1

2016

Trimester 2

COURSE OUTLINE

ARCI 212

ARCHITECTURE DESIGN INTEGRATION

GENERAL

Core; Trimester 2; 30 points

ASSESSMENT

100% internal by assignment

Note: Any hand-in dates scheduled in the exam period are tentative until the official exam timetable is available.

CLASS TIMES AND LOCATIONS

LECTURE: Tuesday 12:40 – 13:30 Room: VS LT1

STUDIO: Tuesday 1:40 – 16:30 Room: VS 323 2nd year studio

Friday 12:40 – 16:30 Room: VS 323 2nd year studio

FINAL REVIEW & ASSESSMENT: Will be held during the Trimester Two examination period.

COORDINATORS

Coordinator

Name: Professor Kerstin Thompson

Room: V3.08

Phone: to be advised

Office Hours: by appointment

Email: kerstin.thompson@vuw.ac.nz

Teaching fellow

Name: Rosie Scott

Room: V3.08

Phone: to be advised

Office Hours: by appointment

Email: rosie.scott@vuw.ac.nz

For general course enquiries please contact co-coordinator Rosie Scott via email.

TUTORS

Tutor details will be provided at start of the course.

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COMMUNICATION OF ADDITIONAL INFORMATION

Any changes or additions to this Course Outline will be discussed and agreed with the class, and conveyed through

Blackboard or via email to all students enrolled in the course.

Changes to submission dates for items of assessment cannot occur without permission from the Head of School.

PRESCRIPTION

Studio-based projects explore people-environment relationships, integrating knowledge gained in the Human Environmental Science course. Architecture is examined as a means for modifying human environments in ways that affect comfort, efficiency, mood and meaning.

COURSE CONTENT

Creatively exploring the essential partnership between architecture and the people who inhabit its spaces and surroundings – bringing design to life.

The central theme of this course is an exploration of the human perception and understanding of architecture through the senses. The course addresses the elements and principles of visual, acoustic and thermal sensory inputs and investigates how they can be used in creating architecture, especially environmentally friendly and sustainable architecture.

ARCI 212 investigates the architectural implications of site and context. Project work looks at the elements and principles of site analysis – researching & measuring the environmental, physical, urban, cultural, historical and social context of the design.

The projects explored in ARCI 212 are aimed at developing and challenging student design and analysis skills in the making of architecture. Visual, thermal and acoustic aspects of space and architecture are considered in depth. Students explore how measurable qualities can relate to and affect the sensory experience of architecture and its context.

Emphasis is placed on bringing all these architectural and human elements together in design work. Integrating the environmental and technological factors in this course’s project work is elaborated on and analysed in student assignments in SARC 223.

The Architecture conceived while designing for the course projects is to be imagined as if it will become part of the built environment and used for human inhabitation.

COURSE LEARNING OBJECTIVES

At the successful completion of the course, students who pass should be able to:

1. Critically apply history, theory and precedent studies to elaborate contemporary architectural

issues.

2. Successfully investigate, and act on, the social, cultural and ethical issues influencing designed

environments.

3. Evaluate, develop and apply a design strategy that integrates aesthetic, contextual, functional,

economic, and technological criteria.

4. Resolve, present and discuss an original and creative solution.

Assessment Item Duration % Course Learning Objectives

1 Assignment [1] 3 weeks 15% 1,2,3,4

2 Assignment [2] 2 weeks 25% 1,2,3,4

3 Assignment [3] 4 weeks and

theTrimester Break

30% 1,2,3,4

4 Assignment [4] 3 weeks 30% 1,2,3,4

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Knowledge At the successful completion of the course, students who pass will be able to apply:

basic theories and methods of inquiry that seek to clarify the relationships between human sensory and spatial experience and the physical environment

basic principles that inform the design of environmental and building envelope systems, including acoustics, lighting and climate modification systems, and energy use

basic principles of ecology and architects' responsibilities with respect to environmental and resource conservation in architecture and urban design

fundamentals of sensory experience and perception principles and systems of order that inform two- and three-dimensional design and architectural composition

Creative & Critical Thinking At the successful completion of the course, students who pass will be able to:

design with a client brief and assess the proposed design solution against the client brief assess a site and its context in order to establish an appropriate design concept respond to climate as well as natural and built site characteristics in the development of a design project provide a coherent rationale for environmental, formal and technical decisions made in the architectural design

process demonstrate an understanding of the way that environmental science can inform design successfully use the basic premises of environmental science and sustainable architecture in design work research & explore the effects of environmental context, climate, culture and materiality on architecture demonstrate an understanding of the way that site and context can inform and develop design identify, order and synthesise pertinent design information. extend and work creatively with a design brief. identify ways to test design options quickly – confidently explore designs through graphic techniques,models,

digital media or moving imagery. engage in the conceptual stage of a complex building within a physical setting and be able to continue that

through design development and the technical detailing of the building

Communication At the successful completion of the course, students who pass will be able to:

incorporate fundamental ideas for structural and construction systems, environmental systems, life-safety systems, building envelope systems, and some building service systems into building design

design both site and building to accommodate individuals with varying physical abilities utilise computer analysis tools and other resources in assessing aspects of the environmental performance of

buildings Use a range of computer programs with which to develop and present architectural ideas,showing competency in

computer based design modelling and environmental design evaluation employ appropriate representational media, especially computer-aided design technologies, to convey essential

formal elements and design intentions in the context of the existing and proposed environment

Leadership At the successful completion of the course, students who pass will be able to:

cooperate with other students and lead other students when working as members of a design team critically discuss and debate the topics and issues that arose within the course demonstrate critical reflection and self evaluation

GRADUATE SKILLS

Graduate Skills

Tau

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t

Pra

cti

sed

Asse

ssed

Knowledge

Information literacy

Creative and Critical Thinking

Problem solving

Critical evaluation

Work autonomously

Creativity and innovation

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Communication

Effective communication (written)

Effective communication (oral)

Effective communication (graphic)

Work effectively in a team setting

Leadership

Ethical behaviour in social / professional / work environments

Responsible, effective citizenship

Commitment to responsibilities under the Treaty of Waitangi

TEACHING FORMAT

ARCI 212 is a studio based design course with weekly lectures on architectural inspiration, environmental factors, design techniques and project material. The lecture programme covers a range of environmental science and architectural design topics and is presented on a regular basis (see Schedule of Sessions & Assessments).

The “paperless” studio protocol operates in ARCI 212. Course material, project information, and feedback sheets are all handled via the R-Drive, with class notices distributed by email and Blackboard to all students.

All Hand-ins are required to be submitted digitally to students’ individual R-Drive Hand-in folders. Reviews are conducted in studio using digital LCD monitors. Tutors mark electronically from copies of the digital submissions.

All Assignment Work is exhibited digitally compiled by our auto – exhibition robot and made available to the class on the R Drive. Correct file naming and file size are critical for your project work to be recognised by the e-robot and included in the exhibition collation.

The course operates at 3 levels of studio tutorial teaching: the whole class, tutorial groups and the individual. In the studio environment tutors will work with students’ design decisions, methodology & selected presentation strategy giving feedback, constructive criticism & advice.

TEACHING FORMAT: STUDIO TIME AND PLACE

Tuesday Help Desk Tutors 13.40 – 16.30 2nd Year Studio VS 3.23

Friday Studio Tutor 12.40 – 16.30 2nd Year Studio VS 3.23

During studio time the computor lab VS226 is booked for ARCI 212 students to have additional digtial workstations to use.

Tutorials are your opportunity to discuss your projects with tutors. Tutors are most useful if you come prepared! Bring everything you have worked on since the last session - sketches, models, articles you have found, questions and ideas you may have……. Students are expected to advance their work incrementally and regularly, and to be prepared for each class session. It is recommended that you meet your tutors even if your work hasn’t progressed.

Tuesday Studio Help Desk Tutors 13.40 – 16.30

Students are required to pro-actively seek out these adviser tutors - sitting in on & participating in the preceding

student(s) session(s). The presence of students waiting dictates the length of time a help desk tutor might

spend on each design question.

Friday Studio Tutor Group 12.40 – 16.30

The ARCI 212 Group Tutors assigned to each tutorial group are all involved in architectural practice, research

or study. Their role is to tutor your project work - working with your chosen design, methodology, presentation,

& documentation techniques. Group Tutors provide the continuous and most intensive advice to students in

that group, but only once a week. The expectation is that you pro-actively & professionally arrange your tutoring

appointment slot at the beginning of Tutor Group Studio. Frequently tutors will begin the session with a group

meeting and discussion. These tutors will work progressively through their appointment sign up sheet in

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sequential order. Length of time slot allocated is based on the number present at the beginning of the session.

Group Tutors leave when they have seen everyone who signed up. If you cannot be found in studio and

they have seen everyone else on the tutorial sign up sheet Group Tutors will be finished for the day.

The principal vehicles for discussion in studio will be student work. The general tone of the course is set by sharing ideas and knowledge. The course will operate from the principle that design ideas must be made architecturally explicit through drawings and models (both by hand and via computer media), and that they must be shared with tutors and peers. Students are expected to advance their work incrementally and regularly, and to be prepared for each class session

It is also suggested that students document their design decisions and the basis on which these decisions are

made at each step of the process in a “diary”. The diary or folder of work is a useful tool for discussing ideas

and testing options with tutors and peers. Students are encouraged to make the most of the collegial studio

environment & to workshop their designs in groups of peers & friends. Ongoing discussion will be critical to the

development of your design work.

ARCI 212 encourages students to make their own decisions with reference to tutor advice & feedback. For

the studio to operate effectively students are expected to be present for the whole studio session, and to actively

participate in group and one-to-one discussions with the tutors and with their classmates. If there are reasons why

you cannot attend or be on time please convey these to your tutor, or to the Course Teaching Fellow.

Digital modelling & computer based environmental assessment is a requirement of the ARCI 212 projects. To help familiarise students with the software (especially Revit and Ecotect) used during the course design work online video tutorials are posted that outline training material for these programmes. This online material is available as a reference resource for use in future years design work.

Computer Laboratory tutorial support is provided by the help desk tutors. At key points throughout the course to consolidate the computing skills required and to help students explore the computer as a design tool we will convene digital workshop sessions as extensions of the lectures.

MANDATORY COURSE REQUIREMENTS

In order to pass the course, you must achieve an overall grade of C- or better and you must also satisfy the following mandatory course requirements:

Attend and present your project work at all scheduled critical reviews so that you have the opportunity to receive and learn from tutor and peer feedback towards the development of your project.

WORKLOAD

Attendance and participation is an important aspect of the learning process, and you are expected to attend all the lectures and tutorials.

If extraordinary circumstances arises that require you to be absent from some class sessions, you should discuss the situation with the Course Coordinator as soon as possible.

You should expect to spend around 300 hours on this course, including both scheduled class time and independent study. Typically this involves around 20 hours per week during the 12 teaching weeks, with the balance during the mid-trimester break, study week, and examination period.Please check out the link below with information on Studio Courses:

www.victoria.ac.nz/fad/faculty-administration/current-students#studioculturepolicy

Students with course timetable clashes are responsible for discussing these with their Course Coordinators. Students who then choose to remain enrolled in such courses must recognise that it is their sole responsibility to seek information from peers, Blackboard and other sources, and catch up on course material they may miss because of clashes.

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ASSESSMENT: ASSIGNMENT OVERVIEW

The course is internally assessed by assignment work in the form of 4 projects. The four submissions are assessed

and graded A+, A, A-, B+, B, B-, C+, C, C-, D, E, (where C- is a PASS). Grades only are issued to students. The final

grade for the course is based on the aggregation of the percentage marks for each of the assignments, and a final

grade of C- or better is required to pass the course.

There are four separate assignment Hand-ins all submitted digitally to the R – Drive. The detailed Assignment handouts and mark sheets on the R-Drive provide further information on each assignment. The Project Briefs on the R-Drive describe the design content.

FINAL REVIEW: Will be held in the week of the 24th October during the Trimester Two examination period.

NOTE: In order to ensure equity, hand-in dates cannot be modified. A hand-in date cannot be changed

without permission from the Head of School.

All work submitted for this course must be original and developed for this course only. The Project There is a single design project that runs from the beginning of the course. This project has four parts to it, submitted as four Assignments.

The 4 Assignments contribute towards the final course grade as follows:

Assignment [1] 15% Case Study Analysis & Documentation – Group Work due 6pm Thursday 28th July

Assignment [2] 25% Sketch Design Options due 6pm Thursday 11th August

Assignment [3] 30% Developed Design due 6pm Thursday 22nd September

Assignment [4] 30% Final Design due 6pm Friday 21st October

TOTAL. 100%

The project brief:

TOILET BLOCK IN CENTRAL WELLINGTON

The toilet block is a modest but fundamental part of a city’s civic infrastructure. Within the context of an urban or landscaped setting, as a stand alone architectural artifact it has great potential to enhance the quality of the adjacent public realm. In its interior and exterior organisation it reflects and enforces societal assumptions particularly around gender and can serve as an important site for social change and various other activities. In addition to the social considerations the opportunity to design a toilet facility also offers considerable poetic as well as regulatory, technical, aesthetic and atmospheric opportunities. An intensely serviced building type the toilet block also requires careful attention to questions of durability, maintenance and material detail. It is an ideal vehicle for integrating the knowledge gleened from SARC 223 which will run parallel to this course and which covers environmental assessments of sun, wind and temperature as well as acoustic, ventilation, thermal and lighting quality. In summary the toilet block provides scope for developing a small building underpinned by conceptual clarity, experiential delight and urban responsiveness through a high level of technical resolution.

Summary of Key Functional Requirements:

A single facility that accommodates the equivalent to:

Female toilets to include 6 pans and 3 wash basins minimum.

Male toilets to include 2 pans, 6 urinals (or equivalent) and 3 wash basins minimum.

Minimum 1 unisex disabled toilet and associated wash basin.

Minimum 1 ambulatory toilet.

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Research on case studies and readings will provide students with a critical framework for deciding whether their design approach will segregate the facilities according to gender, disability and so on.

Other key considerations:

integration with the existing context and contribution to public realm;

social and cultural dimensions to the design of the toilet facility;

visual amenity for users with due regard for passive surveillance and safety;

atmospherics and aesthetics of interior and associated quality of light, air, climate, etc;

high level of functionality;

patterns of user contact and experience of the toilet facility;

regulatory compliance with relevant codes such as AS1428 Design for Access and Mobility;

utilisation of ecological sustainable principles for the design of toilet facilities, specifically water harvesting and storage, use of rain water for toilet flushing, sustainable lighting systems, etc

utlisation of structures, finishes and fittings designed for low maintenance and to deter vandalism;

integration of information and modeling from SARC 223.

ASSESSMENT: ASSIGNMENT SUMMARIES

Following is an outline of the Four Assignments, their submission requirements and assessment criteria:

ASSIGNMENT 1 - Group Research: Case study analysis & documentation to generate a design resource for the whole class. The research also forms an important basis for the integration between this core studio course and the environmental science paper of SARC 223. Due 6pm Thursday 28th July and Review: 12.30 – 17.30 Friday 29th July Tutor Group Submission Requirements:

A3 PDF presentation illustrating the relevant findings from the group

Assignment [1] Assessment Criteria

15% GROUP ASSESSMENT

Course

Learning

Objectives

Refer Pg 3

Student

Abilities

Refer Pg 8

Quality of material gathered 1,2, 2. 3. 5.

Breadth and depth of investigation 1,2,3, 2. 3. 5..

Analysis, conclusions and design implications 1,2,3,4 2. 3. 4. 5.

Quality of presentation drawings & Images 3,4 2. 5. 7..

Verbal presentation 4 2. 5. 7.

Quality of explanatory descriptive presentation 4 2. 5. 7.

Representation of Newtown characteristics to others 4 2. 5. 7.

ASSIGNMENT 2 - Sketch Design Options (two) for the toilet facility clearly describing the intended interior organisation, tectonic approach and relationship to site for each option. Due 6pm Thursday 11th August and Review: 12.30 – 17.30 Friday 12th August Submission Requirements:

A3 PDF presentation

Assignment [2] Assessment Criteria

25% Course

Learning

Objectives

Refer Pg 3

Student

Abilities

Refer Pg 8

Design Fluency - options & experimentation 1,2,3,4 1. 5.

Response to brief 1,2,3,4 2. 5.

Sense of place, interpretation of site & context 1,2,3,4 2. 3. 4. 5.

Preliminary organisation & planning 3,4 1. 3. 5.

Quality of design outcome 1,2,3,4 3. 4. 5. 6.

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Quality of preliminary drawings & images 4 2. 5. 7.

Representation of design essence to others 3,4 2. 5. 7.

ASSIGNMENT 3 – Developed Design of one of the sketch design options describing in more detail the interior and exterior organisation and finishes; structural and service systems; material selection and approach to details. Due 6pm Thursday 22nd September and Review: 12.30 – 17.30 Friday 23rd September Submission Requirements:

A3 PDF presentation

Assignment [3] Assessment Criteria

30% Course

Learning

Objectives

Refer Pg 3

Student Abilities

Refer Pg 8

Design Expression – showcasing the designer’s personal interest 1,2,3,4 1. 2. 5. 7.

Focal point – zoomed-in detail of a key design element 1,2,3,4 2. 3. 4. 5. 6. 7.

Design development and resolution – at a variety of scales 1,2,3,4 4. 5. 6.

Provision of human comfort 2,3,4 3. 4. 6.

Using environmental factors to inform design 3,4 4.

Infill contribution to the neighbourhood 1,2,3,4 3. 4. 5.

Sense of occupancy and inhabitation 2,3,4 3. 4. 5. 6.

Quality of presentation drawings 4 2. 5. 7.

Representation of design essence to others 3,4 2. 5. 7.

ASSIGNMENT 4 – Final Design as a further development of the developed design to clearly demonstrate an integrated design solution encompassing materials, detailing, structural and service systems. This will draw upon skills and material from Construction, Structures, and Human Environmental Science with design refinements based on solar, wind, thermal daylighting and acoustic analysis carried out in the allied SARC 223. Due 6pm Friday 21st October and Review: TBC

Submission Requirements:

A3 PDFs at 150dpi resolution

Design Synopsis 650 word max

Assignment [4] Assessment Criteria

30%

Course

Learning

Objectives

Refer Pg 3

Student Abilities

Refer Pg 8

Design Expression – showcasing cycling & community connectivity 1,2,3,4 1. 2. 5. 7.

Focal point – zoomed-in detail of a key design element 1,2,3,4 2. 3. 4. 5. 6. 7.

Design development and resolution – at a variety of scales 1,2,3,4 4. 5. 6.

Provision of human comfort 2,3,4 3. 4. 6.

Using environmental factors to inform design 3,4 4.

Urban contribution – to the local community, the wider city… 1,2,3,4 3. 4. 5.

Sense of occupancy and inhabitation 2,3,4 3. 4. 5. 6.

Quality of presentation drawings 4 2. 5. 7.

Written Design Synopsis 3,4 2. 5. 7.

Representation of design essence to others 3,4 2. 5. 7.

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ASSESSMENT: CRITERIA

The ARCI 212 Assignment assessment criteria outlined below for each of the four Assignments are explained

in the Assignment handouts on the R-Drive and Blackboard. These criteria come from the Learning Objectives

[listed on page 3] and also include demonstrated evidence of the following Student Abilities:

1. Design Fluency: The ability to record and test design options quickly and at a variety of scales. 2. Critique: A creative and critical interaction with an architectural brief. 3. Engagement: The importance of site and context in the making of architecture. Utilising the site-

specific potentials of the surrounding environment in the process of design. The resolution of a complex building within a physical setting, demonstrating an urban contribution.

4. Integration: Construction detailing, structural knowledge and human environmental science and their incorporation in the design intentions at a variety of scales. Using environmental factors to generate and support design intents which drive the design outcome.

5. Design Strategy: Adopting a clear design direction and applying this consistently at different stages of development and at different scales of resolution.

6. Resolution: Development of the architectural proposal showing the application of design intents and an awareness of the implications of these. Refining the quality of the interior amenity as it pertains to occupancy and the provision of human comfort, refining the spatial, aesthetic and technical detailing of the proposed building(s).

7. Communication: Clear and convincing communication of design intentions. Representing architectural and theoretical concepts and representing research clearly and concisely. Encapsulating the depth of design research and design critique undertaken honing the project to different stages of resolution. Various media can be used: model making, hand drawing and CAD. Some CAD is required.

In general, merely addressing assessment criteria is not necessarily sufficient to fulfil the requirements for a particular project. It is necessary that students demonstrate understanding of and ability to work with the criteria by providing an appropriate and carefully considered analysis and architectural design response.

Designers deliberately intervene in an existing environment, typically to improve a situation and to provide a pleasant experience in the designed space or building. It is therefore important that students engage with the criteria and their respective representation in their architectural design response at an aesthetic, functional and experiential level.

Good architectural design usually requires comprehensive responses assessed from a number of perspectives. In addition, it is always possible to improve a particular design solution. In practical terms, however, time, cost or other constraints limit the activities of the designer and choices have to be made with regards to priorities chosen. Understanding and consideration of the issues involved, making informed and appropriate choices on the basis of the information available, careful integration of design ideas, the selection of appropriate materials, effective time management, and the skilful representation of the design. – all form part of the overall success of a project in the real

world and in this 30 point integrated studio.

Critical Review The School has a long tradition of providing critical review of student work as it progresses especially in design projects. Critical Review is part of feed-back for learning purposes. Reviews must not be misunderstood as indicators of standards and they are different from assessment. Students have a responsibility to attend critical reviews at the appointed time as part of the learning process. Review panels are often composed of internal and external members for the appointed times and cannot be re-composed to consider late submissions.

Critical Review: Takes place during the development phases of a design project as well as at the time of the final submission. Its purpose is to identify strengths and weaknesses in the work and to offer suggestions to generally encourage the student. An encouraging critical review does not necessarily mean a good assessment result.

Assessment: Takes place at the Assignment hand-in stage in the design projects. Its purpose is to assess the work in terms of the Assessment Criteria stated in the assignment marksheet and to express this as a grade. Moderation of all design assessment is undertaken after critical reviews, involving the Course Teaching Fellow and tutors in the course. In ARCI 212 the Course Teaching Fellow check marks every design assignment submitted. This process ensures fairness.

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All grades posted during this course are only provisional results until entered on your student record in Banner. The School has a long tradition of providing critical review of student work as it progresses especially in design

projects. For further information, please refer to the website below. For further information, please refer to

Critical Review: www.victoria.ac.nz/fad/faculty-administration/current-students/faqs#criticalreview

SUBMISSION AND RETURN OF WORK

All work submitted for assessment must be accompanied by a signed PDF copy of the ASSESSMENT DECLARATION FORM.

Students are responsible for ensuring their work is submitted on time and in the required format to the R-Drive.

All hand-ins must be submitted to the Hand-in folder on the R-Drive, including work submitted after the deadline. This is a School of Architecture requirement to ensure that student work is appropriately archived.

Work submitted late must include directly notifying the Course Coordinator by email. Late submissions will be penalised as set out below, unless an extension is approved by the Co-course Coordinator.

Students are also required to personally present their work on time at all scheduled reviews in the location and specified format as set out in assignment outlines. Failure to personally present work at any scheduled graded review will result in an automatic failing grade of E for the work being reviewed, unless an extension has been approved in advance by the Course Coordinator

EXTENSIONS

In the event of illness or other extraordinary circumstances that prevent you from submitting and/or presenting a piece

of work on time, or that you feel adversely affect the quality of the work you submit, it is important that you discuss

your circumstances with the Co-course Coordinator (Rosie Scott) as soon as possible so that appropriate

arrangements may be made.

If you require an extension you must complete an application for extension form (available from the Faculty Office),

you must provide suitable evidence of your illness or other circumstances and submit it at least 24 hours prior to the

hand in date. For this paper the school has a dedicated administrative staff member who handles requests, Asmaa

Boulhaba, you must submit your application for extension form to Asmaa for approval (email

Asmaa.bouhalba@vuw.ac.nz, note this is not the course co-ordinator). For the academic year of 2016, Asmaa will be

located in VS33.5 phone: 04 463 5149. Typically an extension of two working days will be granted if approved. Longer

extensions will only be granted in extraordinary circumstances.

PENALTIES

For work that arrives late without an approved extension, the following penalty will be applied: 5% immediately, then

5% for every subsequent 24 hours including weekends.

REQUIRED MATERIALS AND EQUIPMENT

Students will need to provide all materials and equipment as necessary for the completion of required work. Please

check the website link below for general requirements:

www.victoria.ac.nz/fad/faculty-administration/current-students/faqs#materialsandequipment In Arci 212 you will need a 5m tape measure to ascertain the size of comfortable spaces and usable objects. A scale rule and a pencil / pen and paper are required to quickly record the relationship between design ideas, spaces, objects and occupants. To save time transparent (tracing / butter) paper is recommended.

It is recommended that you have your own a laptop although computer facilities are available at the School.

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If you are purchasing a laptop and would like information on the minimum requirements please contact the Student Administration Office and talk to the Faculty IT support desk. While digital cameras are available at the school, it is also recommended that students consider purchasing a simple digital camera (3.2mpxl minimum). Note: The Student Loan, administered by StudyLink, allows students to claim up to $1000 for course related costs for each year of study.

Hand-ins in this course are all digital, as PDF presentations. For each critical review of the projects please bring reduced size A3 colour copy printouts for circulating to the reviewers and your classmates while you present digitally. (and for assessment and moderation purposes). Students need to have a portable hard drive USB stick containing their presentations available at the start of the scheduled review sessions.

If your preferred design methodology includes physical modelling some model making materials and other equipment may also be required.

Specific information concerning the digital hand-in requirements is given in the individual assignment handouts.

SET TEXTS

‘None’.

RECOMMENDED READING

Ladies and Gents: Public toilets and gender, edited by Olga Gershenson & Barbara Penner. Temple University Press,

Philadelphia. 2009. (Introduction, chapters 2, 3, 7)

Public Toilets: Sex Segregation Revisited, Christine Overall, Ethics & the Environment Volume 12, Number 2, Autumn

2007 pp. 71-91.

The Bathroom, New and Revised Edition, Alexander Kira. Viking Press, New York. 1976.

Public Toilets: Inclusive Urban Design, Clara Greed. Oxford Architectural Press. 2003.

A Complete and Practical Treatise on Plumbing and Sanitation, Davis and Dye. E and F N Spon, London, 1898.

Detail Magazine, Germany.

Metric handbook: planning and design data 2nd edition, David Adler (ed). Oxford Architectural press, 1999.

Architects Data 2nd edition (international) English, Ernst Neufert. Granada Publisher, New York., Halstead Press 1980.

New Zealand Building Code (NZBC) Grosz, Elizabeth “Prosthetic Objects” in The State of Architecture at the Beginning of the 21st Century, ed. Tschumi, Bernard and Irene Cheng, 96-97. New York: Monacelli Press, 2003.

SCHEDULE OF SESSIONS Week

Month

Day Date Item Location Time Comments

Week 28 July

M 11 Trimester 2 begins

TU 12 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

Course & Project introduction (KT) Commence Assignment 1: Group case study analysis & documentation

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W 13

TH 14

F 15 Studio VS 323 12.40-16.30 Group selection of case studies for analysis & documentation

Week 29 July

M 18

TU 19 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

Background to project typology (RS) Group case study analysis & documentation

W 20

TH 21

F 22 Studio Withdrawal refund

VS 323 12.40-1.30 Group case study analysis & documentation This is the last date that you can withdraw from a Tri 2 course with a full fees refund

Week 30 July

M 25

TU 26 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

Local Case Study (LA) Compile group case study analysis & documentation

W 27

TH 28 HAND IN HAND-IN Assignment 1 (15%) Digital copy

F 29 Studio VS 323 12.40-16.30 Present Assignment 1: Group case study analysis & documentation

Week 31 August

M 1

TU 2 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

Intro to A2 & Design process (RS) Commence Assignment 2: Sketch Design Options

W 3

TH 4

F 5 Studio VS 323 12.40-16.30 Sketch design options

Week 32 August

M 8

TU 9 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

International Case Study - Concept (KT) Sketch design options

W 10

TH 11 HAND IN HAND-IN Assignment 2 (25%) Digital copy

F 12 Studio VS 323 12.40-16.30 Present Assignment 2: Sketch design options

Week 33 August

M 15

TU 16 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

Local Case Study (LA) Developed design

W 17

TH 18

F 19 Studio VS 323 12.40-16.30 Developed design

Week 34 August

M 22 Mid-trimester break

TU 23

W 24

TH 25

F 26

Week 35 M 29

13

August/ September

TU 30

W 31

TH 1

F 2 Mid-trimester break ends

Week 36 September

M 5

TU 6 Lecture Studio

LT1 VS 323

12.40-1.30 1.30-16.30

International case Study – Developed design (KT) Developed design

W 7

TH 8

F 9 Studio VS 323 12.40-16.30 Developed design

Week 37 September

M 12

TU 13 Lecture Studio

LT1 VS 323

12.40-1.30 1.30 – 16.30

Local case study – developed design (LA) Developed design

W 14

TH 15

F 16 Studio VS 323 12.40-16.30 Developed design

Week 38 September

M 19

TU 20 Lecture LT1 12.40 – 1.30 Local case study – developed design (LA)

W 21

TH 22 HAND IN HAND-IN Assignment 3 (30%) Digital copy

F 23 Studio Course withdrawals

VS 323 12.40 – 16.30 Present Assignment 3: Developed design

After this date the Associate Dean’s approval is required for withdrawals from Tri 2 courses.

Week 39 September

M 26

TU 27 Lecture Studio

LT1 VS 323

12.40 – 1.30 1.30 – 16.30

Intro to A4 & Local case study – developed design (LA) Final design

W 28

TH 29

F 30 Studio LT1 12.40 – 16.30 Final design

Week 40 October

M 3

TU 4 Lecture Studio

LT1 VS 323

12.40 – 1.30 1.30 – 16.30

Design reflection & review (KT) Final design

W 5

TH 6

F 7 Studio VS 323 12.40 – 16.30 Final design

Week 41 October

M 10

TU 11 Lecture Studio

LT1 VS 323

12.40 – 1.30 1.30 – 16.30

Presentation checklist (RS) Plan content & format of Final Design presentation

W 12

TH 13

F 14 Studio VS 323 12.40 – 16.30 Draft of presentation for Final

14

Design presentation & Hand In

Week 42 October

M 17 Study/Examination Period

TU 18

W 19

TH 20

F 21 HAND IN Examination Period begins HAND-IN Assignment 4 (30%) Digital copy

Week 43 October

M 24 Labour Day – Public Holiday

TU 25 CRIT WEEK REVIEW OF FINAL DESIGN

TBC TBC

W 26

TH 27

F 28

Week 44 Oct/ Nov

M 31

TU 1

W 2

TH 3

F 4

Week 45 November

M 7 GRADING & MODERATION WEEK

TU 8

W 9

TH 10

F 11

S 12 Examination Period ends

CLASS REPRESENTATIVES The Faculty of Architecture and Design operates a system of Class Representatives in 100-level courses, and Year

Representatives in each of the professional disciplines. Student Representatives are elected during a class session in

the first week of teaching. All Student Representatives will be listed on the STUDiO notice board in the Atrium, and the

relevant Representatives are also listed on studio notice boards. Student Representatives have a role in liaising

between staff and students to represent the interests of students to the academic staff, and also in providing students

with a communication channel to STUDiO and the Student Representation organiser.

STUDENT FEEDBACK Student feedback on University courses may be found at www.cad.vuw.ac.nz/feedback/feedback_display.php.

This course is being run by a new course coordinator and teaching fellow and therefore the previous feedback does

not reflect on the course for this year.

Rebekkah Lillie & Luke Nouata

15

OTHER IMPORTANT INFORMATION

The information above is specific to this course. There is other important information that students must familiarise themselves with, including:

Academic Integrity and Plagiarism: www.victoria.ac.nz/home/study/plagiarism

Academic Progress: http://www.victoria.ac.nz/students/study/progress/academic-progress (including

restrictions and non-engagement)

Dates and deadlines: http://www.victoria.ac.nz/students/study/dates

Faculty Current Students site: www.victoria.ac.nz/fad/faculty-administration/current-students

Grades: http://www.victoria.ac.nz/students/study/progress/grades

Special passes: Refer to the Assessment Handbook, at http://www.victoria.ac.nz/documents/policy/staff-policy/assessment-handbook.pdf

Statutes and policies including the Student Conduct Statute: http://www.victoria.ac.nz/about/governance/strategy

Student support: www.victoria.ac.nz/students/support

Students with disabilities: www.victoria.ac.nz/st_services/disability

Student Charter: www.victoria.ac.nz/home/viclife/student-charter

Terms and Conditions: http://www.victoria.ac.nz/study/apply-enrol/terms-conditions/student-contract

Turnitin: www.cad.vuw.ac.nz/wiki/index.php/Turnitin

University structure: www.victoria.ac.nz/about/governance/structure

VUWSA: www.vuwsa.org.nz

16

Work Submitted for Assessment

Declaration Form Student’s full name : Course : ARCI 212 2014

Assignment/project : (number and title) Date submitted : _____________________________________________________________________ Refer to the information on Academic Integrity, Plagiarism and Copyright on the back of this form. I confirm that: I have read and understood the University’s information on academic integrity and plagiarism contained at

http: www.victoria.ac.nz/home/study/plagiarism and outlined below:

I have read and understood the general principles of copyright law as set out below:

This project/assignment is entirely the result of my own work except where clearly acknowledged otherwise:

Any use of material created by someone else is permitted by the copyright owner. Signed: Date:

17

Academic Integrity, Plagiarism and Copyright ACADEMIC INTEGRITY

Academic integrity is important because it is the core value on which the University’s learning, teaching and research activities are based. University staff and students are expected to treat academic, intellectual or creative work that has been done by other people with respect at all times. Victoria University’s reputation for academic integrity adds value to your qualification. Academic integrity is simply about being honest when you submit your academic work for assessment

You must acknowledge any ideas and assistance you have had from other people.

You must fully reference the source of those ideas and assistance.

You must make clear which parts of the work you are submitting are based on other people’s work.

You must not lie about whose ideas you are submitting.

When using work created by others either as a basis for your own work, or as an element within your own

work, you must comply with copyright law

Summarised from information on the University’s Integrity and Plagiarism website:

www.victoria.ac.nz/home/study/plagiarism

PLAGIARISM

The University defines plagiarism as presenting someone else’s work as if it were your own, whether you mean to or not. ‘Someone else’s work’ means anything that is not your own idea. Even if it is presented in your own style, you must acknowledge your sources fully and appropriately. This includes:

Material from books, journals or any other printed source

The work of other students or staff

Information from the internet

Software programs and other electronic material

Designs and ideas

The organisation or structuring of any such material

Find out more about plagiarism, how to avoid it and penalties, on the University’s website:

www.victoria.ac.nz/home/study/plagiarism

COPYRIGHT

Copyright law regulates the use of the work of an author, artist, designer or other creator.

Copyright applies to created work including designs, music, computer programs, artistic and literary work.

The work can be in printed, digital, audio, video or other formats.

Normally the author or creator of a work owns the copyright for their lifetime and for 50 years after their

death, (although sometimes someone other than the creator of a work owns the copyright to the work, such

as the creator’s employer, or a person who commissions the creator’s work).

You must have permission from the copyright owner to copy, alter, display, distribute or otherwise use

created work.

If the creator has applied a Creative Commons licence to a work, this permits others to use the work but only

in accordance with that licence.

Further information on copyright is available on the Victoria University website:

http://library.victoria.ac.nz/library/about/policies/copyright.html