KDA 124 History and Theoru in Design 2 PDF

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Description

KDA 124: HISTORY AND THEORY IN DESIGN 2 1750–NOW

Semester 2, 2018: Unit Outline

Figure 1: (Left) Étienne-Louis Boullée, Newton Cenotaph (1784); (Right) James Wyatt, Fonthill Abbey, 1796–1813

Unit description Unit coordinator Andrew Steen ([email protected] / IC-213). Consultation by appointment, arranged via email.

Other teaching staff Loren Dyer (contact during class time only) Matt Gunn (contact during class time only)

Handbook description This unit provides an introduction to global architectural and design histories and theories post 1750. It aims to develop knowledge of significant referents and understandings of key concepts and concerns of that period, and establish critical capacities and frameworks that can be applied to thinking and practice in the present and into the future.

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Intended Learning Outcomes On completion of this unit, students will be able to: ILO1. Explore design and architecture from 1750–now through creative practice. ILO2. Conduct independent and critical research in architecture and design history–theory. ILO3. Generate work that attains a critical relation to design and architecture from 1750–now. ILO4. Identify significant/canonical examples of design and architecture from 1750–now.

Graduate Quality Statement Successful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes are available from the Course Coordinator. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement. The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Learning Opportunities Details of teaching arrangements Lectures: Thursdays, 2–4pm IC-108. Workshops: Thursdays, 4–5pm / 5–6pm, IC-230 / 231 (details on MyLO). Note: All students should bring a roll of yellow trace and felt-tipped pens to all workshops. Collage workshops also require print media (magazines, etc.) and/or laptops/tablets.

Teaching and learning strategies Resources There is no set textbook for this unit.

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Further reading Colquhoun, Alan. Modern Architecture. Oxford: Oxford University Press, 2002. [Library call number NA680. C593 2002] Curtis, William J.R. Modern Architecture Since 1900. London: Phaidon, 1996. [NA680. C87 1996] Foucault, Michel. The Archaeology of Knowledge. London: Tavistock, 1972. [AZ101. F6813 1972] Frampton, Kenneth. Modern Architecture, 1851–1945. New York: Rizzoli, 1983. [NA642. F7 1983] Harrison-Moore, Abigail and Dorothy C. Rowe. Architecture and Design in Europe and America: 1750–2000. Malden MA: Balckwell, 2006. [NA954. A73 2006] Jencks, Charles. Modern Movements in Architecture. Harmondsworth: Penguin, 1973. [NA680. J46 1973] Jencks, Charles. The Language of Post-Modern Architecture. London: Academy, 1977. [NA680. J457 1977] Koolhaas, Rem. Delirious New York: A Retroactive Manifesto for Manhattan. London: Thames & Hudson, 1978. [NA735. N5 K66 1978] Rowe, Colin. Mathematics of the Ideal Villa and other essays. Cambridge: MIT Press, 1976. [NA7110. R68 1976] Ruskin, John. The Seven Lamps of Architecture. 1849. https://www.gutenberg.org/files/35898/35898-h/35898-h.htm Wittkower, Rudolf. Architectural Principles in the Age of Humanism. London: Academy, 1949. [NA1115. W56 1962] Communication Communications for this unit will be coordinated through MyLO. News and announcements will be posted to MyLO News. Students are expected to be aware of the content of such posts within 48 hours of them being posted. All efforts will be made to respond to emails within 72 working hours.

Further information and assistance If you are experiencing difficulties with your studies or assignments, have personal or life-planning issues, disability or illness which may affect your course of study, you are advised to raise these with the unit coordinator in the first instance. There is a range of University-wide support services available to you including Student Learning Support, Student Advisers, Disability Services, and more which can be found on the Student Support and Development page of the University website. Should you require assistance in accessing the Library, visit their website for more information.

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Program Date

Module

Workshop

Submission

Wk1

Introduction

‘Exquisite Corpses’: classical/romantic

19. 07

Historiography & Context

garden & sculpture designs > pin-up

Wk2

1750–1800 (A)

Classification, taxonomy: typologies à

26.07

Neoclassicism & Classification

la Linnaeus > pin-up

Wk3

1750–1800 (B)

Inveresk Campus ruination: Soane - /

02.08

Picturesque & Sublime

Isozaki-esque Transformation > pin-up

Wk4

1800–1850 (A)

Material translation: the Crystal Palace

Formative

09.08

Iron & Type

in reinforced concrete > pin-up

AT1 DUE

Wk5

1800–1850 (B)

World Exposition: Paris 1889 on

16.08

Nationalism & Revivals

Macquarie Point, Hobart > pin-up

Wk6

1850–1900 (A)

Essay writing workshop: discussion of

23.08

Expositions & R. Concrete

Formative submission; work on one opposition / example

Wk7

1850–1900 (B)

Psychogeography + Haussmannisation

30.08

Beaux-Arts & The City

of Launceston > pin-up

07.09

No lecture: mid-semester break

Wk8

1900–1950 (A)

Collaging frame, detail, use,

13.09

Industry & Boom/Crash

or: Mies fetish > pin-up

Wk9

1900–1950 (B)

Transcribing “Cesare Sneaking”,

20.09

World Wars & Cinema

or: Tschumism > pin-up

Wk10

1950–2000 (A)

Diagramming Rietveld Schröderhaus,

27.09

Systems & Syntax

or: Eisenmania > pin-up

Wk11

1950–2000 (B)

Re-collaging: Neo- neo- av ant - garde /

04.10

Radicalism & Postmodernism

Later-Instant City Launceston > pin-up

Wk12

2000–now

Pub quiz: preparation for Slide Test

11.10

Material & Digital

Wk13

Slide Test

—

AT1 DUE

AT3 In-class

18.10 Wk14

AT2 DUE

26.10

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Assessment AT1: Scholarly essay (2,000-words, including direct quotations, excluding footnotes) Choose one significant/canonical architect/designer and discuss how they sit in relation to one, two, or three of the following dichotomies: Greek—Roman; Apollonian—Dionysian; classical— romantic; classicist—baroque; technology—art. Your essay should build on other scholarly papers found in independent research, and refer to these papers. It should discuss designed and built examples from your architect/designer’s oeuvre. It should be written in the third person. Submissions: - Week 4: formative submission of essay outline and list of minimum 5 scholarly references to MyLO by 2pm Thursday 9 August. - Week 8: upload final submission to MyLO by 2pm Thursday 13 September. Style guide: - submit one A4 portrait pdf, with file name KDA124_2017_your surname_your given-name_AT1 - use footnotes and bibliography, and reference according to the Chicago Manual of Style (see http://www.chicagomanualofstyle.org/tools_citationguide.html). - use 12pt Times New Roman font for the body text, 16pt bold Times New Roman for titles and any other headings, and 10pt Times New Roman for footnotes and any Figure captions; set line spacing at 1.5; set margins at 2cm on all edges; include page numbers. AT1 assesses ILOs 2, 3, 4. It contributes 40% to your overall grade.

AT2: Digital folio A compilation of weekly workshop exercises from weeks 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, accompanied by a 100-word analysis of each exercise. Each week should occupy 1–3 pages. Style guide: - submit one A3 landscape pdf, with file name KDA124_2017_your surname_given-name_AT2 - scan images, accompanied by typed analyses in 12pt Times New Roman font (please check for spelling and grammar) - insert page numbers; do not add any borders or textures to the pages - include a title block per page, KDA124_2017_your surname-your given-name_AT2 Submission: - upload to MyLO by 5pm, Friday 26 October. AT2 assesses ILOs 1, 2, 3. It contributes 35% to your overall grade.

AT3: Slide test Multiple-choice exam held during lecture time in Week 13: 2–4pm, Thursday 18 October. AT3 assesses ILO4. It contributes 25% to your overall grade.

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Common notes Collection and use of student work The School collects digital examples of student work from every unit for benchmarking purposes. This means that for every assessment task a digital copy must be submitted that includes individual drawings and/or photographs of physical models at high resolution (see recommendations below). From time to time the School may also wish to use examples of student work for marketing purposes and will seek permission from students prior to such use. We recommend that submitted assessment tasks include: •

A1 or A3 sized panels saved as pdf files;

•

Individual pdf or tiff files for all of the key images featured on the panels – especially individual files for all 3D renders, sections, elevations and floor plans;

•

Photographic record of three-dimensional physical models, material objects and prototypes produced over the course of the semester. Photographs should be of a professional quality with good lighting and thoughtful composition. Saved as high-resolution jpeg or tiff files.

File naming conventions To assist with identifying the work we require each file to use the following naming convention: Unit acronym year family name first name assessment task number drawing/model description e.g.: DS4 2017 smith lou AT2 overall scheme; DS4 2017 smith lou AT2 1:20 section

Existing common notes Minimum attendance/performance requirements Students are required to attend at least 80% of the scheduled contact hours for each enrolled subject, which also includes leave from class due to illness, work or care commitments. Achievement of Intended Learning Outcomes and authenticity of assessment tasks is difficult if classes are not attended. Where assessment tasks require personal presentation in class time, attendance is mandatory unless extenuating circumstances apply. If a student fails to satisfy the minimum attendance requirements the Head of School may declare them not eligible (NE) to be assessed for the unit (University of Tasmania, Rule 2, Section 7). Further, the university is monitoring student engagement through students’ use of MyLO, attendance and learning activities up to the end of week 4. If you are considered to be non-engaged during this period, your enrolment may be cancelled or you may be withdrawn from the unit. The unit has been designed on the basis that students will take between 120 to 150 hours study which includes in-class contact time and outside of class to carry out preparatory and assessment 6

task work, as well as study. This is based on what the university recommends for the design of 12.5% weighted unit.

Addition to request for extension section

If you are ill or have other serious circumstances which prevent you from presenting work or sitting an examination on the day, you may apply to the unit coordinator for a deferred examination. Please note that having a medical certificate does not guarantee that a deferred presentation or examination will be approved. Students who have completed a presentation or examination(s) and who feel that they have been disadvantaged due to illness or other circumstances affecting their study may request special consideration in the marking (see www.utas.edu.au/__data/assets/pdf_file/0019/314623/Special-Consideration.pdf for form). Forms should be submitted directly to the relevant school, accompanied by appropriate supporting documentation, as soon as possible after the completion of the examination(s) and no more than 3 working days after completion of the student’s last examination. Granting of special consideration is at the discretion of the lecturer and school.

Results to be withheld Students are required to collect and remove their assessment tasks and feedback sheets once graded or per the unit coordinator’s instructions from the school otherwise your results will be withheld.

Prohibited use of products Students are advised that the use of solvents sprays are prohibited inside and within 10 metres of the school due to work health safety conditions. It is also strongly recommended that products using paint solvents not be used in model making tasks and the use of polystyrene or unsustainable products be highly restricted due to school’s position on sustainability.

How your final result is determined To pass this unit, you need to demonstrate your attainment of each of the Intended Learning Outcomes at ≥ 45% and fulfil the minimum attendance requirements specified above. Your final result goes through three levels of moderation, at the Unit, School and Faculty levels before being confirmed. At the Unit level: All assessment tasks are subject to a process of moderation by the unit coordinator and may include one or many of the processes outlined below, to ensure consistency of grades between assessors: 7

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Meeting of assessors to agree on the standards prior to marking, examples may be discussed;

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Unit coordinator checks all grades at the NN and HD level and a sample from other grade levels and moderates grades if necessary;

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Where there is more than a 10% discrepancy between assessors of the same piece of work, another assessor may be invited to mark the work blindly or the unit coordinator will make a determination.

When there is only one assessor of a unit, all NNs and a sample of each grade will be checked with another academic staff member. At the School level: The School moderation process occurs at the end of semester once unit coordinators have submitted their results to the School. Results that are reviewed and discussed will include: •

Unusual groupings of grades within a unit;

•

Students receiving NN, NS or WT grades, including a review of the moderation process employed in the unit.

Faculty moderation meeting: The Faculty reviews the School’s results and may request further information or clarification of unusual results from the Degree Coordinator. In addition, the Faculty makes determinations on awarding supplementary grades (NS).

Supplementary examinations (NS): How a supplementary grade is determined: You cannot request a supplementary exam, it is granted by a Faculty Assessors’ Committee on the recommendation of the school. To be granted a supplementary grade (NS) conditions need to be met at both the School and Faculty levels. 1.

School level

The school determines whether or not the student’s performance in a unit meets the minimum performance requirements as set out by University and Faculty guidelines. A supplementary grade (NS) in this school is awarded when the student has: •

attempted all assessment tasks;

•

one aberrant result (a fail but greater than 30%) out of the series of assessment tasks; and

•

achieved an overall grade for the unit within the 45%-49%. The range is extended for first year/ 100 units where the range is 40%-49%.

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2.

Faculty level

The Faculty’s Assessment Committee will determine if the School’s recommended NS grades are to be confirmed. The current practice is that a student will usually have to gain clear passes in 50% of the units being assessed to retain any recommended NS grades. Where a student has not gained clear passes in 50% of units being assessed, the recommended NS grades will revert to a Failure (NN) grade. What does a Supplementary assessment involve? Once a supplementary grade has been awarded students are to make contact with the School for advice without delay, as there is only a limited amount of time in which you can do your supplementary assessment. The supplementary assessment must take place in the supplementary period set by the University – see ‘Key Dates’ on the current students’ webpage. The unit coordinator will devise an appropriate supplementary assessment that allows the student to show that their area of weakness has improved. This may take the form of another piece of work, specific to an area of weakness, an oral examination, or in the case of a History and Theory unit, it may be another slide examination. The supplementary task should not involve a substantial review of work (not more than few days work). The unit coordinator will provide a written description of the supplementary task and the criteria referenced assessment rubric to be used to assess a pass performance. A supplementary task can only be awarded a pass (PP), or a fail (NN).

Submission of assignments Requests for extensions A request for an extension to the due date for an assessment task should be made in writing and submitted to the unit coordinator THREE (3) days before the assignment due date. For an application to be considered, it must contain: •

Your full name and student identification number

•

Independent documentation (medical certificate, counsellor’s report, etc.) in support of the application should be attached to the form OR a current Learning Access Plan may be used as supporting documentation, as appropriate.

•

How many days are being requested for the extension

Note: Students may be granted an extension of up to two weeks to accommodate unforeseen circumstances, where the student’s capacity to complete required work by the due date has been affected by significant factors beyond their control.

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The unit coordinator will determine whether or not your extension request has been granted and confirm by email. Normally the extension will be awarded according to the number of days indicated on the certificate, without appropriate documentation, extension requests will not be considered. Students should be aware that documented illnesses or special circumstances are not automatic grounds for an extension. With the appropriate supporting documentation, extensions are considered on an individual basis taking into account the nature of the assessment task and time already provided throughout th...