2016 Høst

Start semester

Byens offentlige rom

Credits:

Full course name in Norwegian Bokmål:

Byens offentlige rom

Course code:

60 306

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Person in charge

Jonny Aspen

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

This course has the city’s public spaces as its thematic focus. The course sets out to explore, through theory as well as empirical research in Oslo, what the main characteristics of urban public spaces can be said to be today. We will look into how public spaces are produced, used and perceived across a range of spatial settings and social contexts. Some of the questions we will deal with are the following: What are the most important forces shaping todays urban public spaces? In what ways are urban public spaces changing? What is it that makes urban spaces public?

Learning outcome

Knowledge: The students will gain knowledge about contemporary urban public spaces that will be of great value for discussing architecture and urban development.

Skills: The students will be trained in reading, discussing and presenting theoretical texts. The students will also be trained in various modes of researching concrete urban public spaces.

Competence: The students will acquire competence that prepares them, based on their own research material, for writing a final discursive paper on the topic of contemporary urban public spaces.

Working and learning activities

The course will consist of three parts: 1) a selection of lectures on issues of urban public spaces, 2) readings of a selection on theoretical texts (students are expected to prepare presentations) and seminar discussions, 3) background research related to the writing of a final paper.

Mandatory work requirements
Students are expected to read a selection of the curriculum for each weekly session. The students will also be given the task of preparing seminar presentations based on their readings. Throughout the semester the students (tentatively small groups of 2-3 students) will spend time on conducting a case study of their own. The students are then, towards the end of the semester, expected to write up a final paper based on both case study material and theoretical readings.

Presence required	Comment
Not required	Students are expected to read a selection of the curriculum for each weekly session. The students will also be given the task of preparing seminar presentations based on their readings. Throughout the semester the students (tentatively small groups of 2-3 students) will spend time on conducting a case study of their own. The students are then, towards the end of the semester, expected to write up a final paper based on both case study material and theoretical readings.

Presence required

Comment

Not required

Students are expected to read a selection of the curriculum for each weekly session. The students will also be given the task of preparing seminar presentations based on their readings. Throughout the semester the students (tentatively small groups of 2-3 students) will spend time on conducting a case study of their own. The students are then, towards the end of the semester, expected to write up a final paper based on both case study material and theoretical readings.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	The students shall write up a final paper that is to be handed in towards the end of the semester. The students shall also prepare a short presentation for the final critique. The course is assessed as Pass/Fail, subject to the Regulations for Master’s degree programs at AHO, §6-14.

Start semester

2016 Høst

Architecture makes history - Rome

Credits:

Full course name in Norwegian Bokmål:

Architecture makes history - Rome

Course code:

80 308

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

The course is taught in Rome and is only open for, and mandatory for students that enroll in the studio course Re-store Rome: Projections and Transformation of History taught by Bryony Roberts.

Course content

The elective course investigates how Rome’s architecture and the idea of history entwine. “Temporality”, “history”, and “past” are no abstract notions but ingredients of and in architectural practices at all times.

The course will systematically analyze how the idea of the past is framed, conveyed, invented in architecture, and in an architectural discourse, in a series of case studies, from antiquity to the present, which will include buildings, models, drawings, prints, texts. We shall look beyond the monuments and rather hunt for the collisions and cover-ups between epochs in order to learn how architecture uses history strategically and practically. A hypothesis is that materials and media as such contribute to shape the past, not the other way around, combining in a temporal chain we call history. Things that produce the past may range from a strategic use of materials like marble, concrete and plaster to signs, wires, lighting or other simple devices employed to camouflage that ancient buildings in reality have become modern. For one might say that history does not exist other than as a display of the present. By what means does Rome historicize its legacy? How can we say that a building “exist” in the past? When and how do monuments become ancient and for what purpose? Do buildings themselves – their historicity, additions, preservation, reconstructions – in some way structure temporality and the notion of time’s passing?

The course’s aim is to unravel strategies from Roman antiquity to Mussolini’s fascism, to stage, censor, and alter history through the means of building. We have classed these strategies in three groups – materials, mediations, annexations. Each group consists of case studies – one each day – which we will study in depth and that include archaeological sites, buildings, print collections, and architectural texts.

Learning outcome

The course will give a first-hand knowledge of Rome’s architecture, from antiquity to the present, and more specifically of the various material, spatial and medial strategies with which Rome’s heritage is constructed and transmitted. The student will acquire insight into architectural history and its theoretical and methodological challenges. Investigations into the “construction of the past” in marble, concrete, plaster, and in drawing, print and text, will expand the student’s practical knowledge. With concrete examples from history, the course provides the student with a “toolbox” of references and options to consult and use in the career as an architect.

Working and learning activities

Architecture makes history consists of a combination of lectures, seminars and visits to selected monuments and other venues in Rome. The course requires active participation in seminars and the student is expected to make drawings on site, use photography, take notes, sample materials or otherwise gather data for this/her work with the assignment.

Mandatory coursework	Presence required	Comment
Excursions	Not required	The course starts on 17. August at AHO with an introduction. However, classes normally spread throughout the term is here concentrated in a successive run of nine days in Rome the period 6.–16. September. Teaching in Rome starts Tuesday 6. September. The course will be followed by a study week (“fordypningskursuke”) devoted to individual work with the assignments. The students are expected to arrange their own travel and find living quarters on their own.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	The elective course Architecture makes history forms a double bill with the studio course Re-store Rome: Projections and Transformation of History, led by Bryony Roberts, which runs parallel. Participation at both courses is mandatory. The assignment for the elective course consists of a hand-in in the form of drawing, model, or text that document the conflict or overlap between the past and present with an example related to the course. The hand-in will be taken up and further developed in the studio course Re-store Rome, and final assessment will be in December.

Start semester

Tropical Architecture

Credits:

Full course name in Norwegian Bokmål:

Tropical Architecture

Course code:

40 306

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Person in charge

Christian Hermansen

Required prerequisite knowledge

This course is obligatory for the ECO MOYO Education Centre studio students, others may join but the schedule is not to be like other 6 ECTS courses.

Course content

Tropical architecture consists of buildings specifically designed for tropical climates, with the objective of producing pleasant living conditions while reducing the buildings’ energy consumption, particularly the cooling load.

This course teaches students to develop the knowledge which makes them aware of the principles of sound architectural design in a tropical climate. The course will also impart the skills needed to analyse a particular architectural situation and offer adequate design solutions that will guarantee a good quality environment in tropical conditions.

Some of the most important architectural principles which apply to tropical architecture are simple to enumerate:

(1) Shading the sun and protecting from the rain using eaves, roof overhangs, verandas etc.;
(2) Using a double roof system to limit heat gain and to allow hot air to escape;
(3) Making sure that high thermal mass materials (materials that retain heat and release it slowly) are properly shaded;
(4) Limiting exposure to the sun on the east and west sides, so that the rising/setting sun does not penetrate and heat up the house;
(5) Opening the house to the prevailing breezes to facilitate the passage of cooling breezes;
(6) Placing openings in the ceiling to allow hot air to rise;
(7) Raising the structure above ground to avoid invasions by insect, pests, and floods.

Learning outcome

Outcomes:
1. To understand the need for adequate climatic design.
2. To study the relationship between architectural design and a tropical climate.
3. To study the interesting diversity that we find in the world due to the fact that every place, as each person, presents different characteristics and destinies.
4. To reflect on, and learn from, local, vernacular architecture as a means to understand solutions to climate whose origin stems from a condition of scarcity,
5. Familiarize the student with creative architectural solutions to conditions of scarcity.

Working and learning activities

The course will consist of a series of lectures and films which will introduce the subject. Each student will be asked to select one building which the student admires, sited in a tropical climate, and carry out a detailed study describing in detail the techniques and devices the building employs to cope with local climatic conditions. During the development of the course each student will present their study in seminar sessions as a means to assess progress and the quality of the content.

Work Effort:
The course is largely based on individual research and initiative. Although the research will be guided by the teacher, the study will largely be self-motivated. Students are expected to participate in all lectures, workshops and seminars.

Curriculum

Maxwell Fry and Jane Drew, Tropical architecture, NY: R.E. Krieger, 1964

www.unesco.org/en/unitwin/access-by-region/asia-and-the-pacific/australia/unesco-chair-in-tropical-architecture-14

Joo Hwa Bay, Boon Lay Ong, Tropical Sustainable Architecture Social and Environmental Dimensions 2006, London: Arch Press, 2006.

H. le Roux, Building on the Boundary — Modern Architecture in the Tropics, Social Identities, Volume 10, Number 4, 2004.

Elizabeth Karol, and Vincent Voon Chin Lai, Climatic Design and Changing Social Needs in the Tropics: A Case Study in Kuching, Sarawak, Sustainability 2014, 6, 6278-6292.

Iain Jackson, Jessica Holland, The Architecture of Maxwell Fry and Jane Drew, Farnham: Ashgate 2014.

Ola Uduku, Modernist architecture and ‘the tropical’ in West Africa: The tropical architecture movement in West Africa, 1948–1970, www.elsevier.com/locate/habitatint.

Shay Zak, New Tropical Classics, L.A.: Architecture/Interiors Press, 2011.

Lefaivre, Liane, Tzonis, Alexander e Stagno, Bruno. 2001. The Suppression and Rethinking of Regionalism and Tropicalism after 1945. [book author] Liane Lefaivre e Alexander Tzonis. Tropical Architecture – Critical Regionalism in the Age of Globalization. West Sussex : Wiley–Academy, 2001, cap. 2, pp. 14-58.

Moughtin, Cliff e Shirley, Peter. 2005. The environmental crisis and sustainable development. [book author] Cliff Mougtin e Peter Shirley. Urban design: Green dimensions. Second Edition. Linacre House, Jordan Hill, Oxford OX2 8DP; 30 Corporate Drive, Burlington MA 01803 : Architectural Press, 2005, 1.

Roux, Hannah le. 2003. The networks of tropical architecture. The journal of architecture. 2003, Vol. 8, pp. 337, 354.

Manuals of tropical housing and building part 1: climatic design / Otto Koenigsberger London: Longman, 1974

Roofs in the warm humid tropics / Otto Koenigsberger, Otto and Robert Lynn ( Architectural Association Papers, 1) London: Architectural Association, 1965

Village housing in the tropics / Jane Drew, Maxwell Fry and Harry Ford London: Lund Humphries, 1947

Mandatory coursework	Presence required	Comment
Presence required	Not required	The course is largely based on individual research and initiative. Although the research will be guided by the teacher, the study will largely be self-motivated. Students are expected to participate in all lectures, workshops and seminars.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	Each student will produce a report on one tropical building, the examinations will be an evaluation of the understanding of tropical architecture that the student reveals through the report.

Start semester

Short Stories Grand Narratives

Credits:

Full course name in Norwegian Bokmål:

Short Stories Grand Narratives

Course code:

65 301

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

A completed Bachelor in Landscape Architecture or Architecture.

Course content

Short Stories Grand Narratives is a theoretical course that discusses land use debates and challenges in the northern region of Norway. Designers, architects, and landscape architects often move seamlessly between observing, thinking, drawing, modelling, reading and writing. While focusing on reading and writing, this course reflects on the design process, and in particular how architects incorporate expertise and knowledge from other disciplinary fields in their projects.

The overall objective of the course is twofold; first, it aims at giving the students a positive writing experience and an opportunity to develop their ideas textually. Second, it aims to introduce different perspectives on the Arctic and Sub Arctic sea- and landscapes. Short Stories reflect both the student’s personal encounters, and local accounts and cases that reflect the fact that the Arctic is a populated environment where people tend to their diverse, everyday practices. Grand Narratives reflect the geopolitical significance of Artic territories, the drama in the unfolding of climate change, long historical lines, power structures, indigenous perspectives, landscape practices, and pressing contemporary issues in changing land use policies, centralization, and urbanization.

Learning outcome

a. Knowledge:
• Have basic knowledge and general overview of recent discourses of Arctic landscapes and the northern social and political contexts, including indigenous issues.
• Have a basic understanding of various literary genres in academic writing.
• Have knowledge of the politics of visual representation in the use of maps, photos, and diagrams.

b. Skills:
• Students will learn how to search for and find relevant and contextual knowledge
• Show ability to distinguish between qualitative and quantitative research information, and be able to combine knowledge from different sources in in their own academic and creative writing.
• Be able to critically analyse an academic text.
• Ability to develop personal strategies to keep updated and informed as discourses and political, economic, climatic, and cultural conditions change.

c. General competence:
• The students will train in theoretically informing their own explorations and personal experience.
• Insight into the process of writing an academic text.
• Ability to ask informed questions about of research information from other research fields.
• Experience with communicating their ideas effectively through their texts.

Working and learning activities

This course is organized as reading and writing group, with lectures and/or conversations about the literature once a week. One or two of the sessions will be out-door activities. The students are expected to participate in the discussions, and give short presentations of their text sketches. Towards the end of the semester every individual student hand in a short theoretical paper based on the course literature and grounded in an empirical example illustrated by one map and one image.

Work effort.
Lectures, tutorials, and reading/writing group activities have mandatory attendance at 80%.
It is mandatory to read and analyse the course literature.
Mandatory hand in of all designated deliverables.

Curriculum

Writing, Representation and cartography

Stuart Hall, Representation: Cultural Representations and Signifying Practices. The Open University. Kapitlene: Introduction (1-12) og "The Work of Representation" 13-64, 1997

How to Talk About Things You Know Nothing About, By Keith Kahn-Harris, Published 05 Oct, 2009

http://www.architecturenorway.no/stories/other-stories/kahn-harris-2009/

Mapping

Bieke Cattoor and Perkins, Re-cartographies of Landscape: New Narratives in Architectural Atlases, The Cartographic Journal Vol. 51 No. 2 pp. 166–178, The British Cartographic Society 2014

James Corner, “The Agency of Mapping: Speculation, Critique and Invention.” In Mappings, p. 213-52. ed. Denis Cosgrove. (Reaktion, London, 1999)

The Nordic countries

Michael Jones, Seasonal landscapes in Northern Europe. Diedut 3, Sámi instituhtta, Kautokeino 2004.

Nordregio, State of the Nordic countries 2016 http://www.nordregio.se/en/Publications/Publications-2016/State-of-the-Nordic-Region-2016/

Statistisk Sentralbyrå, The economy of the Arctic http://www.ssb.no/a/english/publikasjoner/pdf/sa112_en/sa112_en.pdf

Sámi culture

Harald Gaski, Indigenous Interdisciplinary Internationalism: The Modern Sami Experience, with Emphasis on Literature, in Circumpolar Ethnicity and Identity, ed. Takashi Irimoto and Takako Yamada, (SENRI Ethnological Studies, 2004)

Baglo, Cathrine, From Universal Homogeneity to Essential Heterogeneity: On the Visual Construction Of "The Lappish Race". Acta Borealia 2-2001. (17 s.)

Gaski, Harald. 2011. Song, Poetry and Images in Writing: Sami Literature. Nordlit, Vol.27. (21 s.)

http://www.ub.uit.no/baser/septentrio/index.php/nordlit/issue/view/155

Landscape

Gunhild Setten, Fusion or exclusion? Reflections on the practices of landscape and place in human geography. Norsk Geografisk Tidsskrift. vol. 60, 2006.

Yrjö Haila, Our place at the table, The Architects’ Role in the Biosphere, Published 05 Jun, 2010, http://www.architecturenorway.no/questions/cities-sustainability/haila/

Anna Tsing, More-than-Human Sociality A Call for Critical Description, in Anthropology and nature

Ed. Kirsten Hastrup, Routledge, New York, 2013, p. 27-42

Jacob Meløe, Words and Objects, In: Publications from the Wittgenstein Archives at the University of Bergen, 17/2005. Bergen, 1992, p. 109-141.

Jacob Meløe, The Two Landscapes of Northern Norway, In Inquiry 3/1988, p. 387-401.

Reindeer herding

Mikkel Nils Sara, Siida and Traditional Sámi Reindeer Herding Knowledge, The Northern Review 30 (Spring 2009): 153–178

Mikkel Nils Sara, Land Usage and Siida Autonomy, Arctic Review on Law and Politics, vol. 3, 2/2011 p. 138–158. ISSN 1891-6252

Kathrine Ivsett Johnsen, Land-use conflicts between reindeer husbandry and mineral extraction in Finnmark, Norway: contested rationalities and the politics of belonging, in Polar Geography, 2016

Mandatory coursework	Presence required	Comment
Presence required	Not required	Lectures, tutorials, and reading/writing group activities have mandatory attendance at 80%. It is mandatory to read and analyse the course literature. Mandatory hand in of all designated deliverables.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	English reading and academic writing skills, as well as knowledge of Arctic conditions may be unequally distributed in the student group when we start the semester. Written material will be evaluated by external sensor, and the student’s personal progress, oral participation in discussions, and willingness to help each other with overcoming obstacles will be taken into consideration.

Workload activity	Comment
Lectures	Lectures, tutorials, and reading/writing group activities have mandatory attendance at 80%.

Start semester

2016 Høst

Architectural Tools

Credits:

Full course name in Norwegian Bokmål:

Architectural Tools

Course code:

40 307

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

The transition from architecture as a material profession to a fluid practice of hybrid sites, digital working spaces and global interconnectivity has rapidly changed not only the tools architects use, but also the way in which they intellectually engage the world they design.

Central to this transformation are some of architecture’s core conventions; the site in which an object sits, the working space in which the architect designs, and the tools which the architect uses, having morphed from the ink of the pen to vectors, meshes, nurbs and projections.

Actively shaping this transition requires the architect to not only command the workflows of contemporary digital practice but also to critically challenge the theoretical context in which the tools are formed.

The course consists of 6 exercises. Each exercise pairs a core design task within the digital realm with a core reading spanning from architecture, critical theory, art, and philosophy specific to the themes of places and objects.

Students are asked through these exercises to both solve a design task whilst providing their own theoretical argument inspired from the provided texts through their own project descriptions in writing and through verbal presentation. Each exercise lasts 2-3 weeks and concludes with common discourse with invited guests.

Learning outcome

1. The students will learn a set of core design tools for working in a contemporary architectural environment, including: 3d-model sourcing, 3d-printing, 3d-scanning, analytical drawings, Photoshop, and physical model making.

2. The students will familiarize themselves with central texts related to place and object spanning from early modernism to the contemporary context.

3. The students will learn to intellectually reflect upon the theoretical implications of their design work and learn to build a theoretical background in which to expand their own design studies and research.

4. The students will learn to write short descriptive texts of their design exercises and learn to verbally present their ideas amongst colleagues.

5. The students will familiarize themselves with current design work engaging architectural heritage, 3d-archiving and 3d-prototyping and will be asked to provide a personal speculation upon the future of digital technologies in architecture and design

Working and learning activities

Short 2 – 3 week continuous design exercises paired with a text.
Deliverables each week spanning from screenshots with a short description to larger models, images and drawings.
Lectures, tutorials and discussions as required.

Presence required
Not required

Start semester

2016 Høst

In Transit: Mass Displacement: When Temporary Becomes Permanent

Credits:

Full course name in Norwegian Bokmål:

In Transit: Mass Displacement: When Temporary Becomes Permanent

Course code:

60 513

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses/ Master
Open for architecture and landscape architecture students

Course content

In the context of the Syria crisis and as a contribution to the global response to mass displacement, In Transit II aims to develop design solutions, urban planning strategies, and tactical urbanism interventions to increase the livability for people in transit and their host communities.

Traditional, centralized urban planning seems to fail when faced with extreme, even temporary, population growth. Whether the reasons are due to political will, ability to engage or economic incapacity, the slow-moving urban planning processes are not meeting the urgency of these matters. Simultaneously, transitional spaces - such as refugee camps, are designed for the short term: to meet an emergency need and then disappear. This is no longer the reality in a globalizing world faced with urbanization and mass displacement caused by disasters and prolonged conflicts. The average stay in a refugee camp is now 17 years. At the same time, over 80% of displaced populations worldwide are seeking sanctuary in cities instead of settling in camps or camp-like settings. There is currently a disconnect between solving immediate needs and developing sustainable solutions benefitting the ones fleeing and the urban environments hosting them.

Both host community arrangements and large-scale refugee facilities require rapid urban planning interventions. Both situations also require hands-on design solutions ready for immediate implementation. In line with the urgency of the situation, the In Transit II course will be fast-paced, and make use of the following approach: smart programming combined with attractive physical spaces – where the goal is to achieve city or neighborhood coherence, and social cohesion between the new arrivals and their host communities.

The studio will focus on mass displacement and urbanization by looking at the situation in two vastly different host countries: JORDAN and NORWAY
The Zaatari refugee camp in Jordan is currently housing 80,000 persons, while in Norway the Norwegian Directorate of Immigration (UDI) is planning to rent “flotels” (ships) and construct “barrack cities” that will each house between 1000-5000 persons.

Despite the temporary nature of such facilities, emergency accommodations tend to become permanent settlements. How can we maximize the capacity of people in acute need of protection, and at the same time ensure a high degree of dignity and livability? How are we addressing the long-term spatial and specifically urban needs with rapid relief interventions?
How can we develop design strategies for durable solutions and livable communities in in countries where refugees seek asylum?

What is the best option for the new arrivals, and what are acceptable solutions for the hosts? What is the spatial and programmatic common ground for the new arrivals and their host communities?

“Barrack cities” or “Flotels”– can’t we do better?
Background:
The number of refugees arriving in Europe seeking international protection continues to increase. However, it remains low compared to Syria`s neighboring countries, with slightly more than 10% of those who have fled the conflict seeking safety in Europe. As Syria is entering its sixth year of conflict, more than 2.1 million Syrians have been registered by the United Nations High Commissioner for Refugees (UNHCR) in neighboring countries: Egypt, Iraq, Lebanon, and Jordan. Approximately 2 million Syrian refugees are currently in Turkey. One million refugees and migrants fled to Europe in 2015.

Learning outcome

Both the international community (the United Nations, the World Bank, INGOs, the AU, the EU, and others) and the professions constituting the built environment (architects, urban planners, landscape architects, designers and engineers) urgently need to adapt their capacity and response to the shifting nature of this global crisis.
Merging the built environment and urbanization with the particularities of the international community’s crisis response, the students will be introduced to the United Nations and its response mechanisms, focusing on the role of the architect/designer and the subject of urban planning and design within the field of humanitarian response and development

Working and learning activities

The studio is organized around two case studies:
JORDAN: A total number of 800,000 Syrian refugees are currently living in Jordan, in addition to a considerable number of Iraqi asylum seekers. Approximately 80 per cent of Syrian refugees reside in non-camp settings, while the remaining live in refugee camps. Zaatari is the second biggest refugee camp in the world, and with a population of close to 80,000 individuals it can no longer be considered as a temporary camp, but rather a city.

For most people, the iconic image of refugees is thousands of people living in row upon row of tents in a sprawling emergency camp in the countryside. But the reality today is that more than half of the world's refugees live in urban areas, where they face many challenges and where it is more difficult to provide them with protection and assistance. That’s the case in Jordan, where tens of thousands of Syrian refugees have bypassed camps near the border and sought shelter in towns and cities like Amman, the national capital.

NORWAY:
When refugees have arrived at the country in which they wish to apply for asylum, they are accommodated in asylum/ reception centers. Some stay there for a few weeks, others for months, even years. These centers turn into parallel worlds, in many cases secluded from their surroundings.
According to the Norwegian Directorate of Immigration (UDI), the total number of people seeking asylum or other forms of protection in Norway in 2015 was 11,884. Out of these, 2,222 Syrian citizens applied for asylum/other protection. The UDI guidelines say that the physical environment in reception facilities should be of “modest but reasonable standard “. The UDI is currently planning the construction “barrack cities” with the capacity to accommodate 60,000 refugees.

Supplementary information
Study trip to Jordan

Presence required
Not required

Start semester

GK5 Identitet og Opplevelse

Credits:

Full course name in Norwegian Bokmål:

GK5 Identitet og Opplevelse

Course code:

70 152

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Bestått to år grunnkurs på Institutt for design.

Course content

Hovedfokus i kurset er merkevareidentitet (branding) og opplevelse.

I løpet av semesteret skal studenten utvikle en merkevare innenfor et aktuelt tema definert ved semesterstart. Studenten skal utarbeide en individuell designløsning som svar på oppgaven. Målet er å utvikle et eget merkevarekonsept, samt formidle verdier og identitet i en ny merkevare gjennom opplevelse, tjeneste, og kontaktflater (touchpoints) som produkt og/eller interaksjon og visuell identitet.

Prosess og metoder er vektlagt, og prosessen skal dokumenteres i en skriftlig rapport ved semesterslutt.

Learning outcome

Studenten skal ha lært hvordan man utvikler merkevarer og tjenester, og hvilken rolle produkter og merkevarer har i dagens samfunn. Deretter skal studenten ha utviklet kritisk tenkning rundt et gitt tema, og beherske grunnprinsippene i utviklingen av et merkevarekonsept.

Kurset har som mål å gi studentene en forståelse av:
• Merkevareteori
• Utvikling av merkevarekonsept, inkludert en tjeneste
• Utvikling og formgiving av produkt og/eller interaksjon (prototype)
• Utvikling og formgiving av visuell identitet
• Utvikling og formgiving av andre relevante kontaktflater (touchpoints)

Studentene skal:
• kunne beskrive et eget merkevarekonsept
• ha kunnskap om hva som inngår i en merkevarestrategi
• kunne anvende brukerorienterte metoder for å utvikle egen merkevare
• kunne definere mulige målgrupper og konkurrenter til egen merkevare
• ha kunnskap i hvordan man posisjonerer seg i forhold til målgrupper
• kunne metoder for å utvikle en tjeneste og visualisere denne gjennom en tjenestereise
• kunne metoder for å utvikle visuell identitet i tråd med overordnet strategi
• opparbeide bevissthet rundt merkevarenes rolle i dagens samfunn
• opparbeide bevissthet til egen designprosess og sin rolle som designer

Working and learning activities

Undervisningen er studiobasert med et gjennomgående hovedprosjekt i løpet av semesteret. Studentene jobber individuelt. Kurset består av forelesninger, inkludert teoriundervisning, workshops, ekskursjoner, samt individuell og gruppevis veiledning. Det er flere delgjennomganger i løpet av semesteret, og bedriftsbesøk inngår som del av kurset.

Curriculum

Et kompendium med utvalgte artikler blir delt ut ved semesterstart og er obligatorisk pensum.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Det er obligatorisk deltakelse på forelesninger, veiledning, gjennomganger, presentasjoner og ekskursjoner. Studenten må beregne å delta i undervisningen daglig i kjernetiden fra kl 09:00-16:00.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	-	Kurset består av flere leveranser gjennom semesteret. Alle leveransene må være bestått. Samtlige leveranser underveis i semesteret, endelig presentasjon, dokumentert prosess, skriftlig rapport og utstilling, danner grunnlaget for endelig karakter.

Workload activity	Comment
Lectures	Det er obligatorisk deltakelse på forelesninger, veiledning, gjennomganger, presentasjoner og ekskursjoner. Studenten må beregne å delta i undervisningen daglig i kjernetiden fra kl 09:00-16:00.

Start semester

Design Management

Full course name in Norwegian Bokmål:

Design Management

Credits:

Course code:

70 302no

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Person in charge

Rachel Troye

Berit Lindquister

Required prerequisite knowledge

Bestått grunnundervisning ved AHO eller tilsvarende relevant utdanning fra annen institusjon (bachelor)

Course content

Dette er en introduksjon til design management på et teoretisk og et praktisk plan.
Design management er et bredt fagområdet som omhandler mange forskjellige temaer some oppstår i grensesnittet mellom design og ledelse.
Kurset vil gi et kort historisk perspektiv på fagområdet for så å fokusere på og diskutere flere dimensjoner av faget – fra operasjonell til strategisk design ledelse.

Emnet gir innsikt i hvordan man bruker en designerly tilnærming for å løse andre utfordringer og i samarbeid med andre faggrupper (design tenkning). Emnet har fokus på design satt i et støre perspektiv i en kulturell og sammfunsperspektiv. Kommunikasjon rundt fagområdet er også viktig.

Kurset gir innsikt i følgende:

Operasjonell design management
Ledelse og styring av designprosesser og prosjekter (briefing, koordinering, tverrfaglige samhandling samt operasjonelle strategier).
Studentene lærer flere metoder.

Brand management  
Ledelse av prosesser for utvikling av nye merkevarer (produkt eller tjeneste) fra analyse og konseptutvikling til gjennomføring. Ledelse og vedlikehold av exsisterende merkevarerer.

Strategisk design management  
Bruk av designprosesser og design tenkning for innovasjon. Hvordan kan design bidra til at en organisasjon når sine strategiske mål og er bedre rustet til å møte fremtidens utfordringer?

Learning outcome

Kunnskaper
Ved gjennomført studium skal studenten ha forståelse for relasjoner mellom design- og management-faget i et kullturelt perspektiv.
De vil få trening i akademisk research og hvordan formidle denne informasjonen for et bredere publikum ved å skrive en artikkel ved kursets slutt og foreslå nye måter for hvordan teoretisk materiale kan bli presentert.

Studentene vil få teoretisk innsikt i fagområdet design management og hvordan det forholder seg til praktiske design tilfeller.

Ferdigheter
Ved gjennomført studium får studenten praktisk erfaring igjennom relevante oppgaver og tverrfglig samarbeide tildels i workshop.

Generell kompetanse
Studentene skal kunne kommunisere rundt faget, de skal lære å reflektere rundt og diskutere muntlig og skriftlig temaer some er relevante for design management.

Working and learning activities

En rekke forelesninger og workshops, delvis fra eksterne foredragsholdere, med et bredt spekter av erfaringer innenfor fagområdet.

Forelesningene blir etterfulgt av diskusjonsseminarer og workshops. Tverrfaglig samarbeide inngår i kurset.

En workshop og prosjekt med business og entreprenørskaps studenter vil gi designstudenten innsikt i forretnings og innovasjonskultur, metoder , prosesser og språk.
Studentene skal utarbeide en "Peer learning " presentasjon basert på forelesninger / workshop, lesestoff og egen forskning.

Deltakelse i klassen, på forelesninger og diskusjonsseminarer , det tverrfaglig workshop og veiledning er obligatorisk . (80 % deltagelse er nødvendig for å bestå ) .

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required	80%	Not required	Deltakelse i klassen, på forelesninger og diskusjonsseminarer , det tverrfaglig workshop og veiledning er obligatorisk . (80 % deltagelse er nødvendig for å bestå ) . Studentene forventes å dra nytte av den avsatte tiden for selvstudium og å lese gitt og anbefalt litteratur innenfor valgte eller gitt område innen design management . Studentene forventes å delta aktivt i klassen og workshops, og å bidra til et profesjonelt og konstruktivt tverrfaglig samarbeid.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	Basert på studenter aktiv deltakelse i kurs og workshops og deres evne til å reflektere over temaet, så vel som " peer learning " presentasjonen, blir studenten vurdert til bestått / ikke bestått.

Workload activity	Comment
Group work	Deltakelse i klassen, på forelesninger og diskusjonsseminarer , det tverrfaglig workshop og veiledning er obligatorisk . (80 % deltagelse er nødvendig for å bestå ) .
Individual problem solving	Studentene forventes å dra nytte av den avsatte tiden for selvstudium og å lese gitt og anbefalt litteratur innenfor valgte eller gitt område innen design management

Start semester

GK5 Designteori 2

Credits:

Full course name in Norwegian Bokmål:

GK5 Designteori 2

Course code:

70 153

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Nina Bjørnstad

Required prerequisite knowledge

Kurset bygger videre på Exphil, Designhistorie og GK4 Designteori 1. Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Kurset har fokus på områder som markedsforståelse, bærekraft og emosjonell design. Utvalgt litteratur fordeles på grupper som forbereder en presentasjon av det aktuelle tema for hele klassen. Studenten velger et eget fokusområde og bruker referanser blant oppsatt litteratur og avslutter kurset med å skrive en kronikk.

Learning outcome

Etter endt kurs skal studenten forstå utvalgt teori innenfor spesifiserte områder relatert til designfaget. Få innblikk og erfaring med skriving av en kronikk.

Working and learning activities

Kurset består av en forelesningsrekke og skriftlige øvinger med diskusjoner. Avsluttende innlevering av kronikk.

Mandatory coursework	Presence required	Comment
Presence required	Not required	90% deltagelse ved forelesninger, innleveringer og gjennomganger. Evaluering av innlevert kronikk.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	A-F	90% deltagelse ved forelesninger, innleveringer og gjennomganger. Evaluering av innlevert kronikk.

Start semester

Diplom arkitektur

Full course name in Norwegian Bokmål:

Diplom arkitektur

Credits:

Course code:

12 701

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Required prerequisite knowledge

Bestått to års masterprogram, godkjent portofolio for masternivå samt pre-diplom rapport godkjent av veileder og instituttleder.

Course content

Diplomsemesteret ved AHO er et individuelt studium med en selvvalgt tematikk. Diplomkandidaten skal gjennom semesteret utvikle et prosjekt i samråd med sin veile-der og skal innen en gitt frist levere et prosjekt av høy faglig kvalitet.

Learning outcome

- evne til å gi form til en arkitektonisk problemstilling gjennom vitenskapelig og kunstnerisk utviklingsarbeid
- forståelse for fagets sosiale, kulturelle og teknologiske forutsetningene
- evnen til å mestre fagets metoder, arbeidsredskap og medier
- forståelse for fagets historiske, teoretiske og samfunnsmessige grunnforutset-ninger
- evnen til å kommunisere ideer og prosjektmateriale til fagfeller og lekmenn
- selvstendig og ansvarlig holdning til faget
- evnen til å definere sitt eget faglige ståsted

Working and learning activities

Diplomsemesteret er et individuelt studium. Studenten er selv ansvarlig for tematikk og arbeidsform, beskrevet i en på forhånd godkjent diplomrapport.

Presence required
Not required

Grouping	Grading scale	Comment
Individual	Pass / fail	Bestått/ikke betått. Vurdert av eksterne sensorer

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	The students shall write up a final paper that is to be handed in towards the end of the semester. The students shall also prepare a short presentation for the final critique. The course is assessed as Pass/Fail, subject to the Regulations for Master’s degree programs at AHO, §6-14.

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	The elective course Architecture makes history forms a double bill with the studio course Re-store Rome: Projections and Transformation of History, led by Bryony Roberts, which runs parallel. Participation at both courses is mandatory. The assignment for the elective course consists of a hand-in in the form of drawing, model, or text that document the conflict or overlap between the past and present with an example related to the course. The hand-in will be taken up and further developed in the studio course Re-store Rome, and final assessment will be in December.

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	Each student will produce a report on one tropical building, the examinations will be an evaluation of the understanding of tropical architecture that the student reveals through the report.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	Pass / fail
Comment:	English reading and academic writing skills, as well as knowledge of Arctic conditions may be unequally distributed in the student group when we start the semester. Written material will be evaluated by external sensor, and the student’s personal progress, oral participation in discussions, and willingness to help each other with overcoming obstacles will be taken into consideration.

Form of assessment:	Portfolio assessment (Vurderingsmappe)
Grouping:	-
Grading scale:	-
Comment:	Kurset består av flere leveranser gjennom semesteret. Alle leveransene må være bestått. Samtlige leveranser underveis i semesteret, endelig presentasjon, dokumentert prosess, skriftlig rapport og utstilling, danner grunnlaget for endelig karakter.

Languages

2016 Høst

Start semester

Byens offentlige rom

Start semester

Architecture makes history - Rome

Start semester

Tropical Architecture

Start semester

Short Stories Grand Narratives

Start semester

Architectural Tools

Start semester

In Transit: Mass Displacement: When Temporary Becomes Permanent

Start semester

GK5 Identitet og Opplevelse

Start semester

Design Management

Start semester

GK5 Designteori 2

Start semester

Diplom arkitektur

Pages

Mandatory coursework:	Excursions
Presence required:	Not required
Comment:	The course starts on 17. August at AHO with an introduction. However, classes normally spread throughout the term is here concentrated in a successive run of nine days in Rome the period 6.–16. September. Teaching in Rome starts Tuesday 6. September. The course will be followed by a study week (“fordypningskursuke”) devoted to individual work with the assignments. The students are expected to arrange their own travel and find living quarters on their own.

Workload activity:	Lectures
Comment:	Lectures, tutorials, and reading/writing group activities have mandatory attendance at 80%.

Mandatory coursework:	Presence required
Courseworks required:	80%
Presence required:	Not required
Comment:	Deltakelse i klassen, på forelesninger og diskusjonsseminarer , det tverrfaglig workshop og veiledning er obligatorisk . (80 % deltagelse er nødvendig for å bestå ) . Studentene forventes å dra nytte av den avsatte tiden for selvstudium og å lese gitt og anbefalt litteratur innenfor valgte eller gitt område innen design management . Studentene forventes å delta aktivt i klassen og workshops, og å bidra til et profesjonelt og konstruktivt tverrfaglig samarbeid.