Architecture Design Studio 8 is the second studio in the Masters sequence. This studio-based subject shall focus upon the development of a single architectural project over the duration of the semester which explores subjects related to the cultural, environmental, technical, social or political context. Projects will be developed to a high degree of resolution in terms of spatial and experiential quality, technical proficiency, and conceptual rigour, as well as the aesthetic and ethical qualities of the design proposal. The studio shall be underpinned by theoretical readings and/or precedent studies, with these themes being read comparatively against international perspectives and projects. Projects in the studio will vary in scale, site, typology, theme, user-group, and complexity. Students will be expected to engage in the studio with a high degree of individual motivation, resourcefulness, and inquisitiveness as would be expected of professional level studies. Students should begin to establish an architectural position or attitude through the work of the studio that may help to underpin future independent research. The studio is complimented by a companion stream driven by one or more of the School’s architectural research focus areas.
Changes due to Commonwealth Games: The University has marginally altered the timetable for the January semester of 2018 (181) to ensure that students have the opportunity to engage with the Commonwealth Games to be held in April 2018. The modified timetable has been designed to not impact on overall subject or program learning outcomes. Some subjects may be delivered in a slightly modified mode to accommodate the change. Specific arrangements will be included on the iLearn site for each subject. All changes to the class schedule have the full approval of University and Academic Unit administration and will not adversely affect student learning or assessment.
|Academic unit:||Faculty of Society & Design|
|Subject title:||Architecture Design Studio 8|
Delivery & attendance
|Prescribed resources:||No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.|
|[email protected] & Email:||[email protected] is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.|
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
|Restrictions: ?|| This subject is not available to|
This subject is not available as a general elective. To be eligible for enrolment, the subject must be specified in the students’ program structure.
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- The ability to synthesize complex sets of information in regard to a project brief, the socio-political context of the project, and the technical opportunities which can be employed toward the successful resolution of the project whilst maintaining respect for issues of sustainability, regulations, functional imperitives, and broader implications of disciplinary evolution (ANZAPAP National Competency Standards 1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.3.1 and AIA Tertiary Education Policy category 1)
- The ability to apply technical solutions and appropriate level of communication through representation techniques that are clear and evocative at the level of both concept and detail (ANZAPAP National Competency Standards 1.1.4, 1.2.3 and AIA Tertiary Education Policy categories 2 and 7)
- Cognitive and creative skills to exercise critical thinking and judgement in identifying and solving problems with intellectual independence, reference to predecent and theory, and to develop a clear methodology to test and evaluate proposals and possibilities (ANZAPAP National Competency Standards 1.2.2 and 3.1, and AIA Tertiary Education Policy categories 1, 2, and 3)
- Ability to address environmental concerns that incorporate apporpriate and judicious relationships between a building, its occupants, and its surrounding context/environment (ANZAPAP National Competency Standards 1.3.3 and AIA Tertiary Education Policy categories 2 and 6)
- Ability to incorporate structural systems, construction materials, elements, and components in relation to the design concept and strategies for implementation of the proposed building, including their communication and evaluation through drawng and modelling (ANZAPAP National Competency Standards 1.3.2, 1.5.1 and AIA Tertiary Education Policy categories 1, 2, and 7) 6. formative development of a position in relation to future independent practise-based research activity in the form of the masters thesis, demonstrated through inital reflective written work (AIA Tertiary Education Policy 5.2 and 7.2).
- Ability to critically reflect upon one's work through writing, and to put that work into the context of more broad research areas, precedents, and communities of practice (ANZAPAP National Competency Standards 1.1 and AIA Tertiary Education Policy category 1).
|Creative Piece||Development critiques||20%||Progressive||1, 2, 3, 4, 5.|
|Creative Piece||Project 1||10%||Week 2||2, 3, 4.|
|Creative Piece||precedent study||10%||Week 3||1, 2, 3, 4.|
|Showcase Portfolio||Portfolio||20%||Week 14*||4, 5, 6.|
|Creative Piece||Final presentation||40%||Week 14*||1, 2, 3, 4, 5.|
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
|High Distinction||85-100||Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking.|
|Distinction||75-84||Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas.|
|Credit||65-74||Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above.|
|Pass||50-64||Usually awarded to students whose performance meets the requirements set for work provided for assessment.|
|Fail||0-49||Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines.|
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Students must check the [email protected] subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Policy on plagiarism
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.