2016 Høst

Start semester

Digital fabrication, technologies and processes

Full course name in Norwegian Bokmål:

Digital fabrication, technologies and processes

Credits:

Course code:

70 303

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Person in charge

Steinar Killi

Required prerequisite knowledge

Completed foundation education. Basic prior knowledge in CAD tools such as Rhino, Solidworks, Alias, Blender etc. is required.

Course content

The course is a collaboration between representatives from the Insitute of Design, the Insitute for Architecture and the workshops at AHO. Involved parties include Geir Jarle Jensen, Tron Andersen, William Kempton and Michael Hensel.

There are several digital fabrication methods on the marked today, this course will, through practical, hands on exercises, give insight into use, limitations and possibities with some of these technologies. The course is meant for both design and architecture students who want a practice based understanding of existing and emerging digital fabrication technologies.

The Oslo School of Architecture and Design boasts of state-of-the-art workshops with both low end and high end 3d printing equipments, lasercutter, knifecutter and 3D scanning equipment. All technologies will be covered through small workshops and exercises.

Learning outcome

Knowledge
With the completed studies the student will be have hands on knowledge both to run different machines, but also to evaluate the usefulness of the different processes; SLA, SLS, FDM, 3DP, lasercutting, knifecutting and 3D scanning.

Skills
With the completed studies the student will be better equipped in utilizing the latent potentials of the technology in the setting of product-/interaction- and architectural design. The student will possess the neccessary knowledge involved in preparation and pre-processing of digital CAD files.

General competence
Digital fabrication is increasingly involved in design and architectural processes, as a tool for prototyping and construction. The course is meant for design- and architectural students at masters level, that seek a deeper insight on the utilization of digital fabrication, in their studies and elsewhere.

The student should be able to explain the choice of methods for realizing the tangible object, and why.

Working and learning activities

As with other elective courses the course will consist of weekly learning activities, lectures, material exploration and use of available digital fabrication processes through exercises.

Curriculum

Anderson, C. (2012). Makers: the new industrial revolution. Random House.

Hopkinson, N., Hague, R., & Dickens, P. (2006). Rapid Manufacturing: An Industrial Revolution for the Digital Age. John Wiley & Sons.

Thompson, R. (2007). Manufacturing processes for design professionals. Thames & Hudson.

Mandatory coursework	Courseworks required	Presence required	Comment
Exercise	5	Not required	Between ordinary course days assignments will be given

Form of assessment	Grouping	Grading scale
Oral Exam	-	Pass / fail

Workload activity	Comment
Lectures	Lectures on digital fabrication technologies and other related subjects.
Individual problem solving	Between ordinary course days, individual tasks will be given.
	Larger workshop in elective course week

Start semester

Modulating Microclimate 1

Credits:

Full course name in Norwegian Bokmål:

Modulating Microclimate 1

Course code:

40 305

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Required prerequisite knowledge

• Command of English Language (Reading, Writing, Listening, Speaking);
• Working Knowledge in Rhino;

The elective course ‘Modulating Microclimates’ is configured to provide knowledge and skills for the studio course ‘Architecture and Productive Landscapes’.

Course content

The elective course ‘Modulating Microclimates’ is configured to provide knowledge and skills for the studio course ‘Architecture and Productive Landscapes’. The focus is on learning concepts and skills related to environmental data collection and data-driven computational design.

Students will develop further their knowledge in Rhino modeling and acquire related skills in data-driven associative modeling (Grasshopper; see: http://www.grasshopper3d.com/) and in multi-objective optimization (see: https://en.wikipedia.org/wiki/Multi-objective_optimization; and Octopus; see: http://www.grasshopper3d.com/group/octopus/page/octopus-examples).

Students will also learn how to collect environmental data through purpose-configured measure-stations (Arduino; see: https://www.arduino.cc/) and how to feed the collected data into the Rhino environment for modeling purposes.

The elective course will be delivered in three one-week sessions prior to the field trip of the studio course.

Learning outcome

Knowledge
• Knowledge of architectural and computational design themes;
• Knowledge in local microclimate and architectural design;
• Knowledge in data collection and data-driven computational design.
• Knowledge in the utilization of advanced visualization methods;

Skills
• Skills in data collection and the making of weather stations;
• Skills in data-driven computational design;
• Skills in advanced visualization methods;

General competence
• The ability to set up and follow through a design process that leads to the desired result;
• The ability to develop designs based on specific performance criteria;

Working and learning activities

Teaching Activities:
• Lectures on key conceptual and methodological approaches;
• Workshops focused on skill building;
• Hands-on tutorial sessions;

Core thematic foci include:
• Data-collection;
• Data-driven design;
• Associative Modeling;
• Multi-objective Optimization;

The methodological approach encompasses:
• Integration of iterative data-driven Methods, Processes, Information and Analysis;

Work Effort
• 90% mandatory attendance;
• Participation in 3 intense one-week workshop sessions;

Curriculum

· Ayres, P. ed. (2012) Persistent Modelling. London: Routledge;

· Frazer, J. (1995) An Evolutionary Architecture. London : AA Publications. PDF Online: http://www.aaschool.ac.uk/publications/ea/intro.html

· Kolarevic, B. Ed. (2003) Architecture in the Digital Age: Design and Manufacturing. London. Taylor and Francis.

· Kolarevic, B. and Malkavi, A. Eds. (2005) Performative Architecture – Beyond Instrumentality. London: Spon Press

Literature list to be completed…

Web-resources:

Rhino:

· https://www.rhino3d.com/

· https://www.rhino3d.com/download

· https://www.rhino3d.com/tutorials

· http://docs.mcneel.com/rhino/5/usersguide/en-us/index.htm

· https://vimeo.com/rhino

Grasshopper:

· http://www.grasshopper3d.com/

· http://www.grasshopper3d.com/page/tutorials-1

· https://vimeo.com/album/64106

· https://vimeopro.com/rhino/grasshopper-getting-started-by-david-rutten/video/79844992

· http://static1.squarespace.com/static/51c6f9f3e4b0e47ad1bbc71c/t/521cf940e4b021571fc7d3a5/1377630528615/Grasshopper+Primer_Second+Edition_090323.pdf

Galapagos / Octopus:

· http://www.grasshopper3d.com/group/ladybug/forum/topics/multi-objective-optimization-lb-hb-galapagos

· http://www.food4rhino.com/project/octopus?etx

· http://www.grasshopper3d.com/group/octopus

· http://www.grasshopper3d.com/group/octopus/page/octopus-examples

· https://www.youtube.com/watch?v=SlyXJEO76BI

Arduino:

· https://www.arduino.cc/en/Tutorial/HomePage

· http://www.jeremyblum.com/category/arduino-tutorials/

· http://www.introtoarduino.com/downloads/IntroArduinoBook.pdf

· http://www.control.aau.dk/~jdn/edu/doc/arduino/litt/ArduinoTutorials.pdf

· http://www.me.umn.edu/courses/me2011/arduino/arduinoGuide.pdf

· http://www.hfremote.us/files/Arduino.pdf

· https://www.youtube.com/watch?v=fCxzA9_kg6s

· http://video.mit.edu/watch/arduino-tutorial-1-10950/

Mandatory coursework	Presence required	Comment
Presence required	Not required	• 90% mandatory attendance; • Participation in 3 intense one-week workshop sessions;

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	The examination will focus on: • Active participation in workshop sessions; • A detailed workshop log delivered at the end of the elective course; • A working system for collection of environmental data;

Start semester

Rethinking the Architecture Board

Full course name in Norwegian Bokmål:

Rethinking the Architecture Board

Credits:

Course code:

80 307

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Person in charge

Ingrid Lønningdal

Required prerequisite knowledge

Passed foundation level courses (bachelor)
Only open for Architecture students.

Course content

This is a course in free-hand drawing where we use the architecture board as a starting point: within the board two-dimensional and formal aspects from drawing meet with architectonic issues and the mediation of those. In architectural competitions and in presentations of existing buildings the architecture board plays a central role in communicating the idea and the reality. In this advanced class we investigate existing visual material and look at different approaches to the architecture board. We will study the board as a whole and will also look into the various elements it consists of (images in particular). Our goal is to unveil the different strategies and techniques within this format, to develop drawing techniques that express architectonic ideas, and to acquaint ourselves with tools for visual analysis.

Our investigation of the architecture board will use different approaches, primarily through practical work – free-hand drawing. What happens when hyper realistic renderings are studied through pencil drawing? How does the meaning change when the same motif is expressed through different drawing techniques? What meaning lies in different materials, and what significance do format and composition have?

The class has a practical approach, and free hand drawing, discussions and presentations are central components in the course. The class also introduces relevant artist practices, that among other things discuss the representation of architecture, and the use of photography as a starting point in the production of images.

Learning outcome

On completing the class, the students will have:
- improved their knowledge about architecture representation
- knowledge about and experience in working with image analysis
- developed their free hand drawing skills
- developed their language in describing and discussing their own and others’ works/processes.

Working and learning activities

The content of the class spans from practical work (drawing) to lectures, studio visits, film, discussion, student presentations and a self-defined project.

Presence required
Not required

Workload activity
Individual problem solving
Individual supervision

Start semester

Low-rise high-density prefabricated timber housing

Credits:

Full course name in Norwegian Bokmål:

Low-rise high-density prefabricated timber housing

Course code:

40 502

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Completed basic education / admitted to master level.

Course content

As Oslo’s urban planning for the coming decades is based on densification, a broader range of typologies than traditional blocks of flats and single-family houses needs to be considered. Low-rise high-density housing with 3 to 4 floors could fill this gap and will be the topic of this course. In the context of increasing focus on a building’s environmental impact, timber as a construction material is of great relevance. Additionally, new building codes and updated production methods enable an extended use of timber in urban areas. We are going to explore the opportunities that prefabricated timber solutions can offer to low-rise high-density housing. The project development will span from a conceptual approach via an urban strategy to an architectural project with technical solutions and key details.
Collaboration with OBOS, lectures by various experts and reviews by recognized architects will contribute to the learning results and to a practice-oriented framework in the studio. Input from ongoing academic research will be included, and elements of the students’ work might feed back into an on-going PhD thesis.

End results will include a detailed presentation of each project in drawings, models and text, and a catalogue showing the full range of experimental studies and research.

Learning outcome

There will be a focus on identifying important criteria for the concept development, on the clear articulation of a concept in words, drawings and models, and finally on the synthesis of several aspects into a full project on a real site. The students will also learn to negotiate and discuss their concepts and projects with a potential client and an acknowledged architect.

a. Knowledge: Basic knowledge about low-rise high-density housing and specific knowledge related to timber as a building material, especially in an industrial context.
b. Skills: To develop concepts and solutions for low-rise high-density housing in prefabricated timber and to communicate these via drawings, models and text.  
c. General competence: To turn knowledge into a specific solution. To transfer conceptual ideas into a realistic project with a distinct program and site.

Working and learning activities

Lectures, studio project work with group meetings and individual tutoring. Groups of 2 - 3 max. in the pre-projects, individual work or groups of max. 2 for the full projects. Collaboration with OBOS: initial lecture about how they work, then guest critique. External examiner.
Lectures by experts on wood in general, timber construction, issues related to fire and acoustics, the building envelope, examples of low-rise high-density, housing.

Work effort.
Presence at lectures is mandatory. Participation in individual tutoring is mandatory. Its amount and character may be adapted to student needs. Participation in workshops and reviews / critiques is mandatory for passing the course. Development, delivery, plenary presentation and critique of project task are mandatory for passing the course.

Students are expected to use the workshop if necessary for their working models, and for the production of final models.

Curriculum

A list of books is under development:

· Timber construction manual (Herzog, Draeger)

· Solid wood: case studies in mass timber architecture, technology and design (Joseph Mayo)

· Urbaner Holzbau, Chancen und Potentiale für die Stadt (Cheret, Schwaner, Seidel)

· Prefab architecture (Smith)

· Typologie+ (Ebner, Herrmann, Röllbacher, Kuntscher, Wietzorrek)

· Three ways of assembling a house (Beim/CINARK)

Mandatory coursework	Presence required	Comment
Presence required	Not required	Presence at lectures is mandatory. Participation in individual tutoring is mandatory. Its amount and character may be adapted to student needs. Participation in workshops and reviews / critiques is mandatory for passing the course. Development, delivery, plenary presentation and critique of project task are mandatory for passing the course.

Grouping	Grading scale	Comment
Individual	Pass / fail	The project development during the whole semester counts equally to the end presentation in the evaluation of the course. Regular participation is mandatory. Several interim presentations will offer the students milestones to structure their work, and feedback on the different parts of their design. They will also serve to assess the student’s progress. Deliverables for each presentation will be specified in detail when the semester starts. They might consist of a presentation of studied texts or buildings with pictures and text, working models, drawings, and oral presentations. The final presentation will require conceptual drawings (schemes/diagrams/pictograms), a drawing of the urban situation, floor plans, facades, sections, 3d illustrations (rendering/collage/hand drawing..), detailed drawings of solutions essential for the project, and models. Specific project data (yet to be defined) will be assessed by each student. The presentations will be based on the same graphic format for the whole group to make it suitable for exhibition, publication and/or implementation into a PhD project.

Start semester

Hub City Hong Kong

Credits:

Full course name in Norwegian Bokmål:

Hub City Hong Kong

Course code:

80 505

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

English

Person in charge

Léa-Catherine Szacka

Course content

In 2016, the Oslo Architecture Triennale (OAT) will explore the question of ‘After Belonging: On residence and the ways we stay in transit.’ As explained in OAT2016’s curators initial statement: facing realities such as global migration, increased circulation of objects and information, and precarious conditions of transit, architects and designers need to develop new and alternative strategies for planning and shaping residential spaces – temporary and permanent homes – of tomorrow’s cities. In this studio, we will tackle the theme of the Triennale by looking at the concept of ‘hub city’, taking Hong Kong as a paradigmatic example.

Hong Kong is the city where East meets West and the most vertical city in the world, an environment where the globalized (generic) urbanism is erasing almost any trace of the historic city. Hong Kong’s international airport (HKG) is an important regional trans-shipment center, a passenger hub and a gateway for destinations in Mainland China and the rest of Asia. The airport is the world's busiest cargo gateway and one of the world's busiest passenger airports. It is also home to one of the world's largest passenger terminal buildings (the largest when opened in 1998). A large number of people transit in Hong Kong occupying the airport and the city for different lapse of time varying from a few hours, to a few days or weeks and eventually some years. However, this population of ‘temporary’ citizens has a particular approach to the city and requires some specific spaces and services. How do we design for the users of the ‘hub city’?

The brief for this semester is to design a multifunctional complex for a site in the city of Hong Kong. The complex will be designed for a population ‘in transit’. This complex should include new forms of dwellings and a set of other functions for a life in transit. Students will be invited to reflect on new forms of belonging, new modes of inhabitations and a contemporary sense of place.

The studio will explore architecture in an expanded field: familiarizing students with primary historical, quantitative and qualitative research as well as questions of urban design. It will also be the occasion for revisiting utopian prototypes imagined in the 1960s and 1970s (by the Japanese metabolists, archigrams, archizoom, etc.) and see how those may be adapted to new living conditions dealing with new issues of mobility, flexibility, growth, change, and so on (for dwelling/working/meeting/exchange, etc.)

The studio will be organized in collaboration with the University of Queensland (UQ) (Brisbane, Australia) and Hong Kong University. It will include an excursion to Hong Kong. The course is also developed in tight connection with the program of the 2016 Oslo Architecture Triennale. Commented visits of the exhibition; lecture series and participation to a week workshop with other school in September will also be included in this course’s program.

Learning outcome

The students will develop prototypes of different scales: Triggered by an extreme case and unfamiliar conditions, they will acquire tools translatable into more familiar contexts. In addition, the students will acquire extensive knowledge of the socio, political and territorial history of Honk Kong.

Working and learning activities

Teaching will mainly be through weekly desk-crits and monthly pin-ups in addition to the lecture-series running throughout the whole semester. Studio-meetings will be held on a regular basis for discussions and comments.

Presence required
Not required

Start semester

Pre-Diplom Design

Credits:

Full course name in Norwegian Bokmål:

Pre-Diplom Design

Course code:

70 700

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Completed 240 ECTS in total

Course content

The PreDip course aims to help students to develop a solid launch pad for their diploma projects, one that will allow them to start their design/research process from a knowledgeable and critical position and with a clear plan.
The choice of theme is primarily in the hands of each student, and the direction in which this subject is to take is mainly the result of consultations between each student and their supervisor, the institute leader, and the course staff.

The course is organized in two main phases. The first phase focus both on the individual student’s own skills and interests and the choice of the actual theme of the project. This first phase will be presented and assessed at a midterm-presentation (after app. 1 month). The second phase deals with designing the actual project with a feasible project proposal as its main and final delivery.

Learning outcome

After the course the student will have obtained:

Knowledge:
- A reflective, constructive and critical stance to his or her own disciplinary interests, strengths and weaknesses.

Skills:
- An ability to pitch concepts for as well peers as for potential tutors and partners.
- An ability to develop a feasible diploma project as required at the Institute of Design at AHO.

General Competence:
- An ability to convey his or her maturity as a designer at a level that make a positive outcome for a diploma project at AHO very likely.

Working and learning activities

The course will mix lectures, own research and writing with presentations and tutoring.

Presence required
Not required

Start semester

Landscape Architecture's Themes and Concepts

Credits:

Full course name in Norwegian Bokmål:

Tema og konsepter i landskapsarkitekturen

Course code:

60 302

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian / English

Required prerequisite knowledge

This course is mandatory for 1st year Master of Landscape Architecture students, open to other students that have passed the foundation level.

Course content

Norwegian Landscape Architecture has lately produced a range of projects with high quality in a growing discipline and profession. With its focus on geography, the history of landscape architecture, paradigm shift, people’s health the subject has grown into an important supporting discipline for urbanism’s latest design practices. Students will be introduced to landscape architecture's broad scope. As well as how its methods and theories the past years have been influencing urbanism’s discourse and design practices, through site and office visits in Oslo.

Learning outcome

After passed course the student shall understand how ecological, infrastructural factors shape the urban landscape, and have broad knowledge of landscape architecture’ s themes and concepts.

Working and learning activities

The course offers both lectures and a seminar. Lectures will focus on decisive moments within the landscape architectural discourse: analysis, project development, design processes, green/ blue infrastructure systems, blue green systems, from road to street

7 lectures Tuesday mornings 9:30-11:00 from August to October:
• Lecture 1: 23.8. Rainer Stange: «Water is the logic of the landscape»- and visit Bjerkedalen park
• Lecture 2: 30.8 Jeppe Aalgaard Andersen: «City Paving»
• Lecture 3: 6.9. Alf Haukeland: «St. Olavs Hospital»
• Lecture 4: 13.9. Rainer Stange: «Urban Trees» and visit Dronning Eufemias gate and Kong Håkon den 5.s gate
• Lecture 5: 20.9 Jeppe Aalgaard Andersen: «It’s all about Water»
• Lecture 6: 26.9 Alf Haukeland: «Tendencies in Landscape Architecture»
• Lecture 7: 4.10 Rainer Stange: «Rails»

3 lectures Thursday evenings 18:00-20:00 in October and November with theme: Scandinavian landscape architecture
• Lecture 8: 15.10. 13.10. Thorbjörn Andersson, Sweco «Works», Sweden
• Lecture 9: 27.10. Rikke Juul Gram, Schønherr, «Works», Denmark
• Lecture 10: 10.11. Inge Dahlman, Landskapsfabrikken, «Works», Norway

Curriculum

Obligatorisk lesning:

Boulevard Book. History, Evolution, Design of Multiway Boulevards Allan Jacobs Allan Jacobs. Elizabeth MacDonald, Yodan Rofe. The MIT Press August 2003

The Fundamentals of Landscape Architecture. Waterman, Tim. AVA Publishing, Lausanne, Switzerland, 2009

Digital Landscape Architecture Now. Amoroso, N. & Hargreaves, G.

Thames and Hudson 2012

Foreslått lesning:

Great Streets. August 1995 The MIT Press August 1995

Des arbres dans la ville. Caroline Mollie, Actes Sud & Val'hor, Paris, 2009

Promenades de Paris. Adolphe Alphonse, Paris, 1867-73, 2002

Blågrønn hovedstad. Oslo Elveforum, Oslo, 2010

Design With Nature . McHarg, Ian. 1971, Garden City: Natural History Press.

The Granite Garden . Spirn, Anne Whiston, New York, Basic Book, Inc., 1984.

CENTER, Volume 14: On Landscape Urbanism (Paperback) The Center for American Architecture and Design; 1st edition (April 1, 2007)

Landscape Urbanism - Kerb 15 (Paperback) RMIT Press 2007

The Recovering of Landscape . Corner, ed. 1999. Princeton Architectural Press.

The Landscape Approach . Lassus, Bernard. 1998, University of Pennsylvania Press.

Mappings . Cosgrove, Denis (ed.), 1999, London

Unnatural Horizons: Paradox and Contradiction in Landscape Architecture . Weiss, Allen S., 1989, New York : Princeton Architectural Press

Theory in Landscape Architecture . Swaffield 2002 University of Pennsylvania Press

The Landscape Urbanism Reader. Charles Waldheim. Princeton Architectural Press; 2006

Territories: From Landscape to City . Agence Ter and Lisa Diedrich (Editor). 2008, Birkhäuser Basel

Intermediate Natures: The Landscapes of Michel Desvigne

by E. Kugler (Translator), James Corner (Foreword), Gilles A. Tiberghien (Contributor)

2008, Birkhäuser Basel

The New Economy of Nature. Gretchen Daily and Katherine Ellison, Island Press, 2003

Politics of Nature, Bruno Latour and Catherine Porter. Harvard University Press, 2004

Living Systems. Margolis/ Robinson, 2007. Built examples,

innovative materials and technologies in landscape architecture praxis.

Magazines:
Daidalos

JOLA (Journal of Landscape Architecture)

New geographies

‘ scape: The International Magazine of Landscape Architecture and Urbanism

Topos: European Landscape Magazine

Also, you might want to check out following thematic websites on the internet:

LE: NOTRE www.le-notre.org

LE:NOTRE°Mundus Le Notre’s non- European partners network

ECLAS The European Council of Landscape Architecture Schools

ELASA - European Landscape Architecture Students Association

NLA- Norwegian Landscape Architects (Students) Association

IFLA International Federation of Landscape Architects

European Urban Landscape Partnership: the planning and management of the urban landscape

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	-	Innlevering Innlevering av individuelle oppgaver på en stående A4-side fredag etter hver forelesning, både de 7 formiddagsforesningene og de 3 kveldsforelesningene. A4-sida skal inneholde en tegning med en tekst, men ingenting hentet fra internet. Seminar 14.-18. november = fordypningsuke og avslutning for fordypningskurs ved Giambattista Zaccariotto. 3 utvalgte temaer fra høstens produksjon skal bearbeides og bedømt av en jury fredag den 25. november.

Start semester

Norske tektoniske trebyggingstradisjoner

Full course name in Norwegian Bokmål:

Norske tektoniske trebyggingstradisjoner

Credits:

Course code:

80 302

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Kolbjørn Nesje Nybø

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Første del av kurset består av forelesninger om og drøftinger av ulike trebyggingsteknikker og konstruksjonstyper.   Paralellt med dette bygger studentene modeller av konstruksjonsprinsipper, og/eller skriver et vitenskapelig essay om et relevant tema.  Kursets litteratur og drøftinger danner et viktig grunnlag for både artikkel og modellstudier. Oppgavene skal leveres før fordypningsuken, og presenteres og diskuteres i plenum.   Fordypningsuken er svært intensiv og viktig på dette kurset. Da bygger vi et bindingsverksbygg eller et grindbygg i full scala.

Learning outcome

A: Kunnskaper
Kunne identifisere trebygningene i forhold til en kulturell og teknisk kontekst. 
Kunne forklare bygningenes oppbygging og håndverksteknikker. 

B: Ferdigheter
Kunne anvende kunnskapen ved å delta i bygging av en konstruksjon i full scala.  
Kunne skrive et vitenskapelig essay innenfor kursets tema.

C: Generell kompetanse
God forståelse for tradisjpnelle trebyggingsteknikker og trematerialers egenskaper.

Working and learning activities

Forelesninger og diskusjoner
Modellstudier.
Skrivíng av et vitenskapelig essay.
Workshop - Bygging av bindingsverksbygg i full scala.

Presence required
Not required

Workload activity	Comment
Individual problem solving	Modellbygging og/eller skriving av et vitenskapelig essay.
Group work	Felles byggeprosjekt i fordypningsuken.
Lectures

Start semester

GK 3 Byboligen.

Full course name in Norwegian Bokmål:

GK 3 Byboligen.

Credits:

Course code:

40 130

Level of study:

Bachelor

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Thomas McQuillan

Required prerequisite knowledge

Bestått 1.årskurs

Course content

Det overordnede mål for 2. år er integrasjon av de emnene som utgjør de viktigste elementene i prosjektering av byggverk, gjennom en konseptuell tilnærming til prosjektarbeid. Det blir lagt vekt på forhold mellom idé, rom, konstruksjon, og materialitet.

Semestertema for kurset er boligarkitektur. Semesteroppgavenes program tar for seg boligen som grunnleggende typologi der sosiale hensyn, stedstilhørighet og økonomi spiller avgjørende roller. Boligens program studeres med henblikk på fleksibilitet og ulike boformer. Et viktig aspekt ved programmets tilnærming er hvordan generalitet kan sikre langtidsbruk og innby til endring av boform.

Learning outcome

Kunnskap
∙ Kunnskap om grunnleggende konsepter i moderne og samtidig arkitektur
∙ Kunnskap om konstruktive prinsipper og konstruktiv idéer
∙ Kunnskap om kontekstuell tilnærming og tomteanalyser
∙ Kunnskap om klimaskallets arkitektoniske rolle
∙ Kunnskap om materialenes arkitektoniske roller

Ferdigheter
∙ prosjeksjonstegninger
∙ manuelle og digitale fremstillingsteknikker
∙ skala modellbygging

Generelle ferdigheter
∙ evne til å utvikle konseptuelle hovedgrep
∙ evne til å ta og argumentere for egne valg
∙ evne til realisere hovedgrep gjennom arkitektonisk form, materialer og løsninger

Working and learning activities

Andre år introduserer studenten for integrert arkitekturprosjektering gjennom en estetisk syntese av romlige grep, konstruktive idéer, materialegenskaper og tekniske løsninger. Disse introduseres gjennom forelesninger og bearbeides gjennom kortere hurtigoppgaver, før de blir iverksatt i prosjektarbeid. Prosjektene gjennomgåes i mindre og større grupper gjennom semesteret. Det legges vekt på utvikling av «sidemannskritikk» der studentene fungerer som kritikker for hverandre.

Curriculum

Bachelard, Gaston - The Poetics of Space

Deplazes, Andrea , ETH, Constructing Architecture

Frampton, Kenneth - A Genealogy of Modern Architecture

Rasmussen, Steen Eiler - Om at opleve arkitektur

Tschumi, Bernard - Questions of Space

Mandatory coursework	Presence required	Comment
Excursions	Not required	Paris
Presence required		Oppmøte på forelesninger og gjennomganger er obligatorisk, og gjentatt fravær vil gi grunnlag for lavere karater.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	-	Vurdering av prosjektarbeid skjer på grunnlag av arkitektonisk kvalitet, håndverksmessig nivå og deltagelse på salen og i forelesningssalen. Det forutsettes at prosjektarbeid viser en forståelse og integrasjon av kunnskap som introduseres i kurset «Konstruksjonsmekanikk og byggeteknikk» og forelesningsserie «Konsepter i samtidsarkitektur».

Workload activity	Comment
Lectures	Oppmøte på forelesninger og gjennomganger er obligatorisk, og gjentatt fravær vil gi grunnlag for lavere karater.

Start semester

GK1 Examen philosophicum-n

Full course name in Norwegian Bokmål:

GK1 Examen philosophicum-n

Credits:

Course code:

80 112

Level of study:

Master

Teaching semester:

2016 Autumn

Language of instruction:

Norwegian

Person in charge

Ingmar Meland

Required prerequisite knowledge

There is no admission requirements for the philosophy course. The Oslo School of Architecture and Design (AHO) has a separate entrance exam, where general admission is presupposed.

Course content

At AHO ex.phil. until now has been taught at the end of the study program (course code GK6EXPHIL). This pilot project (GK1EXPHIL) intends to try out how ex.phil. can be fitted in at the beginning of the program, which the Institute of Form, Theory and History (FTH) has been responsible for since 2007. The first part of the pilot was conducted in the autumn of 2013. The second part of the pilot is carried out in autumn 2014.

The purpose of moving ex.phil. to the beginning of the study program is twofold: (1) Firstly, the meaning of ex.phil. as better fulfilled, since the intention of the ex.phil. is to prepare new students for studies at universities and colleges. (2) In order to better meet the overall intent of the ex.phil. course, management by FTH wanted to tie the ex.phil. course closer to the main objective of teaching the first year, namely that of improving the ability for complex problem solving, and the first year students' other educational lessons and instructions, such as three-dimensional computer-aided design, subscription and presentation conventions and model engineering.

Thus, the intention of the pilot is to make ex.phil. a part of the comprehensive set of methods and tools for idea and project that the students are to acquire during the first year and which lays the foundation for their further progression.

The ex-phil. course provides an introduction to the general questions of what we perceive as real (ontology), what we mean by knowledge (epistemology) and how we understand "the human condition" (anthropology) in the Western tradition. These issues are lit from different angles, through a systematic introduction to philosophy, the philosophy and history of science, and through an introduction to selected topics in the philosophy of science, ethics and aesthetics.

The connection between the systematic (synchronic), the historical (diachronic) and thematic (specific) approach to these general questions are handled within a culture philosophical framework. Within this framework, in which philosophical anthropology, practice theory and learning theory are central, students will receive an introduction to central philosophical issues from Greek antiquity to the present day. The emphasis will be on showing how philosophical thinking consists of a systematic reflection on fundamental questions without definitee answers, so that philosophy can be seen as a continuing discussion where answers are given, but where questions and arguments are of a greater importance.

By gaining insight into this ongoing discussion, students develop the ability to reflect upon fundamental questions and beliefs that has had - and have - a decisive impact on what we perceive as different areas of reality. It is about how science and technology, art and aesthetics, ethics and politics, economy and society, religion and beliefs, constitute what we belive to be true. At the overarching level, students will thus be able to reflect on the historical and conceptual assumptions of the dominant ways of thinking in Western culture. As such, the ex.phil. course safeguards not only important aspects of the education of first year students, but also contribute to preparing them for their role as future professionals.

Learning outcome

The outcome of the course consist of knowledge and understanding, skills and competence expected of of students at the ex.phil.-level in Norway.

Knowledge / understanding:

• Knowledge of key concepts and topics in philosophy, including an understanding of key philosophical positions, the differences between them and the objections against them.
• Knowledge of the history of philosophy from antiquity through to modernity, i.e. the main trends in the history of science and key thinkers in the history of philosophy up until today.
• Knowledge of the main directions in the 20th century theory of science.
• Knowledge of key concepts and principles of ethics (moral philosophy), as well as understanding of different ethical positions, the differences between them and the objections against them.
• Knowledge of key concepts, issues and positions in aesthetics, as it is understood in the philosophical tradition as "sensuous cognition", as "philosophy of beauty and taste" and as a reflection on the concepts, institutions and practices of art.

Skills:

• Students learn to render and execute simple discussions of key issues in philosophy and history of science, epistemology, ethics and aesthetics.
• In this way, students develops their ability to read academic texts, so that they are able to perform simple analyzes of argumentation in academic texts.
• Students acquire basic skills in academic writing, including how to formulate simple arguments and how an academic text is made up of arguments that take part in a larger reasoning.

Expertise:

• Through the ex.phil. course, students learn to identify and discuss philosophically relevant issues within their own subject (architecture and design) and other subjects.
• Students will also be given a general and basic competence in dealing with academic and theoretical issues in an independent and systematic way.

Working and learning activities

On the overarching plane, the educational program in a systematic way ties toghether "lesson" (lectures), "instruction / action" (exercises) and "reflection" (public discussions). The purpose of this is to build basic skills in academic reading, writing and thinking and to give a more comprehensive understanding of this practice as an integral part of the profession as an architect or a designer.

The course is given in the form of weekly lectures, 3-4 hours of instruction a week, and 3-4 seminars/work shops during the semester. For the work shops, the students will asked to prepare small papers. Thus, the students will work in groups, 2-3 hours a week, in which they work on preparatory assignments given by lecturer, preparing the students for the seminars. The preparatory assignments will be integral to the individual paper that each student have to write during the semester.

Presence required
Not required

Workload activity	Comment
Lectures	Forelesningene er ikke obligatoriske, men det sier seg selv at det er en stor fordel å følge dem.
Group work	Gruppearbeidet er en arbeidsform hvor studentene samarbeider om å løse bestemte oppgaver som forelseren gir etter hver forelesning. Oppgavesvarene inngår i og danner grunnlaget for en individuell, skriftlig oppgave. Denne må være bestått før eksamen.
Individual problem solving	Kurset er delt inn i fire deler. Hver del avsluttes md en workshop hvor lærebokstoffet og læringsmålene så langt gjennomgås. Workshopene inngår i forelesningsrekken.
	Den individuelle oppgaven er obligatorisk og må bestås før avsluttende eksamen. Hver enkelt student skal skrive en oppgave med relevans for enten arkitektur- eller designstudiet. Oppgaven gis av faglærer.
	Avsluttende skriftlig eksamen gis i form av et oppgavesett, hvor studentene skal svare på en av i alt fire oppgaver. Oppgavesettet dekker hele pensum og det gis bokstavkarakterer på svarene. Individuell oppgave må være bestått for å bestå emnet.

Mandatory coursework:	Exercise
Courseworks required:	5
Presence required:	Not required
Comment:	Between ordinary course days assignments will be given

Form of assessment:	Oral Exam
Grouping:	-
Grading scale:	Pass / fail

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	Pass / fail
Comment:	The examination will focus on: • Active participation in workshop sessions; • A detailed workshop log delivered at the end of the elective course; • A working system for collection of environmental data;

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	-
Comment:	Innlevering Innlevering av individuelle oppgaver på en stående A4-side fredag etter hver forelesning, både de 7 formiddagsforesningene og de 3 kveldsforelesningene. A4-sida skal inneholde en tegning med en tekst, men ingenting hentet fra internet. Seminar 14.-18. november = fordypningsuke og avslutning for fordypningskurs ved Giambattista Zaccariotto. 3 utvalgte temaer fra høstens produksjon skal bearbeides og bedømt av en jury fredag den 25. november.

Mandatory coursework:	Presence required
Presence required:
Comment:	Oppmøte på forelesninger og gjennomganger er obligatorisk, og gjentatt fravær vil gi grunnlag for lavere karater.

Languages

2016 Høst

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Digital fabrication, technologies and processes

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Modulating Microclimate 1

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Rethinking the Architecture Board

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Low-rise high-density prefabricated timber housing

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Pre-Diplom Design

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Landscape Architecture's Themes and Concepts

Boulevard Book. History, Evolution, Design of Multiway Boulevards Allan Jacobs Allan Jacobs. Elizabeth MacDonald, Yodan Rofe. The MIT Press August 2003

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Norske tektoniske trebyggingstradisjoner

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GK 3 Byboligen.

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GK1 Examen philosophicum-n

Pages

Workload activity:	Lectures
Comment:	Lectures on digital fabrication technologies and other related subjects.