2014 Høst

Start semester

2014 Høst

Concurrent Trends: Postmodern and Deconstructive Architecture (1968 to 1988)

Credits:

Full course name in Norwegian Bokmål:

Concurrent Trends: Postmodern and Deconstructive Architecture (1968 to 1988)

Course code:

80 304

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses (bachelor)

Course content

“A spectre is haunting Europe — the spectre of postmodernism”. In 1980, reporting on the First Venice Architecture Biennale, French journalist Gérard-Georges Lemaire adapted Marx and Engels’ famous formula, used as opening passages of The Communist Manifesto, in order to describe the state of affaire in European architectural culture. But what exactly had happened to architecture between the late-1960s and the late-1980s?
Postmodernist and deconstructivist architecture are often thought of as sequential trends in architecture. While postmodernist has been theorized to reach its apex with the 1980 Venice Biennale, “The Presence of the Past”; Deconstructivist Architecture marked by the 1988 “Deconstructivist Architecture” exhibition at the Museum of Modern Art New York, is often said to herald its end. Moreover the terms themselves often bely a misunderstanding, a complexity reduced to style.
This theoretical seminar will serve to replace the concepts of postmodernity/postmodernism/postmodern and deconstructive/deconstructionst/deconstructivism/deconstructivist within an historical, architectural and artistic context in which these terms developed and were often reduced to style. Looking forward and back, beyond mere built production, we will inquire how postmodernism and a deconstructive discourse has materialised in buildings, events, institutions, publications, exhibitions, furniture and object design as well as different forms of art practices, and how discourse as such, was part of the theoretical underpinnings of the time. Case studies for this seminar can include buildings, but also films, exhibitions, magazines, and so on.
Highlight of the seminar will be a study trip to London and/or Paris, to see exhibitions related to the course and which will inform the final project. In the final workshop, students will produce an original research (ideally using unexplored archives) that will result in an exhibition proposal. The result of this research will be presented in front of a jury during the final crit at the end of the workshop, in which each or several projects will be developed as an exhibition that will take the form of a printed catalogue (or any other critical forms).

Learning outcome

This seminar pursues a double objective: first, to familiarize students with postmodernism’s multifaceted definition and to make them understand the concurrent trend occurring in architecture during the so-called post-modern period; second to give students the tools to develop a small research project that would further explore one concept within postmodernism and/or deconstructivism. Thus, upon completion of this class, the student should better understand issues at stake in architecture from the late 1960s to the late 1980s and be able to discuss critically one or more themes.

Working and learning activities

Lectures, reading assignments, writing assignments, class discussions, film screenings and invited guest lectures. Each morning session will include a small lecture or presentation as well as reading and discussing key texts of postmodern architectural theory. In the afternoon, films (both documentary films and fictions) will be presented in relation to the sessions’ thematic.

Curriculum

The Anti-aesthetic: essays on postmodern culture. (1983). Port Townsend, Wash: Bay Press.

The Post-modern reader. (2011). (2nd ed. ed.). Chichester: Wiley.

Postmodernism: style and subversion, 1970-1990. (2011). London: V&A Publ.

Anderson, P. (1998). The origins of postmodernity. London: Verso.

Jencks, C. (1977). The language of post-modern architecture. London: Academy Editions.

Johnson, P. (1988). Deconstructivist architecture. New York: Museum of Modern Art.

Klotz, H. (1988). The history of postmodern architecture. Cambridge, Mass: MIT Press.

Lyotard, J. F. (1984). The Postmodern Condition: A Report on Knowledge: University of Minnesota Press.

Martin, R. (2010). Utopia's ghost: architecture and postmodernism, again. Minneapolis, Minn: University of Minnesota Press.

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

Otero-Pailos, J. (2010). Architecture's historical turn: phenomenology and the rise of the postmodern. Minneapolis, Minn: University of Minnesota Press.

Petit, E. (2013). Irony; or, the self-critical opacity of postmodern architecture. New Haven: Yale University Press.

Portoghesi, P. (1983). Postmodern: the architecture of the postindustrial society. New York: Rizzoli.

Powell, J. (2007). Postmodernism for beginners. Danbury: For Beginners LLC.

Rossi, A. (1982). The architecture of the city. Cambridge, Mass: MIT Press.

Rowe, C. (1978). Collage city. Cambridge, Mass: MIT Press.

Scott, F. D. (2007). Architecture or techno-utopia: politics after modernism. Cambridge, Mass: MIT Press.

Thiis-Evensen, T. (1984). The postmodernists Jan & Jon (Vol. [2]). Oslo: Universitetsforlaget

Venturi, R. (1966). Complexity and contradiction in architecture (Vol. 1). New York.

Venturi, R. (1972). Learning from Las Vegas. Massachusetts Inst. of Technology.

Wigley, M. (1993). The architecture of deconstruction: Derrida's haunt. Cambridge, Mass: MIT Press.

Wigley, M. (1995). White walls, designer dresses: the fashioning of modern architecture. Cambridge, Mass: MIT Press.

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

Start semester

ACDL Computation

Credits:

Full course name in Norwegian Bokmål:

ACDL Computation

Course code:

40 507

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Prerequisites: Working Knowledge in Rhino
Requirements: Students are required to attend the ACDL elective course

Course content

The ACDL studio foregrounds research by design with strong emphasis on computational design. In the studio students will work in teams of two or three in order to enable lateral exchange of knowledge and skills.

For students that join the studio for the first time main emphasis will be placed on the introduction of specific concepts and approaches in computational design in architecture and related skill building. The design project will act as a vehicle for this purpose and the studio related elective course will serve as a skill building boot camp. For students that may take the studio again in following semesters main emphasis will be placed on the project as a vehicle for research by design and integrated computational design in architecture.

The semester in fall 2014 will commence with detailed design inquiries into relatively small, but well-defined buildings schemes and continues with their gradual proliferation into larger aggregations and urban fabric. A series of computational design methods and tools will be explored towards this end.

The central thematic focus of the studio is the relation between building and urban fabric. The problem of the growth of contemporary cities is that the prevailing expansion and densification modes are predicated on discrete freestanding buildings of which the urban fabric consists. This means that expansion takes up a lot of surface area, while densification entails ever less space between ever-taller buildings. The studio therefore seeks to challenging architectural design that results finite and unconnected objects and instead examines the possibility of expandable architectural designs that can be extended into a continuous urban fabric, such as, for instance the mat-building typology that evolved out of the research and work of GAMMA (the Moroccan CIAM group), Team X (Smithsons, Aldo van Eyck, Candilis-Josic-Woods, etc) and contemporary schemes inspired by this type of urban fabric and building typology (such as OMA’s Agadir Conference Centre or Nexus World Housing project, etc). The aim is to rethink the mat-building typology as a locally specific architecture and tectonic system.

Content and Teaching Methods:
Teaching will take place in the dedicated studio context (ACDL) through lectures, seminars, tutoring and workshops. The studio will have an accompanying elective course that serves as a boot camp to establish a necessary skill base in computational design methods and tools. Topics will be approached both as design factors in an architectonic process and in a scientific way.

Learning outcome

Learning Outcomes:

• Students will gain detailed knowledge of the architectural and computational design themes pursued by the studio and develop skill in computational design in architecture;
• Students will gain the ability to develop designs based on specific performative criteria in an integrated manner from the conceptual stage to the material articulation through computational design;
• Knowledge in associative modelling and generative systems;
• Knowledge in use of Virtual and Augmented Reality for architectural visualisation and design;
• The ability to set up and follow through a design process that leads to the desired result;
• The ability to utilize design as a method of research in architecture that facilitates the conception of novel architectural designs;

Working and learning activities

1. Lectures and seminar type instructions regarding architecture and urban design concepts and approaches (seminars require preparation by the students in the form of reading selected texts)
2. Studio tutorials on an individual and group basis regarding design and research by design, as well as instructions towards skill building
3. Instructions towards master level self guided research and project development.
4. Workshop sessions that introduce specific themes and skills

Note: All instructions are based on active participation by the students and 90 % attendance

Curriculum

Essential Reading:

The ACDL Studio will provide in its dedicated space a hand-library of selected literature on architectural and computational design topics and methods.

Books:

· Risselda, M. and van den Heuvel, D. Eds. (2006) Team 10 1953-81 In Search of a Utopia of the Present. Rotterdam: NAi Publishers.

· Sarkis, H. (2001) Case: Le Corbusier’s Venice Hospital and the Mat Building Revival. Munich, London, New York: Prestel.

· Woods, S. (1978) Cadilis, Josic, Woods : Decade of Architecture and Urban Design.

Papers and articles:

· Hensel, M. and Sørensen, S. (2013) ‘En route to Performance-oriented Architecture - The Research Centre for Architecture and Tectonics: Integrating Architectural Education with Research by Design along a practice-oriented Perspective’. In: Prof. Djordje Stojanovic ed, SAJ Serbian Architecture Journal 5 (2): 106-131.

· Smithson, A (1974). How to recognize and read mat-building. Architectural design 44(9), s.573-590

Workload activity	Comment
Lectures	deltagelse
Planning assignment	deltagelse
Group work	kvalitet og omfang på gruppe- og individuelle innleveringer
	deltagelse og aktivitet

Start semester

GK 3 Interactive products

Credits:

Full course name in Norwegian Bokmål:

GK 3 Interactive products

Course code:

70 130

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Obligatorisk for 3. semester

Course content

‘Interactive products’ introduces students to the field of Interaction design. Interaction design is about shaping how we use and experience technology. Interaction designers typically create digital products and interfaces, such as mobile phone Apps, games, Web-services, consumer electronics or social media. The field of Interaction design relates to digital developments across society and culture, and is an increasingly important part of what designers work with.

‘Interactive products’ gives an introduction into digital materials and design-methods for creating experiences, behavours and expressions through technology. When designing interactive products we use both traditional design materials, such as wood and plastics, but also technologial materials and tools such as electronics, user-data and programming. In ‘Interactive products’ the main focus is on products that lies in the intersection between the physical and the digital, and as such builds on and expands practical and aesthetic skills from previous courses.

As well as giving a practical introduction to interaction design, the course also takes up relationships between culture, design, communication and technology. We as how design shape digital everyday life? How can design be used to creatively explore and interpret technology to create meaningful experiences and expressions.

Learning outcome

Aesthetic; Give the students insight and experience with methods and means for shaping interactions through aesthetic expressions and experiences over time.

Designerly approach; Through the course students should develop an foundational understanding of the field of interaction design; its terminologies, history and discourses. Further, students should be able to recognise and discuss possibilites and challenges for interactive technologies in broader design contexts, such as product- and service-design.

Ethics; Through the course students will meet themes and topics related to technology in a social and cultural perspective, such as discussions around privacy and user-experience.

Culture and society; The course gives insight into relationships between culture and technology, and reflections on how design can act in these relations.

Tools and methods; The course gives students an introduction to practical skills for designing with interactive technologies, such as electronics, programming, and interpretation and visualisation of data. Further, the course gives students experience with creative experimentation and development through various forms of prototypes.

Communication; ‘Interactive products’ gives students experience in communicating interactions through various mediums, including film, photo and digital graphics.

Materials and technology; The course gives insights and experience with materials and technologies within interaction design, with a focus on experimentation and interpretation through practical projects.

Skills; Through ‘Interactive products’, students should develop foundational skills within interaction design.

Working and learning activities

‘Interactive products’ takes a practical approach to interaction design and is thought through a series of projects and workshops. The course gives students an overview of interactive possibilities through practical experimentation. Here, students will encounter electronics, programming, data-visualisation, film, photo and Web-tools. The focus is on creative and aesthetic exploration, and not on developing deep technical knowledge. The practical aspects of the course are supplemented with lectures and discussions with practitioners from various directions within interaction design.

Aesthetic; Projects and exercises.
Designerly approaches; Lectures and projects
Ethics; Lectures and discussions.
Culture and society; Discussions, lectures and projects.
Tools and methods; Introductions, exercises and projects.
Communication; Introductions, projects and exercises.
Material and technology; Lectures, exercises and projects.
Skills; Individual projects and work in teams.

Presence required
Not required

Start semester

2014 Høst

GK5 Identitet i produkter, tjenester og interaksjoner

Credits:

Full course name in Norwegian Bokmål:

GK5 Identitet i produkter, tjenester og interaksjoner

Course code:

70 150

Level of study:

Bachelor

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Bestått to år grunnkurs i industridesign.

Course content

Kursets fokus er å skape engasjerende brukeropplevelse gjennom interaksjon med produkter. Det gis en sammensatt praktisk og teoretisk oppgave hvor det foreleses i delemner innen design av tjenester og produkter. Vi starter med et overordnet perspektiv og jobber oss ned helt ned til minste detalj.
Delemnene er interaksjon, forskningsmetoder i design, emosjonelle verdier, produkters rolle i merkevarebygging, tjenestedesign og visuell identitet.

Studenten skal gjennom kursets gang skape forutsetninger for nye og verdiskapende opplevelser av produkter og tjenester. Semesterleveransen har som mål å formidle verdier gjennom anvendt estetikk i fysisk produkt, tjenester og visuell identitet, - også i digitale medier. Kurset gir en orientering i profesjonsetikk.

Interaksjonsdesign omhandler forholdet mellom mennesker og teknologien de bruker. Delemnet gir en innføring i interaksjonsdesign og bruken av apps, nett samt sosiale medier i et merkevareperspektiv.

Learning outcome

Studenten skal gjennom kurset forstå og oppleve hvordan man gjennom en designmessig tilnærming utforsker en sosial eller kulturell kontekst. De skal ha lært metoder for å hente relevant informasjon og bearbeide den i eget prosjekt. Studentene skal lære hvordan de skal forstå og møte brukernes ønsker og behov ved å gjennomføre-, dokumentere- og analysere data fra feltarbeid. Studenten skal ha utviklet kritisk tenkning rundt merkevarenes rolle i dagens samfunn og gjøre rede for sine egne tanker.

En veiledet designprosess gir studenten repetisjon og erfaring med å utvikle egne merkevarekonsepter og implementere disse i et produkt og en tjeneste. Ferdigheter i formgiving og modellbygging øves gjennom å lage utseenderiktig modell. Videre skal studenten lære metoder for å definere mulige målgrupper og konkurrenter til sin merkevare og posisjonere seg i forhold til disse. Studentene skal ha utviklet en visuell identitet for sitt produkt og sin tjeneste. De får metoder for å definere designelementer som navn, logo, farger, fonter, visuelt uttrykk osv. Disse skal de implementere på relevante grensesnitt blant annet produkt og tilstedeværelse i sosiale medier. De skal forklare hvordan produktet er en sentral bit av merkevaren.
Studentene skal beherske skjermbasert design og være i stand til å prototype enkle interaksjonsopplevelser. Studentene skal utvikle sine estetiske evner og sin kunnskap innen visuell kommunikasjon i digitale medier. Studentene skal ha utviklet et reflektert språk og innsikt i alle delemner.

Working and learning activities

Kurset består av en rekke forelesninger og workshops. Ved siden av industridesign, omfatter også kurset disipliner som tjenestedesign, grafisk design og interaksjonsdesign. Kurset inviterer gjesteforelesere fra næringslivet og forskningsmiljøer innen merkevarebygging.
De viktigste digitale verktøyene i kurset er CreativeSuite5 og Tumblr. Introduksjonskurs gis ved behov. Det gis en prosjektoppgave ved kursstart. Spesifiserte oppgaver legges ut på Moodle for hver bolk.
Moodle blir jevnlig oppdatert og studentene finner oppgaver og forelesninger der. Tumblr brukes som prosjektblogg og som diskusjonsfora mellom studenter og lærere.
Karakteren er basert på en samlet vurdering av alle leveransene.

Curriculum

Anbefalt litteratur:

Chapman, J. (2005). Emotionally durable design: objects, experiences and empathy. London, Earthscan.

Crouch, C. And Pearce, J. (2012) Doing research in design, London: Berg

Hestad, M (2013) Branding and product design: an integrated perspective, Gower

Karjalainen, T.-M. (2004). Semantic transformation in design: communicating strategic brand identiy through product design references. Helsinki: University of Art and Design.

Leadbeater, C. (2008). We-think. London: Profile Books Ltd.

Lindstrom, M. (2005). Brand sense: how to build powerful brands through touch, taste, smell, sight and sound. London: Kogan Page.

McDonough, W. and M. Braungart (2009). Cradle to cradle: remaking the way we make things. New York, North Point Press.

Samuelsen, B. M., Peretz, A., & Olsen, L. E. (2007). Merkevareledelse på norsk. Oslo: Cappelen akademisk.

Stickdorn, M. and Schneider, J. (2012) This is service design thinking

The Fundamentals of Interactive Design (2013), Michael Salmond and Gavin Ambrose, Bloomsbury Publishing

Wheeler, A. (2013). Designing brand identity: an essential guide for the whole branding team. Hoboken, N.J.: Wiley.

Øvrig relevant litteratur:

Hestad, M. (2008). Den kommersielle formen: merkevarekonteksten som utfordring for industridesignernes behandling av form. [Oslo], Arkitektur- og designhøgskolen i Oslo.

Holt, D. B. (2004). How brands become icons: the principles of cultural branding. Boston, Mass.: Harvard Business School Press.

Jensen, R., & Hebsgaard, M. (2003). The dream society: hvordan det kommende skift fra facts til følelser vil påvirke erhvervslivet og vor hverdag. Viby: JP Bøger.

Klein, N. (2000). No logo. London: Flamingo.

Bryan Lawson, 2006. How Designers Think: The Design Process Demystified Elsevier/Architectural.

Lupton, E. (2010). Thinking with type: a critical guide for designers, writers, editors, & students. New York: Princeton Architectural Press.

Maeda, J. (2006). The laws of simplicity. Cambridge, Mass.: MIT Press.

Mollerup, P. (1997). Marks of excellence: the function and variety of trademarks. London: Phaidon.

Mossberg, L., & Johansen, E. N. (2006). Storytelling: marknadsföring i upplevelseindustrin. [Lund]: Studentlitteratur.

Neumeier, M. (2006). The brand gap: how to bridge the distance between business strategy and design. Indianapolis, Ind.: New Riders.

Neumeier, M. (2006). Zag: the number-one strategy of high-performance brands. Berkeley, Calif.: New Riders.

Roberts, K. (2004). Lovemarks: the future beyond brands. New York: PowerHouse Books.ASpiekermann, E., & Ginger, E. M. (2003).

Smith, K. (2008) How to be an explorer of the world, New York: Perigree.

Stop stealing sheep: & find out how type works. Berkeley (1993), Calif.: Adobe Press.

Color works: An Essential Guide to Understanding and Applying Color Design Principles

Web pages:

http://www.logodesignlove.com

http://thinkingwithtype.com

http://www.lovemarks.com

http://www.core77.com

http://www.designcouncil.org.uk

http://www.framtiden.no

http://www.wired.com

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	A-F	Karakteren er basert på en samlet vurdering av alle leveransene.

Workload activity	Comment
Individual problem solving	Kurset bedømmes etter karakterskalaen A-F, der E er laveste ståkarakter. Jf. Forskrift for masterstudiene ved AHO § 6-14.
Curriculum

Start semester

Industrial Design 1(ID): Technoform

Credits:

Full course name in Norwegian Bokmål:

Industrial Design 1(ID): Technoform

Course code:

70 501

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Passed the undergraduate program at AHO or equivalent industrial/product design education.

Course content

Industrial design 1, Technoform deals with advanced product development and the student’s works with problems in the crossection between technology and aesthetics. The course has a broad approach to the topic and the students can choose working with extreme industry or down to daily products. By experimenting and researching different techniques the students achieve a practical approach to the design process. New materials an production methods are central in the course. Reflection around choices and decision making, give and receive critique from their peer are essential. Summing up the course focuses on; Aesthetics, Ethics, Tools and methods, Communication, and materials/technology.

Learning outcome

Kunnskaper
Aesthetics; To give the student knowledge about aesthetical means and a competence to implement and utilize form(giving) for different materials and manufacturing techniques
Designerly approach; To give the student knowledge about new methodological approaches based on new technology/materials, and a general competence to observe correlations and think holistic. And to be able to utilize this in product development.
Sustainability; To give the student knowledge about the correlations between context, details and overarching challenges that occurs with new materials and new methods for production. To give a general competence in contemporary thinking within sustainability.
Ethics; To give the student knowledge about the dilemmas that lies within creating value and the use of technology. To give a general competence in reflection around ethical dilemmas.
Tools and methods; Develop the skills within classic design tools like CAD, drawing, rapid prototyping etc but also to incorporate and develop new tools and methods based on new situations and technology.
Skills; Basic skills like drawing, CAD, worskop etc are honed during the whole semester.

Working and learning activities

Aesthetics; Through exercises, discussions and product development.
Designerly approach; Through lectures and peer reviews.
Sustainability; Guest lectures and discussions
Ethics; Guest lectures and discussions
Tools and methods; Through individual work and workshops
Material and technology; Lectures, peer review, individual work
Skills; Individual work

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

Start semester

GK1 Grunnkurs Design - Del 1

Credits:

Full course name in Norwegian Bokmål:

GK1 Grunnkurs Design - Del 1

Course code:

70 110

Level of study:

Bachelor

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Grunnkurs design - del 1, Design basics er første del av grunnkurset i design. Dette er et øvings- og praksisbasert grunnkurs som gir en generell introduksjon til designfaget. Kurset innholder bl.a. en introduksjon om profesjonsorientering, videre beskriver kurset ulike verktøy og metoder som anvendes i faget. I tillegg vil grunnkurset inneholde et integrert tegnekurs som øver metodisk og analytisk frihåndstegning. Grunnkurset fokuserer primært på de formgivningsmessige sidene av industridesignfaget, gjennom individuell formgivning og en estetisk utforsking i to- og tredimensjonale uttrykk, inkludert bruk av farge. Gjennom en serie øvingsoppgaver ordnet etter ulike formgivningsprosesser, skal studenten utforske ulike gitte problemstillinger gjennom individuelt arbeid med tegning og verkstedbasert modellbygging basert på ulike temaer og materialer, samt øve visuell formidlingevne i presentasjoner.

Learning outcome

Estetikk; Utvikle studentens estetiske bevissthet og formale sensitivitet, samt gi studenten erfaring fra kunnskap om og anvendelse av ulike estetiske virkemidler i todimensjonale og tredimensjonale uttrykk.
Designmessig tilnærming; Gi studenten kunnskap om ulike designmessige arbeidsformer og metoder innen industridesign.
Verktøy og metoder; Utvikle studentens ferdigheter innen designprosesser, tegning, ergonomi, modellbygging og CAD.
Kommunikasjon; Gi studenten ferdigheter innen visuell kommunikasjon og presentasjonsteknikk.
Materialforståelse; Gi studenten erfaring med bruk av ulike materialer gjennom utforskning av ulike materialers iboende kvaliteter.
Ferdigheter; Gi studenten mulighet til å øve sentrale ferdigheter som tegning, modellbygging, CAD, visuell kommunikasjon samt muntlig presentasjonsevne.

Working and learning activities

Estetikk; Gjennom øvelser og diskusjon
Designmessig tilnærming; Gjennom forelesninger, diskusjon og gjennomganger
Verktøy og metoder; Gjennom introduksjonsforelesninger og øvinger
Kommunikasjon; Forelesninger, øvinger og gjennomganger
Materialforståelse; Gjennom utforsking og eksperimentering
Ferdigheter; Selvstendig arbeid

Curriculum

Obligatorisk litteratur

Akner-Koler, C. (1994). Three-dimensional visual analysis. Stockholm, Department of Industrial Design, University College of Arts, Crafts and Design.

Farstad, P. (2008). Industridesign. Oslo, Universitetsforlaget.

Tjalve, E. (2003). Systematic design of industrial products. Lyngby, Institute for product development

Støttelitteratur

Baxter, M. (1995). Product design: a practical guide to systematic methods of new product development. London, Chapman & Hall.

Carl liu design book (1991), China Youth Publishing House.

Eissen, K. (2007). Sketching: drawing techniques for product designers. Amsterdam, BIS Publishers.

GRIP økodesign: en veileder i miljøeffektiv produktutvikling : for industridesignere og andre produktutviklere (2003) . Oslo, GRIP

Lerdahl, E. (2007). Slagkraft: håndbok i idéutvikling. Oslo, Gyldendal akademisk.

Monö, R. (1997). Design for product understanding: the aesthetics of design from a semiotic approach. Stockholm, Liber.

Olofsson, E. (2005). Design sketching. Umeå, KEEOS

Powell, D. (1994). Presentation techniques: a guide to drawing and presenting design ideas. Boston, Little, Brown and Co.

Shimizu, Y. (1990). Creative marker techniques: in combination with mixed media. Tokyo, Graphic-Sha

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Forberedelseskurs til verkstedkurs samt verkstedkurs inkl. leveranse vurderes separat og skal være bestått. Inngår i samlet semesterevaluering.
Other assessment method, define in comment field	-	Pass / fail	Øvingsoppgave 2D flatekomposisjon inkl. leveranse vurderes separat og skal være bestått. Inngår i samlet semesterevaluering.
Other assessment method, define in comment field	-	Pass / fail	Designoppgave Form og uttrykk inkl. leveranse vurderes separat og skal være bestått. Inngår i samlet semesterevaluering.

Start semester

Urban design - Arktisk urbanisme

Full course name in Norwegian Bokmål:

Urban design - Arktisk urbanisme

Credits:

Course code:

60 502

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

The studio is open for students of architecture and landscape architecture

Course content

The Arctic is changing rapidly, and nowhere is this more so than in Greenland, which is undergoing radical political, social, economic and demographic changes. In Greenland, urbanization affects the capital Nuuk, but also regional 2nd tier towns like Tasiilaq. Tasiilaq is on the East coast of Greenland. It has approx. 2000 inhabitants and a spectacular landscape setting.
Working with Tasiilaq the studio stresses the fact that contemporary changes in Arctic cities are not necessarily connected to resource exploration and exploitation, but to a general social structure change. The studio also challenges conceptions of Arctic communities as non-urban. Concepts of urbanity in the Arctic are largely imported from other urbanized regions. Most recent attempts to develop specific approaches to Urban Design have essentialized landscape relations in design, focused narrowly on mitigation of local climate or reduced urbanity to an engineering issue.
The studios will develop sets of strong, but complementary logics of urban design that focus on a wide range of issues: social, cultural, infrastructural, ecological, etc. It is the complementarity of these approaches that first and foremost promises sustainability in the future thinking of cities in the arctic.
A mapping of potentials and ressources but also of the challenges and needs in Tasiilaq will form the basis for programming the design exercise.
Specific issues to be addressed in Tasiilaq include: the development of a new airport as part of the city, the location and design of new residences, strategies for long-term sustainable urban development with a focus on inclusive (universally designed) urban social space, the development of tourism infrastructure, as well as the facilitation and redevelopment of new social, commercial and retail services

Learning outcome

Knowledge
After the studio, students will have acquired knowledge of theories and current issues within the design of cities and landscapes in the Arctic.

Skills
After successfully completing the studio, the student will have acquired experience and skills relating to fieldwork as well as both established and experimental forms of urban mapping.

Overall accomplishment
After successfully completing the studio, the student will be able to develop a critical position with regards to arctic urbanism and be able to develop this by gathering necessary information. Based on this the student will be able to independently develop strategic design proposals for northern, urban landscapes and cities.

Working and learning activities

the studio starts with an intensive theoretical seminar on arctic urbanism and urban developmen on Greenland. Students will read and present texts to the class. This is followed bye a week-long mandatory visit to Tasiilaq in the last week of August. Students will conduct mapping in groups and establish a shared knowledge base. following this, students will program and develop a design project. This will be an individual exercise, or take place in teams of two. The studio also includes two mandatory design workshops relating to the design project. All students are also required to participate in the production of the studio booklet, which will document theoretical perspectives, aspects of the knowledge base and selected strategic design proposals. The final presentation will be with an external examinor.
By signing up to the course students commit to doing field-work in Tasiilaq and the associated travel and accomodation expenses (travel should be booked soon).

Curriculum

High places: cultural geographies of mountains, ice and science. (2009). London: I.B. Tauris & Co.

Architecture: a project of the Arctic Perspective Initiative. (2010). Ostfildern: Hatje Cantz.

New towns for the 21st century: the planned vs. the unplanned city. (2010). Amsterdam: SUN.

Midt i verden: midt i Nuuk. (2011). (Dansk udg. ed.). Nuuk: Kommuneqarfik Sermersooq.

Possible Greenland. (2012). Conditions(11-12). (Hele heftet)

Fernández Per, A. (2013). 10 stories of collective housing: graphical analysis of inspiring masterpieces. Vitoria-Gasteiz: a+t architecture publ.

Hardenberg, J. E. (2005). Den stille mangfoldighed. Nuussuaq: Milik Publ.

Henriksen, N. (2008). Geological history of Greenland: four billion years of earth evolution. København: Geological Survey of Denmark and Greenland GEUS.

Jensen, O. G. (2009). 3913 Tasiilaq. S.l.: Inua.

Kleinschmidt, G. (2012). Kalaallisuuliorneq: arnanut kalaallisuuliornermik ilitsersuut = Nationaldragten : vejledning i fremstilling af kvindens nationaldragt (2. utg. ed.). Nuuk: Atuagkat.

Larsen, F. (2006). Tamaviaartumik. Malmø: F. Larsen.

Madsen, J. C. (2000). Grønlandske boliger: selvbyggeri og typehuse. Nuuk: Atuagkat.

Madsen, J. C. (2007). Offentligt byggeri i Grønland 1900-1946. S.l.: Atuagkat.

Mondrup, I. (2014). Isit takunnittut: Øjnene der ser. Nuuk: Dacapo Publishing.

Neergaard, H. B. d. Avittat: Grønlandske skindmønstre. De Grønlandske Kvinders Sammenslutning.

Pressman, N. (2004). Shaping cities for winter: climatic comfort and sustainable design. Pirice George: Winter Cities Assosiation.

Rosing Olsen, T. (2005). I skyggen af kajakkerne: Grønlands politiske historie 1939-79. S.l.: Atuagkat.

Strub, H. (1996). Bare poles: building design for high latitudes. Ottawa: Carleton University Press.

Van Deurs, L. (2011). Vi går gerne langt for vore døde: kirkegårde og landskaber i Grønland. København: Vandkunsten.

Vindum, K. (2012). Greenland revisided. Arkitektur DK, 56(4), 48-51.

Mandatory coursework	Courseworks required	Presence required	Comment
Supervision talks	1	Not required	Design project - individual or in teams of two
Excursions	10		Supervision sessions
	6		Presentations to the class - including final review
	1		One week fieldwork in Tasiilaq
	2		Two design workshops relating to the design project.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	Presentation in front of external sensor. The presentation will be individualle or in a team of two.

Workload activity	Comment
Curriculum	teoretisk seminar med obligatorisk lesing og plenumpresentasjon
Group work	Kartlegging, referensestudier og hurtigoppgave hvorav en uke i Tasiilaq, Grønland
Planning assignment	Individuell programmering og prosjektering (evt i team á to)
Group work	designworkshop - knyttet til prosjekteringsoppgaven
	Felles produksjon af kursbok

Start semester

2014 Høst

Concepts for the Subarctic City Snowhow in a Cold Climate

Credits:

Full course name in Norwegian Bokmål:

Konsepter for subarktisk by

Course code:

60 505

Level of study:

PhD

Teaching semester:

2014 Autumn

Language of instruction:

English

Person in charge

Anita Veiseth

Required prerequisite knowledge

Open for Architect and Landscape Architect students

Course content

In wintertime the city of Tromsø receives extreme amounts of snow and experiences recurrent challenges with regards to snow management. Very often a random deposition is the chosen solution. The random areas are often the playgrounds and park areas; sites that are important to reposess in early spring. The random deposition of snow often leads to blocked natural waterways and a breakdown of planned waterflow. The result is flooded areas that then freezes and becomes icy with reduced accessibility especially for pedestrians and cyclists. The depositioned snow represents an ecological hazard as the snow contains pollutants from motorized vehicles. The melting snow will follow roads or tubes, and reaches the sea unfiltered and polluted.

How can we make safe snow deposits that do not reduce access to our green structures and walkways ? How to enhance winter circulation for pedestrians, bikers, skiers and people with physical disabilities ? What are the necessary requirements for walkways specifications; climatical, surfaces, construction and dimensions to meet the demands of a changing climate ? How can ice, snow and storm water be turned into qualities for a winter city instead of posing a problem ? How to develop strategies for implementing our findings in practical policy making ?

The autumn 2014 studio is a research pilot that will explore, map, analyze, discuss and represent conceptual design solutions to these questions. The pilot will be organized with Tromsø Municipality as a partner, and the outcomes will be implemented in an ongoing work to develop policies to improve mobility for vulnerable road users.

Learning outcome

Knowledge of particular circumstances in the Subarctic; political, economic, social, climatic and geographical.

Knowledge of mapping and analysis of nature based and human made systems and infrastructure.

The ability to develop a critical position and to develop operative landscapes based on concepts on a strategic and formative level. The students should be able to discuss projects in relation to the future development of the subarctic city.

The ability to understand the dynamic evolution of landscapes , as well as the forces that affects it (political, economic, social and nature based).

Working and learning activities

The studio works as a collective platform for lectures, reading, discussions and practical excercises.

The semester will start with a study trip in Finnmark to get introduced to the landscapes and settlements in the region. There will be specialists invited to meet us at specific sites to share knowledge and opinions. The students will participate in a 3-day workshop together with students from Finland and Sweden, where interpretations of landscape and built environments will be the main theme. There will be costs in connection with the excursion, approximately 3000-5000 NOK.

Tromsø Municipality will organize a seminar where we will meet the recourse persons from the projects that we will cooperate with in this studio course; Where goes Tromsø ?, Bisycle Town Tromsø and Transport Network Tromsø. The resource person will be available for contact during the semester, and will also take part in critics.

There will be seminars in specific themes, where external resources will contribute with their competence. The themes will be mapping (video interviews, analyzing methods, cartography), snowhow (scientific, experience qualities), climatic analyzes (wind- and snow drifting analyzes, comfort zones), model work (formal studies, scale) and communication (digital platforms, social media, presentation).

Students will receive individual tutoring, and there will be regular critics with invited guests where project work is presented and discussed.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	Evaluation of project work that will be developed in the course of the studio, and presented in a final review at the end of the semester. Final evaluation by an external examiner. The course is assessed as Passed/Failed according to the Regulation for Master degree programs at AHO § 6-14.

Workload activity	Comment
Group work	Studies of references, mapping and a short assignement
Curriculum	Three workshops á 2 days, analysis, modelling, climate
Planning assignment	theory seminar with lectures, discussions and mandatory reading
Group work	Individually programming and projecting (possibly in groups of 2)
	Production of course book, blogg and exhibition

Start semester

GK5 By og arkitektur

Credits:

Full course name in Norwegian Bokmål:

GK5 By og arkitektur

Course code:

60 150

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

GK5UL1 har Osloregionen som studieobjekt. Kurset består av fire hoveddeler:
1 Introduksjon urbanisme : By og arkitektur
2 Prosjekteringsoppgave: Bytransformasjon.
3 Studiereise
4 Atlas Oslo: Analyse, opptegning og diskusjon av utvalgte byområder og byprosjekter i Osloområdet.

1. INTRODUKSJON URBANISME
Kurset introduserer studentene til byen som tema og urbanisme som fagområde i arkitekturen gjennom en rekke kortere oppgaver, forelesninger og diskusjoner.

2. OPPGAVE: BYTRANSFORMASJON
Oppgaven er et større transformasjonsprosjektet i et gitt byområde.
I valg av område søkes etter urbane problemstillinger som er aktuelle i dagens byutviking. Oppgaven delas up i flere tematiske arbeidsmoment som speiler arbeidsprosessen og avsluttes med en sluttgjennomgang. Forstudiene skal hjelpe gruppene å danne seg et bilde av hvilke strukturelle og arkitektoniske potensialer som kan utvikles, og hvilket konseptuelt rammeverk man baserer prosjektet på. Ideen er å skape en “operativ holdning” hos studentene som utgangspunkt for å artikulere et planprosjekt.

3. STUDIEREISE
Målet med reisen er å gi studentene konkret erfaring med by og byutviklingsprosjekt av høy kvalitet. Erfaringene skal gi grunnlag for løpende diskusjon og refleksjon om aktuelle og relevante problemstillinger i urbanisme og planlegging.

4. ATLAS OSLO:
Utvalgte, realiserte arkitekturprosjekter analyseres, dissekeres og drøftes strukturelt, programmatisk og ideologisk: Hva har styrt volumoppbygging, skala, programinnhold og arkitektonisk formgivning? Hva gir de til byen og hva tar de fra byen? Hvem er de bygget for, og på bekostning av hva? Det empiriske materialet tar utgangspunkt i byarkitektur oppført gjennom de siste 30 årene. Fellesnevneren er prosjektenes kompleksitet og særegenhet som arkitektonisk form innenfor en bykontekst. Studiene vil kunne peke på forutsetninger og formål for ulik byarkitektur, og illustrere både hvordan arkitekturen formes av byen og hvordan byen formes av arkitektur. Prosjektet avsluttes med en utstilling hvor prosjektene presenteres og diskuteres i dialog med involverte aktører.

Learning outcome

Kunnskaper
Ved gjennomført studium skal studenten;
GK5UL skal samlet gi basisopplæring i historie, teori, metode og praksis innenfor urbanisme. Studentene skal i studiokurset (GK5UL1) ha vært med på å utvikle og presentere et komplekst byplanprosjekt med reelle rammer og forankring i et aktuelt byplantema. Hovedfasene vil inneholde byanalyse, plan/prosjektutvikling samt presentasjon.

Ferdigheter
Ved gjennomført studium skal studenten;
Studentene skal i studiokurset oppøve evne til å arbeide overlappende i ulike skalaer og å etablere en grunnleggende forståelse av sammenhengen mellom arkitektur, landskap og samfunn.

Generell kompetanse
Ved gjennomført studium skal studenten;

Working and learning activities

Undervisningen vil være en kombinasjon av forelesninger fra lærerteam og inviterte gjester med veiledninger, workshops og gjennomganger gjennom hele semesteret. Oppgavene løses individuelt og i gruppe.
For hver av kursets deler vil det være egne underdelinger. Detaljert opplegg utformes og legges ut på Moodle ved hver deloppgavestart.
Kurset avsluttes med en felles utstilling som del av AHO-works.
Eksamen og vurderingsformer
Kurset har delinnleveringer som alle bidrar til å sette den endelige karakteren. Innlevering, oppmøte og presentasjon er obligatorisk for alle gjennomganger. Gjennomføring av utstillingen vil også være en del av grunnlaget for den endelige karaktersettingen.

Kurset bedømmes etter karakterskala A - F, der E er laveste ståkarakter, jfr Forskrift for masterstudiene ved AHO § 6-14

Curriculum

Opprettes senere

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	A-F	Se arbeidsformer og læringsaktiviteter

Start semester

2014 Høst

En tilpasningsdyktig urban trebygning

Credits:

Full course name in Norwegian Bokmål:

En tilpasningsdyktig urban trebygning

Course code:

40 506

Level of study:

Master

Teaching semester:

2014 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Completed basic education / admitted to master level

Course content

New timber technology and solutions for fire protection opens for a broader application of wood-based solutions in urban areas. Stronger focus on the environmental properties and the carbon-sequestrating potential of building materials places wood at the centre of attention. Sustainable buildings must be designed for long lifecycles. They must have a high and durable architectural and technical quality and they must be adaptable to varied use over time. They must combine generality in room forms with possibilities for flexible partitioning and furnishing. This requires tight coordination of constructions, building envelopes and the systems for water supply, sewage, heating and ventilation.

The main aim of the course is to develop strategies for adaptable urban timber buildings. The design task is a medium-sized office building containing workplaces, conference rooms, exhibition/information areas, cafeteria and restrooms / wardrobes. Adaptability to alternate future work patterns, user groups or functions shall be documented.
The formability of timber components shall be utilized in studies of how contrasting geometries may interact in architectural design.

Learning outcome

Knowledge
Knowledge of development patterns and building typologies that are suited for urbanizing areas. Overview of climatic factors that influence site plans and building design. Updated information about wooden materials and structural systems that are applicable in urban settings. Knowledge of possibilities and challenges related to the use of wood in urban building envelopes. Knowledge of relevant systems for natural and mechanical ventilation, utilization of solar energy and water handling on household and urban levels.

Skills
Ability to develop architectural strategies related to program, site and technology. To develop design aimed at rational production, climate adaption, energy efficiency and sustainability. Ability to communicate architectural strategies, systems solutions and building design through drawings and texts.

General competence
Ability to independently develop detailed architectural design of a medium-sized urban building.

Working and learning activities

Moodle will be used by the teachers and the students. The students are expected to have access to and skills in the use of digital tools suited for development of detailed presentation drawings.
The course is linked to the research project “Increased use of wood in urban areas - WOOD/BE/BETTER.” An interdiciplinary team of architects, engineers and wood technologists will contribute to the course in the form of lectures and individual tutoring.
The course will be organized as an ordinary studio course focusing on architectural projects that will be developed individually or by groups of students.
Initial lectures will cover urban development, building typologies and the detailed program of the design task. A special series of lectures will give insight in wooden materials and wood technology. The team of teachers also give lectures about energy and environmental themes related to urban buildings.
Miniseminars on selected themes will be arranged on demand.
At least three intermediate deliveries and plenary reviews and critiques leading up to final delivery commented by the team of teachers and external evaluator.
Clearly defined guidelines will be given for the content of the deliveries aiming at publication as a part of the research project. The course will organise an exhibition of the projects.
The course will be evaluated as passed / not passed according to the rules of the Master studies at AHO, paragraph 6-14. Exchange stuents will be evaluated according to international agreements and standards.
Lectures and student projects from relevant earlier studio courses will be made available.
A list of litterature is under development.

Courseworks required	Presence required	Comment
1	Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail

Workload activity	Comment
Lectures	Deltakelse på forelesningene forutsettes.
Individual supervision	Deltakelse i individuell veiledning forutsettes. Omfang og karakter kan tilpasses studentenens behov
Planning assignment	Deltakelse i workshops og prosjektgjennomganger er en forutsetning for bestått kurs
	Utarbeiding, presentasjon og gjennomgang av prosjekteringsoppgave er en forutsetning for bestått kurs

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

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

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	A-F
Comment:	Karakteren er basert på en samlet vurdering av alle leveransene.

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

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	Forberedelseskurs til verkstedkurs samt verkstedkurs inkl. leveranse vurderes separat og skal være bestått. Inngår i samlet semesterevaluering.

Languages

2014 Høst

Start semester

Concurrent Trends: Postmodern and Deconstructive Architecture (1968 to 1988)

Start semester

ACDL Computation

Start semester

GK 3 Interactive products

Start semester

GK5 Identitet i produkter, tjenester og interaksjoner

Start semester

Industrial Design 1(ID): Technoform

Start semester

GK1 Grunnkurs Design - Del 1

Start semester

Urban design - Arktisk urbanisme

Start semester

Concepts for the Subarctic City Snowhow in a Cold Climate

Start semester

GK5 By og arkitektur

Start semester

En tilpasningsdyktig urban trebygning

Pages

Workload activity:	Group work
Comment:	kvalitet og omfang på gruppe- og individuelle innleveringer

Mandatory coursework:	Supervision talks
Courseworks required:	1
Presence required:	Not required
Comment:	Design project - individual or in teams of two