88623 Global Studio: Interior Architecture C
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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.
Credit points: 6 cp
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
The global studio program provides intensive studio learning through cross-cultural education. The program encourages interdisciplinary learning and offers an expanded studio environment in which students discover and synthesise new technical and conceptual skills from multiple disciplines within the Faculty of Design, Architecture and Building.
In this subject students are required to spend a number of weeks in a predefined international environment where they undertake a project in either an academic or industry setting. The subject aims to initiate a recalibration of students' prior learning and familiar design techniques by applying design processes in foreign terrain.
Students are required to globalise their design approach and vocabulary working within a cross-cultural studio environment; synthesise key design ideas working within an interdisciplinary design team; and realise a well-executed studio outcome reflective of both the design brief and the foreign setting.
This global studio is focused on architectural strategies for sustainable tourism development in developing world contexts. Travelling to Nias & Hinako Islands in North Sumatra, students carry out comparative analysis between traditional architectural typologies and hotels & resorts. Within this analysis, students are asked to identify contemporary adaptations of traditional building technologies and construction methodologies informed by local climatic conditions, seasonal variation, and natural resources.
The project extends on a series of global studios undertaken across Indonesia between 2015-2023 to map, monitor and evaluate the impact of rapid tourism development in the region. The significance of Nias & Hinako Islands as the studio location is one of the earliest examples of surf tourism in Indonesia. The outcome of fieldwork carried out across Nias & Hinako Islands is an understanding of sustainable strategies for tourism development and experience working in a design research capacity in remote and environmentally sensitive locations.
In addition, the aim of the project is to (1) map, monitor and evaluate tourism development and infrastructure across Nias & Hinako Islands, (2) better understand the extent and impact of rapid tourism development in relation to the struggles over access to land, natural resources and public infrastructure, (3) to render tourism boundaries as more inclusive, permeable and democratic aligning with the principals of ecotourism.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Engage in rigorous methods of analysis through contextural observation |
|---|---|
| 2. | Appreciate and understand cultural diversity |
| 3. | Formulate their own ideas of event, programme and spatial organisation |
| 4. | Develop formal and informal methods of visual and verbal communication and presentation |
| 5. | Realise and present design concepts within a new context |
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 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 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 apply and deploy disciplinary learning, with a continuing commitment to professional development (P.3)
- Ability to reflect on, challenge and interrogate theoretical speculation (R.4)
Teaching and learning strategies
This studio will incorporate a range of teaching and learning strategies including short presentations and lectures, the discussion of readings and case studies, site visits, resort audits and mapping exercises.
Field trips / Site Visits
The tour will include visits to remote Indonesian islands, museums, resorts, hotels and traditional villages. This block-mode subject is delivered through a group of site visits and involves self-directed learning. The site visits form the focus for discussion forums that inform individual investigation of sites visited. As well as noting discussion there is an expectation that students draw and photograph aspects of each site to include in their analysis. After site visits students are required to reflect on the knowledge gained from other resources compared to that experienced on site.
Collaborative learning
UTS believes that collaborative peer learning enhances students' understanding of subject areas. Students are encouraged to work in discussion clusters and teams throughout the tour to support each other's learning.
Studio / Practical work / Assessment
Students will undertake a practical engagement with the tour through the creative outcomes specified in the assessment tasks. See additional handouts for more details. All Assessment briefs are accessible from UTS Online.
Online coursework
A number of online resources are accessible from UTS Online.
Pre-readings provide a framework for understanding and avenues for expression related to the experiences on the tour. The tour will be supported by a list of recommended readings which will situate the broader understanding. Online resources assist in the strategic selection of presentation topics and provide support for developing and refining ideas.
Feedback
Because of the intensity of the trip only low-stakes verbal feedback is offered during the study tour. It is the student’s responsibility to record any feedback received during critique sessions and meetings. Written feedback and summative grades are given through ReView.
The subject is designed based on progressive development across its assessment tasks. In this sense it is wise for students to engage with their academic leaders and be aware of the work of other students.
Content (topics)
This subject includes the following issues and topics:
1. Sustainable Tourism Development
2. Comparative analysis between traditional architectural methodologies and contemporary adaptations
3. Fieldwork in remote and environmentally sensitive locations
4. The impact of rapid tourism development
Assessment
Assessment task 1: Pre-Departure Mapping & Research
| Intent: | Task A: Resort Audits
Task B: Readings
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| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 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, P.1 and R.4 | ||||||||||||||||||||
| Type: | Project | ||||||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||||||
| Weight: | 20% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Field Work & Presentation
| Intent: | Task A : Analysis of Existing Tourism Ventures (Resort Audit)
Task B : Transcect Drawing A transect walk is a systematic walk along a defined path (transect) across a site to explore the conditions on the ground by observing, asking, listening, looking and producing a transect diagram. The transect walk is normally conducted during the initial phase of the fieldwork and is a method for collecting both qualitative and quantitative data. The transect is a tool to help us learn more details about environmental, economic and social resources in a given site. A transect is a cross section or line cut through a site and depicts an area along which a number of issues are recorded. The purpose of a transect is to organize and refine spatial information and to summarize local conditions in the area. The information is gathered from direct observation while walking a straight line through the site. The information collected during the walk is used to draw a diagram or map based on which discussions are held amongst the participants. Commonly used in natural resource management and international development, we will be adopting this technique as a means to collect information and develop site analysis of and about your designated resort. The aim of the transect is to locate/assess, map and analyze various aspects of the site that normally go unnoticed. By pursuing such observations and following such leads that may arise during the transect walk, a lot more knowledge and information about the local situation in gained. Task C : Presentation Synthesise fieldwork and data collected into a visual presentation. The presentation must contain the following : 1. Transect Mapping 2. Resort Audits 3. Analysis of strategies for sustainable tourism development including traditional and contemporary adaptations of building technologies informed by local climatic conditions, seasonal variation and natural resources. | ||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 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.2, I.1 and P.3 | ||||||||||||||||
| Type: | Project | ||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||
| Weight: | 50% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Report
| Intent: | Task : Report
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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.): A.1, A.3 and P.1 | ||||||||||||||||
| Type: | Report | ||||||||||||||||
| Groupwork: | Group, individually assessed | ||||||||||||||||
| Weight: | 30% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
1. 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.
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. Completion of all assessments.
4. Students electing to undertake this subject should be aware that they are required to take part in the mandatory international travel component which incurs additional costs. If this is not possible, an alternative subject should be selected.
Required texts
- 2004 “Miscommunication and Cultural Values in Conflict: Reflections on Morality and Tourism in Labuan Bajo, Flores, Indonesia”, in Tourism: An Interdisciplinary International Journal, special issue on Cultural Differences in Tourism, vol. 52 (1):75-89.
- 2003 “‘Uniting the Bodies and Cleaning the Village’: Conflicts over Local Heritage in a
- Globalizing World”, in Michael Hitchcock and V.T. King eds, special issue on
- Heritage in Southeast Asia, Indonesia and the Malay World, vol 31 (89):129-139
- 2001 “Eco-tourism and Environmental Conservation in Western Flores: Who Benefits?”, Antropologi Indonesia 66: 72-88.
- 2000 “Introduction: A Changing Indonesia”, by Maribeth Erb and Kathleen M. Adams,
- Southeast Asian Journal of Social Science, special issue on Changing Indonesia, 28 (2):1-10.
- 2000 “Understanding Tourists: Interpretations from Indonesia”, Annals of Tourism Research, 27 (3):709-736.
- "Tourism Space in Manggarai, Western Flores, Indonesia: The House as a Contested Place", Singapore Journal of Tropical Geography 19: 177-192. "Contested Time and Place: Myth and History in Todo, Manggarai (Flores, Indonesia)." Journal of Southeast Asian Studies 28: 47-77. 1997.