2014 Høst

Start semester

GK1 Introduksjon til arkitektur

Credits:

Full course name in Norwegian Bokmål:

GK1 Introduksjon til arkitektur

Course code:

80 110

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Course starts August 13th and ends December 20th.
GK1 is an introductory course to the professional studies of architecture at AHO. The course is organized around design projects and constitutes the larger part of the first semester.
The students are divided in two studios, however the teaching is the same for both studios. Students will work individually and in groups. There are three half time teachers in each studio as well as teachers responsible for teaching free hand drawing and computer aided design.
In addition to the design work there will be courses in:
The use of AHO's work shops
Analytical free hand drawing
Digital design and representation

Learning outcome

The course establishes a platform for further studies at AHO.
After the end of the course the student should have :
An understanding of working methods and different approaches towards thinking and communicating within the discipline.
Knowledge of two- and three dimensional visualization in connection to concept development and project presentation.
Experience in written and oral communication of subjects related to the discipline.
Knowledge of the school workshops.
Experience with analytical free hand drawing.
Basic knowledge of the use of computer aided design.

Working and learning activities

Teaching will be mainly in the form of weekly tutoring, pin-ups, lectures, seminars and work shops. The contact between teachers and students happens one on one, in groups or in the presence of the whole studio. Common reviews where the student must present his or her work to the studio for open discussion constitutes an important part of the training.
There will be an excursion abroad common to all students at the beginning of the semester.The course uses Moodle as it's digital learning platform for communication concerning schedule and program.

Curriculum

(2000). Treverk. Oslo, Arkitekturforl.

(2008). Constructing architecture: materials processes structures : a handbook. Basel, Birkhauser.

(2014). Fundamentals: 14th International Architecture Exhibition. Venezia, Marsilio.

Andersson, R. (2003). Vår tids redsel for alvor. Oslo, Spartacus.

Bachelard, G. (1969). The poetics of space. Boston, Mass, Beacon Press.

Barovier, M. (2013). Carlo Scarpa: Venini 1932-1947. Milano, Skira.

Mann, T, (1989). Death in Venice.

Brodskij, I. (1993). Vannmerke: en bok om Venezia. Oslo, Aventura.

Bugge, G. (1990). Stav og laft i Norge: Early wooden architecture in Norway. Oslo, Norsk arkitekturforl.

Calvino, I. (1974). Invisible cities. New York, Harcourt Brace Jovanovich.

Engel, H. (1964). The Japanese house: a tradition for comtemporary architecture. Rutland, Vt, Charles E. Tuttle.

Fehn, S. (2008). Arkitekt Sverre Fehn: intuisjon, refleksjon, konstruksjon. Oslo, Nasjonalmuseet for kunst, arkitektur og design.

Kahn, L. I. (1998). Louis I. Kahn: conversations with students. Houston, Tex, Rice University School of Architecture.

McCarter, R. (2013). Carlo Scarpa. London, Phaidon

Murphy, R. (1990). Carlo Scarpa and the Castelvecchio. London, Butterworth Architecture

Norberg-Schulz, C. (1967). Intensjoner i arkitekturen. Oslo, Universitetsforlaget.

Pallasmaa, J. (2005). The eyes of the skin: architecture and the senses. Chichester, Wiley.

Perec, G. (1997). Species of spaces and other pieces. London, Penguin Books.

Thau, C. (2010). Arkitekturen som tidsmaskine. København, Kunstakademiets Arkitektskoles Forlag.

Zumthor, P. (2006). Thinking architecture. Basel, Birkhäuser.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	Tilstedeværelse og studieaktivitet vil være del av vurderingsgrunnlaget
Other assessment method, define in comment field	-	Pass / fail	Portfolio for hele året vurderes i vårsemesteret
	-	Pass / fail
	-	Pass / fail

Start semester

GK3 Konstruksjonsmekanikk og byggeteknikk 1

Credits:

Full course name in Norwegian Bokmål:

GK3 Konstruksjonsmekanikk og byggeteknikk 1

Course code:

40 131

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Kursets målsetting er å gi grunnkunnskaper om de fundamentale konstruksjonstypene vi benytter i arkitekturen; hvordan konstruksjoner reagerer på belastning, forholdet mellom form og konstruktive begreper som styrke, stivhet og stabilitet, likheter og forskjeller mellom konstruktive egenskaper til ulike materialer. Videre vil kurset gi en oversikt over byggeteknikken i de mest vanlige konstruksjonssystemene i små og store bygninger, samt illustrere og diskutere konstruktive konsepter i anerkjente arkitekturverker.

Learning outcome

Kunnskaper og ferdigheter
Ved gjennomført studium skal studenten; forstå konstruktive systemers formgivning og detaljering, forskjellene mellom ulike materialers respons på belastning og hvilke konsekvenser dette har for konstruksjonsformen, samt anvende denne kunnskapen til å utvikle og fremstille prosjekter. Videre skal studentene kunne reflektere over konstruksjonens betydning for arkitekturen.

Generell kompetanse
Ved gjennomført studium skal studenten; ha fått et overblikk over de mest vanlige konstruktive systemene brukt i moderne norsk byggetradisjon, samt ha innsikt i enkelte mer spesialiserte konstruksjonsmetoder.

Working and learning activities

Kurset består av ca 10 forelesninger, samt obligatoriske øvinger. Praktisk forståelse av stoffet skal vises i prosjektoppgavene.
Kurset er litteraturbasert og forutsetter aktiv lesning parallelt med deltagelse på forelesninger. Øvingene er analytiske verktøy som trener studenten i å gjenkjenne og forstå konstruktive grep i konkrete arkitekturverker. Diskusjoner om konstruksjoner og byggeteknikk som studenten forutsettes å delta aktivt i, vil dessuten være sentrale elementer ved prosjektveiledninger og gjennomgåelser i kurset GK3 Byboligen.

Curriculum

Opprettes senere

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Kurset bedømmes til Bestått / Ikke bestått på bakgrunn av fremmøte ved forelesninger, samt innleverte og godkjente øvinger. Det kreves 80% fremmøte ved forelesningene for bestått kurs.

Start semester

2014 Høst

Lærdom fra Sverre Fehn: Museum for Cy Twombley

Credits:

Full course name in Norwegian Bokmål:

Lærdom fra Sverre Fehn: Museum for Cy Twombley

Course code:

40 504

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Passed foundation level courses (bachelor)

Course content

The Studio for Research and Production of Architecture offers a research-oriented advanced master studio in architectural design. In autumn semester 2014 the guest-professor in the studio will be Japanese architect Go Hasegawa from the practice Go Hasegawa & Associates from Tokyo.
See: www.hsgwg@com
+
The assignment will be to make design for a small private museum for American abstract painter Cy Twombley, based on a sett of criteria chosen from the learning from Norwegian architect Sverre Fehn. In the beginning of the semester the students should make an investigation focusing on Sverre Fehn’s architecture and its evolution through his life- work – an architectural research intended to generate ideas for the individual projects. Precise details about how we do imagine this study will be presented to the students in the beginning of the studio.
Students will chose a real site in Oslo, they believe would be the best for that building. Each student will have a different site. The museum will also have a private space, a house for the owner. The size of the program will be about 1000 m2.
In their projects, the students should think about an urban building, about the relationship between public and private, inside and outside, and between art, architecture and life, with the consideration of Sverre Fehn and Cy Twombley. And in addition, the project will be about the Japanese sense, because it will be developed in the meeting with Go Hasegawa.
Given only these few basic instructions, the students should decide everything else themselves during the design process. The discussion on the further conceptual development of individual projects, programs, sites etc. will start after the introductory research phase of the work. We hope that this short, clear and elementary starting point could generate an inspiring frame for the development of engaging, architecturally strong and poetic projects in the studio

Learning outcome

After finishing the course, the student should:
- be able to develop his/her own clear and consistent working method
- be able to develop principles for structuring of both basic and complex architectural material and develop it through different scales into a final project
- be able to develop and apply the architectural knowledge about the specific project themes chosen to work with during the process
- be able to creatively use the architectural research in the project
- be able to develop and draw precisely own project through different scales, from the conceptual design to its final constructive and material stage.
- be able to present and communicate his/her architectural idea and his/her final project through the appropriate forms of representation, with drawings, models, diagrams, photos, 3Ds, etc.
- benefit from the work with a foreign guest-teacher and from the confrontation with his architectural thinking, knowledge, experience and imagination.
Skills:
After finishing the course, the student should
- be able to formulate the independent and prejudice-less thinking about architecture - its spatial organization, structure and materiality - and its constituent elements
- be able to develop the individual awareness of todays positions in architecture
- be able to achieve the awareness of one's own architectural position and one's own attitude toward the work with architecture
General competance:
The general goal of the Studio is to rethink and reinterpret themes, concepts and tools of architecture through a collaborative project with the guest teacher in the studio. In working with architecture architects work with various tools. Construction, space, program, site, context, form, sustainability, materiality and atmosphere offer just some of them. The choice of ideas, themes and tools and the
way to work with them varies from one architect to another, from one project to another. Sometimes they are more recognizable identities, sometimes less. Developing ones own clear, consistent and creative attitude towards the things one chooses to work with is what studying architecture is all about.
The underlying aims of the teaching in the studio will be:
- to create motivation for the analytical thinking and causal architectural decision making and expression
- to stimulate, cultivate and articulate personal discussions with teachers, as well as open public discourse within the studio, on the base of architectural ideas developed through the projects
+
the idea is to focus on development of the individual working method through the research-based architectural design. In parallel to the main project “another project” would go on: the individual investigation of means and processes necessary for research and production of architecture. By organizing the semester work in a matrix-like structure that combines both the conceptual, analytical and intuition-based approach, the studio would like to disclose the individual potential that usually remains hidden behind the end-result of the project. By pursuing the research within a partly self-defined, partly given framework, we would like to question the preconceived images and norms of traditional design work and to initiate the processes revised by new cognitions, opened to unexpected architectural solutions.

Working and learning activities

The studio-work during the semester will be conducted in 4 steps. The duration of each step will be approximately 1 month.
- the first part of the semester: individual research with open public discussions in the studio
- the second part of the semester: individual work on the project structured in 3 steps in-between the 3 public reviews in the studio
Each step would be discussed both independently, as infiltrated into each other and connected into the main project as a whole. In this way, each of the steps will hopefully leave clear traces onto the final project. Weaving the research in and around the main project would lead students to make visible another story, the story of their own position and understanding of architecture. The short assignments or workshops will be introduced during the work.
+
Our particular interest will be to investigate the relationship between architectural presence, materiality and the concept, starting from an idea of architecture that coherently fuses representation and its internal spatial and tectonic qualities. Therefore, beside the drawings, the projects will be investigated and developed with the help of architectural models in different scale. They will be then photographed to test and represent the anticipated idea of the project. The final project will be presented with text, big-scale drawings and models, photographs, 3D etc.
+
The teaching will consist of the studio-work, the individual discussions and table reviews, public discussions and lectures structured in-between 3 public reviews.
We could imagine the study trip in two parts:
After the first research phase of the work, in the beginning of September we would organize a short 2-days visit to Architecture Biennale in Venice, with the first review conducted in Fehn’s Nordic Pavilion. In the beginning of October we think to have a study trip to visit Cy Twombley Foundation in New York (or alternatively to Houston and Marfa/Texas).
The tools to be used in the studio-work will be:
- texts, drawings and models in different scale, photographs and 3D
- the prepared public discussions and reviews of the individual projects with projections
- the digital- and hand-production of models in different scale will be one of the primary design tools of the studio
- the final project will be presented with the drawings, big models and 3D
Exams and assesment methods:
- the active presence and work on the project in the studio during the whole semester
- in the research part of the semester the assessment will focus on:
1. the architectural sensibility and awareness of the architectural problems,
2. the clarity of argumentation, built-up during the process
- in the project part of the semester the assessment will be based on:
1. the evaluation of the quality of the project idea,
2. the strength of conversion of idea into an architectural project,
3. the evaluation of the artistic, intellectual and architectural capacity to confront the creative risk involved in the project
- the prepared project-material and presence at 3 public reviews
- the delivered complete project for the exhibition AHO Works and for the final review 15 – 18.12. 2014
- the studio-work is evaluated with Passed ‚or Not passed, jf. Regulation for Master Studies at AHO‚ pt. 6-14.

Curriculum

Team 10 primer. (1968). London: Studio Vista.

Prosjekter av Sverre Fehn. (1984). (Vol. 66(1984), 1). Oslo: Norske Arkitekters Landsforbund.

Architecture and body. (1988). New York: Rizzoli.

Education of an architect: the Irwin S. Chanin School of Architecture of the Cooper Union. (1988). New York: Rizzoli.

Sverre Fehn: Bremuseet, Storhamarlåven, tre prosjekter. (1992). (Vol. årg. 74 (1992), nr. 2). Oslo: Norsk arkitekturforlag.

The Aukrust Center: museum in Alvdal, Norway : architect: Sverre Fehn, assistant architect: Henrik Hille. (1997). Alvdal: Aukrustsenteret.

Sverre Fehn: architect. (1997). Oslo: The Norwegian Museum of Architecture.

Pamphlet architecture 1-10. (1998). New York: Princeton Architectural Press.

Sverre Fehn: above and below the horizon. (1999). (Vol. 1999:01 = No. 340. Extra edition). Tokyo: A+U Publ.

Alison and Peter Smithson - from the house of the future to a house of today. (2004). Rotterdam: 010 Publishers.

Norway: Fehn and his contemporary legacies. (2004). (Vol. 2004:12 = No. 411. Extra edition). Tokyo: A+U Publ.

Architecture is not made with the brain: the labour of Alison and Peter Smithson. (2005). (Vol. 9). London: Architectural Association.

Graphic anatomy. (2007). Tokyo: TOTO.

Cy Twombly: cycles and seasons. (2008). London: Tate.

Behaviorology. (2010). New York: Rizzoli.

Every day is a good day: the visual art of John Cage. (2010). London: Hayward Publishing.

Go Hasegawa: works. (2012). Tokyo: Toto.

Baal-Teshuva, J. (2003). Rothko. Köln; London: Taschen.

Cage, J. (1968). Silence: lectures and writings. London: Calder and Boyars.

Calvino, I. (1974). Invisible cities. New York: Harcourt Brace Jovanovich.

Fehn, S. (1992). Sverre Fehn: the poetry of the straight line = den rette linjes poesi. Helsinki: Suomen rakennustaiteen museo.

Fehn, S. (1997). Sverre Fehn: prosjekter 1993-1996 = Sverre Fehn : projects 1993-1996 (Vol. 79(1997)nr 2). Oslo: Norsk arkitekturforlag.

Fehn, S. (2000). Sverre Fehn: kapellet i Olavsundet. Søgne: Kultursenteret Søgne Gamle Prestegård.

Fehn, S. (2008). Arkitekt Sverre Fehn: intuisjon, refleksjon, konstruksjon. Oslo: Nasjonalmuseet for kunst, arkitektur og design.

Fehn, S. (2009). Sverre Fehn: projects and reflections (Vol. 91(2009)no. 7). Oslo: Arkitektur N.

Fenton, J. K. K. W. L. C. M. S. M. R. M.-A. (2011). Pamphlet Architecture 11-20. New York: Princeton Architectural Press.

Fjeld, P. O. (1983). Sverre Fehn: the thought of construction. New York: Rizzoli.

Fjeld, P. O. (2009). Sverre Fehn: the pattern of thoughts. New York: Monacelli Press.

Frampton, K. (1995). Studies in tectonic culture: the poetics of construction in nineteenth and twentieth century architecture. Cambridge, Mass: MIT Press.

Giurgola, R. (1992). Louis I. Kahn (4. Aufl. ed.). Zürich: VA.

Hasegawa, G. (2011). Go Hasegawa: thinking, making architecture, living (Vol. 11). Tokyo: Inax.

Hays, K. M. (2002). Sanctuaries: the last works of John Hejduk : selections from the John Hedjuk archive at the Canadian Centre for Architecture, Montreal and the Menil collection, Houston. New York: Whitney Museum of American Art.

Hejduk, J. (1983). Theater Masque, Berlin Masque Lancaster/Hannover Masque, Devil's bridge. Zürich: ETH.

Hejduk, J. (1985). Mask of Medusa: works 1947-1983. New York: Rizzoli.

Hejduk, J. (1987). The collapse of time: and other diary constructions. London: Architectural Association.

Hejduk, J. (1995). Architectures in love: sketchbook notes. New York: Rizzoli.

Hejduk, J. (1995). Security: a work by John Hejduk. Oslo: Aventura.

Holl, S. (1989). Anchoring: selected projects 1975-1988. Princeton: Princeton Architectural Press.

Holl, S. (2000). Parallax. Basel: Birkhäuser.

Holl, S. (2006). Questions of perception: phenomenology of architecture. San Francisco, Calif: William Stout Publishers.

Holl, S. (2011). Pamphlet architecture 11-20. New York: Princeton Architectural Press.

Igarashi, J. (2011). Jun Igarashi: the construction of a state. Tokyo: Toto.

Judd, D. (2003). Donald Judd: architecture. Ostfildern-Ruit: Hatje Cantz.

Judd, D. (2004). Donald Judd. Tate Publishing.

Leatherbarrow, D. (2000). Uncommon ground: architecture, technology, and topography. Cambridge, Mass: MIT Press.

Lefaivre, L. (1999). Aldo van Eyck: humanist rebel : inbetweening in a postwar world. Rotterdam: 010 Publishers.

Merrill, M. (2010). Louis Kahn: drawing to find out : the Dominican motherhouse and the patient search for architecture. Baden: Lars Müller Publishers.

Merrill, M. (2010). Louis Kahn: on the thoughtful making of spaces : the Dominican motherhouse and a modern culture of space. Baden: Lars Müller Publishers.

Moussavi, F. (2009). The function of form. Barcelona: Actar Harvard University Graduate School of Design.

Niemeyer, O. (2013). Oscar Niemeyer: architecte d'un siècle. Paris: Archipress.

Norberg-Schulz, C. (1980). Genius loci: towards a phenomenology of architecture. London: Academy Editions.

Norberg-Schulz, C. (1997). Sverre Fehn: samlede arbeider. Oslo: Orfeus.

Norberg-Schulz, C. (1997). Sverre Fehn: works, projects, writings, 1949-1996. New York: Monacelli Press.

Pedersen, R. (2004). Storhamarlåven: en visuell oppdagelsesreise i Sverre Fehns arkitektur. Hamar: Hedmarksmuseet og Domkirkeodden.

Philippou, S. (2008). Oscar Niemeyer: curves of irreverence. New Haven: Yale University Press.

Postiglione, G. (2003). Museo dei ghiacciai a Fjærland: Sverre Fehn (Vol. 11). Firenze: Alinea.

Sandler, I. (1970). The triumph of American painting: a history of abstract expressionism (Vol. 75). New York: Harper & Row.

Schneider, S. (1998). Sverre Fehn: archaeological museum : Hamar (Norway) 1968-1988. München: Prestel.

Siza, A. (1994). Alvaro Siza: 1958-1994 (Vol. 68/69). Madrid: El Croquis Editoral.

Siza, Á. (1989). Alvaro Siza: 1954-1988 (Vol. 1989:6). Tokyo: A+U Publ.

Siza, Á. (2000). Álvaro Siza: complete works. London: Phaidon.

Smithson, A. (2005). The charged void: urbanism. New York: Monacelli Press.

Stockebrand, M. (2010). Chinati: the vision of Donald Judd. Marfa, Tex: Chinati Foundation Yale University Press.

Twombly, C. W. P. M.-U. C. S. J. D. R. N. M. T. C. T. F. M. C. (2013). Cy Twombly Gallery : the Menil Collection, Houston. New York; Houston; New Haven: Cy Twombly Foundation ; Menil Foundation, Inc. ; in association with Yale University Press.

Utzon, J. (2004). Jørn Utzon logbook. Hellerup: Edition Bløndal.

Weston, R. (2002). Utzon: inspiration, vision, architecture. Hellerup: Edition Bløndal.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	See Working and learning activities

Workload activity
Individual problem solving

Start semester

2014 Høst

Oslo Re-store: Reinventing the Government quarters n

Full course name in Norwegian Bokmål:

Oslo Re-store: Reinventing the Government quarters n

Credits:

Course code:

80 503

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

English

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

I dette studioet vil vi anvende ”eksperimentelt vern” som konseptuelt rammeverk i utviklingen av strategier for fremtidig gjenbruk av regjeringskvartalet i Oslo.
Helt siden innvielsen i 1958 har regjeringskvartalet vært et emblem for det norske sosialdemokratiet. I dag symboliserer det en tragisk handling, og bygningenes plass i bybildet er usikkert.

”Eksperimentelt vern” utfordrer ideen om at historiske bygninger er statiske objekter, og prøver å inkorporere deres politiske og sosiale historie i en radikal transformasjonsprosess. I studioet vil vi undersøke hvordan en eksperimentell vernepraksis kan redefinere regjeringskvartalets nåværende status og gi relevante svar på spørsmål om nasjonal identitet og kollektivt minne.

Gjennom studier av selve bygningsstrukturen, og av restaureringsdebatten som har kommet i kjølvannet av terroranslaget, vil studioet avdekke de konstruktive, arkitektoniske, politiske og økonomiske problemstillingene som ligger innebygget i selve traumaet og i de planene som har blitt skissert for området. Studioet vil engasjere seg i den pågående debatten om regjeringskvartalet gjennom meningsutveksling og studentenes egne prosjekter.

I tillegg til å utvikle konkrete og detaljerte arkitekturprosjekter, vil studioet befatte seg med historiske og teknologiske sider av programmet gjennom studier av tekst, film, gjesteforelesninger og diskusjoner.

Studioet kjøres parallelt med et kurs ved Columbia University Graduate School of Architecture, Planning and Preservation i New York, under ledelse av Jorge Otero-Pailos. Studentene derfra skal også arbeide med regjeringskvartalet og vil besøke Oslo i september. Oslo-studioet reiser til New York i en to-ukers periode i begynnelsen av oktober for å studere relevante prosjekter, gjennomføre en felles delgjennomgang og delta på Fitch Colloquium on Preservation.

Learning outcome

Historie:
Studentene vil tilegne seg omfattende kunnskap om regjeringskvartalets historie; prosjekteringsprosess og utforming, byggeprosess, program og bruk, endringer, Erling Viksjø´s samarbeid med kunstnere, terroranslaget etc.

Vernediskusjon:
Studentene vil introduseres til viktige tekster om vern, både for å få en forståelse av bygningsvernets historie og kjennskap til kontemporære, eksperimentelle praksiser, og for å etablere sitt eget ståsted i vernediskusjonen.

Betong:
Studentene vil få inngående kunnskap om regjeringskvartalets betongkonstruksjon; både om den opprinnelige konstruksjonsmetoden og om de tiltak som er nødvendige for å bygge om og til den eksisterende strukturen.

Arkitekturoppgave:
Studentene vil utfordres til å utvikle klare konsepter som grunnlag for sine prosjekter og lære hvordan konseptene kan utvikles til interessante arkitektoniske løsninger.

Presentasjon:
Studentene vil bli oppfordret å prøve ut en rekke ulike presentasjons- og representasjonsteknikker i arbeidet med å realisere sin arkitektoniske idé.

Working and learning activities

Undervisningen vil foregå i form av gjennomganger og korrektur. Det forventes at studentene er aktive deltagere i diskusjoner, stiller opp til alle gjennomganger og holder et akseptabelt nivå på sitt arbeid.

Det vil bli avholdt ukentlige kursmøter, som et forum for gjesteforelesninger, diskusjoner, filmvisninger, tekstframlegg, arkitekturpresentasjoner og annet som er relevant for utviklingen av prosjektene.

Det vil bli avholdt en to ukers ekskursjon til New York der det vil bli gjennomført delgjennomganger og et symposium med tema ”experimetal preservation”.

Curriculum

Pensum:

Friedrich Nietzsche, “On the Utility and Liability of History for Life” in The Nietzsche Reader (Blackwell, 2006), 124-141.

Eugene-Emmanuel Viollet-le-Duc, “Restoration” in Historical and Philosophical Issues in the Conservation of Cultural Heritage (Getty, 1996), 314-318.

Otero-Pailos, Jorge, “Creative Agents” in Future Anterior, III/2, Summer 2006: iii-vii

Rem Koolhaas, “Cronocaos” in Log 21, Winter 2011.

Anbefalt litteratur:

Alois Riegl, “The Modern Cult of Monuments.” Trans. Kurt Forster & Diane Ghirardo in

The Oppositions Reader, ed. K.Michael Hays, (Princeton, 2000), 621-651.

Superstudio, “Salvages of Italian Historic Centers” in Log 22, Spring/Summer 2011.

Lucia Allais, “Disaster as Experiment: Superstudio's Radical Preservation” in Log 22, Spring/Summer 2011.

Elizabeth Diller, Ricardo Scofidio, Jorge Otero-Pailos, “Morphing Lincoln Center” in Future Anterior VI/1, 2009: 85-96.

Mario Carpo, ''The Postmodern Cult of Monuments,'' Future Anterior IV/2, Winter 2007, 51-60.

The Architectural Uncanny: Essays in the Modern Unhomely

Anthony Vidler, MIT Press, 1994.

Presence required
Not required

Workload activity
Individual problem solving

Start semester

Tjenestedesign 1 (SD)

Credits:

Full course name in Norwegian Bokmål:

Tjenestedesign 1 (SD)

Course code:

70 503

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Bestått grunnundervisning ved AHO eller tilsvarende relevant utdaning fra annen institusjon

Course content

Tjenester og tjenestedesign. Facilitering, co-design. Tjenestedesign i bedriftskontekst. Visualisering og kommunikasjon.

Learning outcome

Kunnskaper
Ved gjennomført studium skal studenten;

Etter endt kurs skal studenten:
1. Kunne beskrive forskjellen mellom produkter og tjenester og hva det betyr å designe tjenester
2. Kunne anvende AT-ONE (metode for tjeneste innovasjon) til å gjennomføre en workshopserie i et prosjekt
3. Visualisere
4. Kunne delta aktivt i, og drive frem, tjenesteutvikling i et prosjektteam
5. Kunne beskrive hvordan design kan påvirke strategisk tenkning i en bedrift
6. Kunne delta med profesjonalitet i samarbeid med en prosjektpartner og prosjektteam

Ferdigheter
Ved gjennomført studium skal studenten; kunne sette seg inn i en problemstilling, planlegge arbeidsprosessen og gjennom tverrfaglig samarbeid arbeide frem konsepter for en forbedret eller ny tjeneste. Studenten skal kunne bruke visualisering for å kommunisere ideer og konsepter.
Generell kompetanse
Ved gjennomført studium skal studenten;

Working and learning activities

Kurset gjennomføres som et profesjonelt løp, der studentene danner servicedesign firmaer og samarbeider med en eller flere bedriftspartnere. Det arbeides i team gjennom hele semesteret. Studentene forholder seg til bedriftene på en profesjonell måte og projektene kjøres etter et realistisk tempo. Dette gir stor læring i profesjonalitet, samtidig som det gis en god og realistisk innføring i servicedesign. Det er et stort arbeidstempo i prosjektet og studentene må delta aktivt gjennom hele semesteret.
Semesteret deles opp i tre deler:
Del 1: Introduksjon til tjenester og tjenestedesign. Opplæring i fasiliteringsteknikker, introduksjon til AT-ONE prosessen, samt en presentasjon og utdyping av designbriefen som mottas av samarbeidsbedriften. Studentene danner service design firmaer for å samarbeide med bedriften på en profesjonell måte.
Del 2: Bedriftssamarbeid og AT-ONE workshops. Det gjennomføres AT-ONE servicedesign workshops sammen med bedriften/bedriftene. Disse workshops fasiliteres av AHO studenter og bedriften deltar.
Del 3: Utvikling og 'evidencing' av konsepter. Her skal det utvikles 1-3 konsepter som legges frem for samarbeidsbedriften.

Curriculum

Clatworthy, S. (2014). How to design better services. In O. Arkitektur- og designhøgskolen i & O. N. E. At (Eds.). Oslo: Arkitektur- og designhøgskolen i Oslo.

This is service design thinking: basics, tools, cases. (2010). Amsterdam: BIS Publishers.

Designing services with innovative methods. (2009). Helsinki: University of Art and Design Helsinki.

Parker, S. (2006). The journey to the interface: how public service design can connect users to reform. London: Demos.

Grönroos, C. (2000). Service management and marketing: a customer relationship management approach (2nd ed. ed.). Chichester: Wiley.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Se forventet arbeidsinnsats

Workload activity	Comment
Group work	Gruppene arbeider selvstendig og studentene forventes å ta ansvar, planlegge og samarbeide for å oppnå god læring og godt resultat.
Lectures	Eksamen foregår gruppevis, alle designprosjektene gjennom semesteret presenteres. Krav til tilstedeværelse: 90% av gjennomganger, forelesninger og andre felles aktiviteter.
	Forelesninger i forskjellige områder innenfor tjenestedesign og facilitering.

Start semester

Systemorientert Design med ID, IX of SD

Credits:

Full course name in Norwegian Bokmål:

Systemorientert Design med ID, IX of SD

Course code:

70 504

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses at AHO or equivalent education (bachelor) in design

Course content

Systems Oriented Design´s objective is to learn to deal with increasing complexity, larger contexts and understand greater depth and more of the consequences of our choices, both for business, trade, retail, public services and community. Such deeper understanding is called systems thinking. System Oriented Design has developed an approach to systems thinking that is special for practicing designers.

Read more on www.systemsorienteddesign.net

Learning outcome

Expected learning outcomes
- To introduce all students to the Systems Oriented Design as a tool and approach to work with a higher degree of complexity.
- To prepare students for professional design within one of the selected specializations (PD ID or SD) or by SOD or other directions chosen by the student or within a more general (hybrid) direction in design.
- To initiate the opening and development of new fields of design.
- To prepare students for further training towards a more academic career in design research.

Knowledge:
Systems thinking provides a foundation for developing a deeper understanding of sustainability, ethics, culture and social understanding communication and technology. These aspects will be discussed in lectures but will also be discussed naturally in the projects. The contents of these discussions will be related to the respective projects and will vary.
Students will gain a general understanding of systems thinking and especially about SOD. They should have knowledge of adaptive expertise and competence in opening new design fields.

Skills
On completing the course, students will have learned the techniques of SOD including GIGA-Mapping, Timeline mapping, Rich Design Space, Zip analysis. They will have training in facilitation and co-design.

Competences
On completing the course, the student will gain understanding in a;

DESIGNERLY APPROACH: Provide the student with knowledge in design thinking and in research by design.

AESTHETICS: Give students an understanding that aesthetics are an integral part of GIGA-Mapping and advanced design thinking. Understanding composition and visual thinking as the designer's key overall approach.

SUSTAINABILITY: Understanding the broader concept of sustainability as a systemic concept

ETHICS: Understanding ethical issues from a systemic approach, in special relation to intended and unintended consequences of design.

CULTURAL AND SOCIAL UNDERSTANDING: Understanding society from a systemic approach. How systems relate and interact with each other and why a holistic approach is needed and how to achieve that.

PROCESS, TOOLS AND METHODS: Make students able to handle an open process where the goal is not a foregone conclusion. Learning the ability to handle the uncertainty that comes from working with great complexity. Learning to recognize the designer's strengths and weaknesses in collaboration with opening up new fields for design. Learning to be both humble and courageous.
Learning the tools, concepts and methods from system-oriented design. Very Fast Learning (VFL) and rich designer (Rich Design Space) taught as concepts to support the handling of complexity. Systemic Design overarching approach and field. System-oriented design specific approach. GIGA-Mapping and timeline mapping, Zip analysis and synthesis techniques.

COMMUNICATION: Learning to communicate with partners. Learning to produce very complex projects in an understandable way.

MATERIAL AND TECHNOLOGY UNDERSTANDING: Learning to understand the materials and technologies like systems. Depending on the type of project and partner

Working and learning activities

Students work closely with a partner (organization or enterprise) . They rehearse on co-design, on building their expert networks and facilitation. By applying Very Fast Learning (VFL) to get a deeper insight into the problem and your partner.

GIGA-Mapping form the foundation for a very quick learning process. Students work individually or in groups and build up their activities and partial learning shapes itself according to the their projects require.

It is mandatory participation in RSD3 symposium in October.

DESIGNERLY APPROACH: Through lectures and discussions.

AESTHETICS: Through lectures on visual thinking and diagramming. Also through developing giant maps in several iterations where the aesthetic expression is integrated into the overall thinking.

SUSTAINABILITY: In lectures and practiced in the project

ETHICS: Discussed in lectures and project work through a systemic approach.

CULTURAL AND SOCIAL UNDERSTANDING: Discussed in lectures and in relation to project work through a systemic approach.

PROCESS, TOOLS AND METHODS: Through lecture and project-related discussions. Individual projects are trained in cooperation with external partners combined with internal guidance. Through workshops, lectures, discussion of examples and group learned SOD and GIGA-Mapping, Very Fast Learning (VFL) and Rich Design Space. Synthesis Techniques discussed and practiced.

COMMUNICATION: Communication within the project trained through co-inquiry, co-mapping and co-design and use of giant maps to form consensual images of complex situations. Communication externally trained through lectures, exercises and the use of appropriate techniques such as posters, video or narratives.

MATERIAL AND TECHNOLOGY UNDERSTANDING: Through GIGA-Mapping and Very Fast Learning (VFL).

There is obligatory attendance at lectures, tutorials and presentations.

Curriculum

Booth Sweeney, L., & Meadows, D. (1995). The Systems Thinking Playbook. Chelsea Green Publishing.

Banathy, B. (1996). Designing Social Systems in a Changing World. Plenum Publishing Coorporation

Jones, P. H. (2013). Design for Care. Innovating Healthcare Experiences. New York City: Rosenfeld Media.

Meroni, A., & Sangiorgi, D. (2011). Design for Services. (R. Cooper, Ed.) (p. 266). Surrey: GOWER.

Nelson, H. G., & Stolterman, E. (2012). The Design Way: Intentional Change in an Unpredictable World (2nd ed.). The MIT Press.

Papanek, V. (1984). Design for the Real World. Human Ecology and Social Change. (Second Edi.). London: Thames & Hudson.

Seddon, J. (2008). Systems Thinking in the Public Sector. Triarchy Press.

Skjelten, E. (2014). How to deal with complexity and other beasts. The Oslo School of Architecture and Design.

Stickdorn, M., & Schneider, J. (2010). This is Service Design Thinking. New Jersey: John Wiley & Sons, Inc.

Thackara, J. (2006). In the Bubble. Designing in a Complex World. The MIT Press.

Emery, F. E. (1981). Systems Thinking: 2. (D. S. Pugh, Ed.). Penguin Education.

Simon, H. A. (1996). The Sciences of the Artificial (3rd ed.). MIT Press.

Meadows, D. H. (2009). Thinking in systems: a primer. (D. Wright, Ed.). London: Earthscan.

Wolcott, H. F. (2010). Ethnography Lessons: A Primer (p. 160). Walnut Creek: Left Coast Press.

Smith, K. (n.d.). How to be an explorer of the world. Portable life museum.

Koskinen, I., Zimmerman, J., Binder, T., Redstrom, J., & Wensveen, S. (2011). Design Research Through Practice. From the Lab, Field, and Showroom. (R. Roumeliotis, Ed.). Elsevier Inc.

Brown, T. (2009). Change by Design (p. 272). HarperCollins.

Gray, D., & Vander Wal, T. (2012). The Connected Company. (J. Steele & M. Treseler, Eds.). California: O´Reilly.

Yin, R. K. (1994). Case study research : design and methods. Thousand Oaks: Sage Publications.

Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential ethnographic methods : observations, interviews, and questionnaires (Vol. 2, p. 318). Walnut Creek, Calif.: AltaMira Press.

Schensul, J. J., & LeCompte, M. D. (1999). Enhanced ethnographic methods : audiovisual techniques, focused group interviews, and elicitation techniques (Vol. 3, p. 162). Thousand Oaks, Calif.: Altamira Press.

Schensul, J. J., & LeCompte, M. D. (1999). Mapping social networks, spatial data, and hidden populations. (J. J. Schensul & LeCom, Eds.) (Vol. 4, p. 205). Thousand Oaks, Calif.: AltaMira Press.

Schensul, J. J., & LeCompte, M. D. (1999) Designing and conducting ethnographic research. . Thousand Oaks, Calif.: AltaMira Press.

Latour, B. (2005). Reassembling the Social. Oxford University Press.

Keeley, L. (2013). Ten Types of Innovation. Wiley.

Jones, J. C. (1992). Design Methods (Second Edi.). Wiley.

Gray, D., Brown, S., & Macanufo, J. (2010). Game Storming. (C. Wheeler, R. Monaghan, & A. Dyoly, Eds.). O´Reilly.

Cooper, R., Junginger, S., & Lockwood, T. (2013). The Handbook of Design Management. (R. Buchanan, R. Boland, & K.-W. Chung, Eds.) (Second Edi.). Bloomsbury Academic.

Boland, R., & Collopy, F. (2004). Managing as Designing. Stanford Business Books.

Csikszentmihalyi, M (1997) Creativity: Flow and the Psychology of Discovery and Invention

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Se forventet arbeidsinnsats

Workload activity	Comment
Lectures	Grunnleggende forelesninger i SOD
Lectures	Deltagelse på selvvalgt RSD3 Workshop
Written assignments	RSD3 symplosiet, deltagelse på keynotes of paralelle sesjoner
	Giga-mapping, Co-research og co-designworkshops med partnere
	Skrive eget essay

Start semester

Norsk arkitektur - en introduksjon

Credits:

Full course name in Norwegian Bokmål:

Norsk arkitektur - en introduksjon

Course code:

80 301

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

English

Required prerequisite knowledge

Pased foundation level courses (bachelor)

Course content

Introduction to Norwegian architecture, its history and its contemporary manifestations. The course is based on a series of lectures, reading seminars and excursions.

Learning outcome

The students will get an overview of Norwegian architecture and architectural history, and a particularly thorough knowledge of the architecture of the Oslo region. They will be introduced to scholarly practices such as building analysis, academic writing and oral presentations. Furthermore, the course introduces the students to the ongoing research at the institute academic by inviting both senior and junior scholars as lecturers and excursion leaders.

Working and learning activities

The course is based primarily on excursions, involving walking tours and trips by public transport, supplemented with lectures and reading seminars. Each seminar consist of a lecture, a text presentation and an excursion. The program will cover a range of different building types, from single-unit dwellings to large-scale projects, and will also provide an overview of crucial moments and developments in the overall planning of Oslo. Students should also have in mind that the field trips will be carried out regardless of weather conditions. Warm and rainproof clothing is advisable, especially in the second half of the semester.
The students will be divided into groups in the early stages of the course. At every seminar one of the groups present a set of given texts for the rest of the group. An important aspect of the assignment is to discuss the Norwegian material within an international framework of contexts and theories. The students are encouraged to employ their own scholarly experience, regional and cultural background in their interpretation of the selected topic. It is mandatory for all students to be present at both lectures and field trips to pass the course. The final exam consists of an individually written essay.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	Individual	Pass / fail	See Work and learning activities

Start semester

Design Management

Credits:

Full course name in Norwegian Bokmål:

Design Management

Course code:

70 302

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Passed 6 semesters Foundation Level

Course content

Design management gives the students an insight into the field of design management as a practical and theoretical field dealing with various issues that arise at the intersection between design and management. The course will give a short introduction to the history of design management and then mainly focus upon several dimensions of design management and design leadership. The Course gives the students insight into how they can use a designerly approach to solve new challenges, also in collaboration with other disciplines. The course places design in larger cultural and social setting. Communication around the field is focused upon.

The course gives insight into:

Operational design management  
Managing the design process and project (from design brief and project management, to coordinating interdisciplinary design teams to meet business goals). Here several methods and tools are taught.

Brand management  
Branding and brand management; the process of developing a new brand (a product or service), from analysis to concept development, to implementation. Management and maintenance of existing brands.

Strategic design management
Using design processes and design thinking for innovation. How can design help an organizations achieve their strategic goals and face future challenges?.

Learning outcome

Knowledge:
The students shall gain knowledge and an understanding of the relationship between design and management.
The students will have training in academic research and communicating this to a broader audience. They will also develope new ways of presenting / visualizing theoretical material.
The students will gain theoretical insight to the field of design management and how it relates to practical design cases.

Skills:
The students will gain practical experience and skills through relevant tasks and cross disciplinary workshops.

General competence:
Verbal and visual communication around the field is important. The students will learn to reflect upon and discuss verbally and in writing issues related to design management.

Working and learning activities

A series of lectures in part from external lecturers from a broad range of backgrounds related to design management. The lectures will be followed by discussion seminars and workshops, as well as cross disciplinary collaboration.

A workshop and project with business and entrepreneurship students will give the design students insight into business and innovation culture, methods, processes and language.

The students will prepare a “Peer learning” presentation based on lectures / workshop,reading material and their own research.

Curriculum

Obligatorisk pensum

Best, K. (2006). Design management: managing design strategy, process and implementation. Lausanne: AVA Publ.

Borja de Mozota, B. (2003). Design management: using design to build brand value and corporate innovation. New York, NY: Allworth Press.

Cooper, Rachel Junginger, Sabine, Lockwood, Thomas and more (2011) The Handbook of Design Management (utvalgte deler og artikler)

Diverse artikler i kurskompendiet.

Anbefalt litteratur

Cooper, R., & Press, M. (1995). The design agenda: a guide to successful design management. Chichester: John Wiley and sons.

Phillips, P. L. (2004). Creating the perfect design brief: how to manage design for strategic advantage. New York: Allworth.

Neuemeier, Marty, (2009) The Designful Company: How to build a culture of nonstop innovation. California: New Riders.

Esslinger, Hartmut, (2009) A Fine Line: How design strategies are shaping the future of business. John Wiley and sons

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	See Work and learning activities

Workload activity	Comment
Group work	Participation in class at lectures and discussion seminars, the cross disciplinary workshop and tutoring is obligatory. (80% participation is required in order to pass).
Individual problem solving	Students are expected to take advantage of the time allotted for self study and to read the given and recommended literature within their chosen or given area of design management.

Start semester

GK5 By- og byplanhistorie

Credits:

Full course name in Norwegian Bokmål:

GK5 By- og byplanhistorie

Course code:

60 151

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Gjennomført grunnundervisningens første og andre år

Course content

Kurset gjennomgår by- og byplanhistorien fra de første bymessige bossettingene til i dag. Det legges spesielt vekt på byutviklingen fra industrialismen og framover, og by- og byplanhistorien fra de to siste tiårene behandles spesielt grundig.
Faget undervises med en arkitektfaglig innfallsvinkel med vekt på byens morfologi og sammenheng mellom morfologi og samfunn. I undervisningen trekkes forbindelsen til studiokurset GK5 gjennom diskusjon av byplanidealer og byplanstrategier

Learning outcome

Studentene skal etter endt kurs ha tilegnet seg grunnleggende kunnskaper om byhistorie og byplanhistorie.
Kunnskapen skal kunne anvendes som referanse i prosjektarbeid innenfor urbanisme og byforming og gi studenten grunnlag for refleksjon omkring eget arbeid og
fagkritikk av byplanpraksis.

Working and learning activities

Ukentlige forelesninger med etterfølgende seminarer.

Curriculum

Pensumkompendium (nytt høsten 2014) som omhandler en kombinasjon av originaltekster og vurderende tekster.

I pensum skilles mellom statarisk og kursorisk pensum

Anbefalt litteratur (vil bli revidert):
Bacon, E. N. (1967). Design of cities. New York: The Viking press.
Barnow, F. (2000). Gudekongens by: bysystemer og byarkitektur i Ægypten, Mesopotamien, Indus, Indien, Nepal og Kina. København: Kunstakademiets arkitektskoles forlag.
Barnow, F. (2001). Jordejerens by: bysystemer og byarkitektur i den antikke græske verden ogRomerriget. København: Kunstakademiets Arkitektskoles Forlag.
Barnow, F. (2003). Købmandens by: bysystemer og byarkitektur i det postantikke og førindustrielle Europa. København: Kunstakademiets Arkitektskoles Forlag.
Benevolo, L. (1980). The history of the city. London: Scolar Press.
Cerdà, I., Alcolea, S., & Caravia, I. k. a. C. I. (2002). Cerdà urbs i territori: planning beyond the urban : a catalogue of the exhibitionMostra Cerdà, urbs i territori, held September 1994-through January 1995, Barcelona. Madrid: Electa.
Collins, G. R., Sitte, C., & Collins, C. C. (1986). Camillo Sitte: the birth of modern city planning : with translation of the 1889 Austrian edition of his City planning according to artistic principles. New York: Rizzoli .
Eaton, R. (2002). Ideal cities: utopianism and the (un)built environment. London: Thames & Hudson.
Ellin, N. (1996). Postmodern urbanism. Blackwell, Cambridge, Mass.
Gosling, D., & Cullen, G. (1996). Gordon Cullen: visions of urban design. London: Academy Editions.
Hals, H. (1933). Byen lever: drømmen om en storstad. Oslo: Aschehoug .
Jensen, R. H. (1980). Moderne norsk byplanlegging blir til: tanker og ideer som preget fremveksten av moderne norsk byplanlegging slik det særlig fremkommer i de tekniske tidsskriftene 1854-1919 med forenklet videreføring av vesentlige tendenser i 1920-30 årene. Trondheim: [s.n.] .
Kjærsdam, F. (1981). Byplanlægning og samfundsudvikling. Aalborg: Aalborg universitetsforlag.
Kostof, S. (1991). The city shaped: urban patterns and meanings through history ; original drawings by Richard Tobias. London: Thames and Hudson.
Kostof, S., & Castillo, G. (1992). The city assembled: the elements of urban form through history. London: Thames and Hudson.
Lorange, E. (1995). Historiske byer: fra renessansen til industrialismen. [Oslo]: Universitetsforl.
Mumford, L. (1938). The culture of cities. New York: Harcourt, Brace.
Mumford, L. (1966). The city in history: its origins, its transformations, and its prospects. London: Penguin.
Rasmussen, S. E. (1949). Byer og bygninger: skildret i tegninger og ord : Byen et tempel. København: Forlaget Fremad.
Unwin, R. (1994). Town planning in practice: an introduction to the art of designing cities and suburbs. New York: Princeton Architectural Press.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Written Exam	-	A-F	Skriftlig eksamen uke 2 - 2015
Other assessment method, define in comment field	-	-	Tilstedeværelse på seminar/øving

Start semester

Interaction Design 1: Tangible Interactions

Full course name in Norwegian Bokmål:

Interaksjonsdesign 1: Tangible Interactions

Credits:

Course code:

70 502

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level. Suitable experience in interaction design for external entrants NOTE: this course is REQUIRED for Master of Design (Interaction) specialism.

Course content

Interaction Design 1 - Tangible Interactions - launches students into the world of interaction design by focusing on core skills and materials used in designing physical and digital interactions.
The course embraces and explores the creative opportunities made possible by recent developments in physical computing, sensor technologies and mobile devices, to consider physical everyday objects (embedded with switches, sensors and microcontrollers) as augmented interfaces for controlling digitally mediated experiences.
We focus on how humans interact with such objects and materials, and how their functionality, meaning and usage can be extended. The course provides students with the possibility to take part in an exploration of new social interaction patterns, to conceptualise and design demonstrators and working prototypes that address a unique set of design problems.
This is a practice-led course, and will also provide students with a broad toolset of skills and techniques relevant across the board in interaction design, starting with a series of short workshops dealing with a range of physical interaction technologies and approaches that lead into larger projects.
The practical aspects of the course will be complemented by a series of lectures and talks by a range of practitioners and specialists in the field. Course tasks will focus on specific areas of application for tangible interaction; in previous years this has included museum exhibits, toys and musical installations.
Most students will then proceed to Interaction Design 2, where the skills learnt here will be applied to information and data analysis and presentation, using other interactive and audiovisual platforms – for example public multitouch screens, ubiquitous and mobile devices.

Learning outcome

Students will
explore connections between interaction design and industrial design
get an overview of research and projects within the field of physical computing and the history of tangible interactions and design; the approaches, issues and challenges faced by designers in the field
Gain an understanding of historical and current technologies and practical applications, including basic electronics and Arduino (www.arduino.cc).
Explore and practice interaction design methodology, embodied interaction, realtime interaction and social computing in a physical context.
Develop a critical framework and approach for the analysis and discussion of work in the field
Understand the possibilities of working with interaction design within specific contexts;
Design interactive objects with a focus on engaging experiences for communication, education and play.
All students will be taught methods and tools to make working physical prototypes, and gain basic practical abilities with electronics. Students will have the opportunity to work with Arduino microcontrollers, smartphone, Processing code and a broad range of sensors for prototyping and design-testing.

Working and learning activities

The course is based upon hands-on learning through doing by experimenting with physical interaction: using sensors and materials, processing data, and creating feedback and responses. The course contains a mix of workshops that will give students an understanding of tangible interactions and the practicalities of electronics, sensors and actuators. The course also contains other major assignments were the students work individually or in pairs and develop their own project along a specific theme or brief.
In workshops, the course encourages experimentation and reflection. Students are encouraged to play with interactive prototypes using both physical materials and digital programming. The goal is to re-evaluate tradition and develop novel, yet natural and appropriate solutions.
Areas covered:
Designing tangible interactions and novel ways of using them.
Using a range of interface technologies.
Using different senses for interaction, like touch or movement.
Incorporating sensors into objects, environments and structures.
Designing systems and devices of appropriate size and ergonomics.
Design methodologies for interaction design and physical computing.
The practical aspects of the course will be complemented by a series of lectures and talks by leading exponents and practitioners in the field, covering a wide range of issues associated with tangible interactions.

Presence required
Not required

Grouping	Grading scale
-	Pass / fail

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	Pass / fail
Comment:	Tilstedeværelse og studieaktivitet vil være del av vurderingsgrunnlaget

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	Portfolio for hele året vurderes i vårsemesteret

Form of assessment:
Grouping:	-
Grading scale:	Pass / fail
Comment:

Form of assessment:
Grouping:	-
Grading scale:	Pass / fail
Comment:

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	Kurset bedømmes til Bestått / Ikke bestått på bakgrunn av fremmøte ved forelesninger, samt innleverte og godkjente øvinger. Det kreves 80% fremmøte ved forelesningene for bestått kurs.

Languages

2014 Høst

Start semester

GK1 Introduksjon til arkitektur

Start semester

GK3 Konstruksjonsmekanikk og byggeteknikk 1

Start semester

Lærdom fra Sverre Fehn: Museum for Cy Twombley

Start semester

Oslo Re-store: Reinventing the Government quarters n

Start semester

Tjenestedesign 1 (SD)

Start semester

Systemorientert Design med ID, IX of SD

Start semester

Norsk arkitektur - en introduksjon

Start semester

Design Management

Start semester

GK5 By- og byplanhistorie

Start semester

Interaction Design 1: Tangible Interactions

Pages

Workload activity:	Group work
Comment:	Gruppene arbeider selvstendig og studentene forventes å ta ansvar, planlegge og samarbeide for å oppnå god læring og godt resultat.