attributed to preparation, participation, and overall contribution to each studio session.
It is imperative that students attend all on-campus engagements. Attendance means active participation and overall engagement. Records of attendance, participation and overall engagement will be kept. Readings, iterative design work including iterative model-making, lecture and guest lecture are an interconnected system where if one part suffers, the whole suffers as a result.
Required texts
See UTS online: History & Theory Materials and Studio Materials