2016 Vår

Start semester

Småbruk: a design for a pocket farm

Emnenavn på Norwegian Bokmål:

Småbruk: a design for a pocket farm

Credits:

Course code:

40 618

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

English

Person in charge

Christian Hermansen

Required prerequisite knowledge

Students who register for this course MUST ALSO ENROLL IN THE ELECTIVE COURSE “Where from: Architecture", because the schedule for the studio and this course are synchronized to allow for the 5 weeks the studio will spend away from Oslo.

Exceptions are made for students who are doing their diploma program or who would like to take a self-programmed (selvprogrammering) elective course.

Maximum number of students: 12

We do not encourage students to take SCS studios for more than one semester.

Course content

SCS has developed a long term strategic partnership with Nes Kommune. Nes’ main objective for this cooperation is to develop and make manifest its concern for an environment which is sustainable and embodies the potential for a good life for its residents. More specifically Nes would like to develop a well planned, designed and managed strategy for the preservation of its rural and wilderness areas as well as its predominantly agricultural character so that they can provide an environment which sustains a way of life which is attractive, functional and sustainable.

Nes is located in a very special situation, although it is rural and its economy is agricultural, it is (almost) at commuting distance from Oslo, a distance which 'shortens' as Oslo grows. With its beautiful pastoral landscapes it is bound to become a commuting target in the near future. The urban migration to Nes will be further fuelled by a rural perspective and rural values which have had a deep cultural meaning in the building of the Norwegian national identity and play a significant role on how Norwegians want to live their lives. In the near future Nes will be exposed to significant socio-spatial changes, something which makes it a particularly interesting, and at the same time sensitive, object of study.

To accommodate the increasing population Nes has already tried alternative settlement patters, such as densifying areas around commuting terminals: bus and rail stations. Although these patterns contribute to absorb some of the increasing population, they also contribute to the creation of an environment which local residents do not identify with. With these considerations in mind Nes Municipality would like to try out different settlement patterns, ones which are closer to the current nature of Nes. One of these patterns is the smallholding (småbruk), a ‘pocket farm’ which would allow a family to live in a rural agricultural setting, grow much of what they consume, have animals, etc. and yet live at an easy commuting distance from Oslo.

The objectives of AHO are primarily didactic; to provide students with the experience of reflecting on, designing for, and building for real, contemporary sensibilities and needs. AHO has been, and intends to remain, engaged in the development of the environment within which it is located. It aims to be an active agent in contributing to determine the nature of its local environment. Being an academic institution it is free to adopt critical and innovative attitudes to both current and expected environmental conditions, at the same time being keenly aware that responsible innovation comes out of serious research. AHO is also conscious that innovation carries risks which are inherent in experimentation. Risks which are part of proposing innovative views and alternatives which other agents would find difficult to put forth.
The combination of a Kommune who is deeply committed to creating an environment which is both sustainable and embodies the potential for a good way of life, and AHO, who is committed both to a critical view of the present and innovation for a better environmental future, should produce a cooperation which is highly beneficial and enriching for both institutions.
Wikipedia defines Småbruk, smallholding in English, as
“… a small farm. In third world countries, smallholdings are usually farms supporting a single family with a mixture of cash crops and subsistence farming. As a country becomes more affluent and farming practices become more efficient, smallholdings may persist as a legacy of historical land ownership practices. In more affluent societies, smallholdings may be valued primarily for the rural lifestyle that they provide for the owners, who often do not earn their livelihood from the farm.”
Småbruk: a design for three pocket farms.
Dystlandhaugen Farm, the owners and clients for the project, is located in Skogvigda, Nes. The main farm buildings consist of three houses, a large barn and ancillary buildings. The barn has been converted into a music recording studio and is used by the son of the current farm owner, a blues musician called Amund Maarud, for his musical activities.

Amund Maarud from Wikipedia:
Amund Maarud (født 7. april 1981) er en norsk blues/rockemusiker (gitar og vokal) og låtskriver fra Nes i Akershus. Han er kjent som soloartist og som frontfigur i rockebandet The Grand (2005–2010) og duoen Morudes (2010–) med broren Henrik.
Amund Maarud er kjent for mange som en av Norges beste bluesgitarister. Han har turnert innland og utland med ulike band, til stor begeistring fra såvel publikum som pressen. Konsertene blir uten unntak beskrevet som forrykende live-show som kombinerer ulike elementer fra blues til psykedelisk rock.
Sammen med Henrik Maarud på slagverk startet han som seksåring MaarudKara. Bandet kom på andre plass i Talentiaden på NRK i 1997 og ga året etter ut albumet First Blues påTylden & Co.. I 2000 startet han solokarriere backet opp av bandet Amund Maarud Band, fortsatt med broren Henrik som trommeslager og med blues på repertoaret. Bandet ga ut to album (Ripped, Stripped & Southern Fried (2003) og Commotion (2004)), og ble nominert til Spellemannprisen 2003 i klassen blues/country for debutalbumet Ripped, Stripped & Southern Fried. I 2006 startet han bandet The Grand. Bandet hadde samme besetning som Amund Maarud Band, men hadde et mer rockete og psykedelisk uttrykk. Bandet ga ut EP`en The Grand EP (2007) og albumet The Grand (2007). Bandet har for tiden pause på ubestemt tid.
Sammen med broren Henrik startet han i 2010 duoen Morudes og startet rundt årsskiftet 2010/2011 et nytt soloprosjekt under eget navn. Soloprosjektet har et musikalsk uttrykk som ligger nærmere tradisjonell gitarblues. Med han på scenen er Henrik på trommer, Simen Aanerud på piano, og Bendik Brænne på barytonsax. Han figurerer dermed i to band som har mange likheter i opprinnelse, men som skiller i tolkning og fremføring. For soloalbumet Electric fikk han Spellemannprisen 2011 i klassen blues.
Albumet Dirt kom oktober 2012 og høstet flere meget gode kritikker og ble nominert til Spellemannprisen 2012 i klassen blues.
Amund Maarud debuterte som skuespiller i filmen Kommandør Treholt og Ninjatroppen som hadde premiere i august 2010. Han er medeier i Snaxville Studio.

To the north of Dystlandhaugen Farm there is a wooded area divided into four sites. One of the sites is occupied by a house built in the 1980s and currently rented out. The three empty sites will be the location of the houses of the pocket farms which we will design. The wooded area on which these sites are located is very rocky and not suitable for agriculture, for this reason each pocket farm will get an adjacent site within the currently ploughed fields which they can use for their agricultural activities.

The intention is to lease or sell the sites to families who want to live in a totally rural setting, having the possibility to do a limited amount of agricultural activities, and yet be close enough to Oslo to be able to commute. A kindergarten, a school, and a small shop are within a couple of kilometres of the site.

It is envisioned that this group of four pocket farms (which includes the existing 1980s house) will form a group which will share some common facilities. It has not yet been determined what the nature of these common facilities will be but they may include parking, storage for agricultural machinery, a greenhouse, playground, etc. The SCS studio is asked to design a site plan for the whole group, design each of the three houses, and design and build the common facilities.

Learning outcome

Knowledge, skills and competences:
On completing the course, the student:

• will know about, and develop skills and competences related to a group of four houses with associated agricultural activities.
• will know about, and develop skills and competences about detailing and specifications of small houses with common shared spaces.
• will know about, and develop skills and competences about building regulations regarding housing
• will know about, and develop skills and competences about building costs and budget management during construction
• will have acquired the skill for using manual tools for building
• will have acquired the skill for using mechanical tools for building
• will know about, and develop skills and competences about designing and building in conditions of scarcity and for specific climatic conditions

Working and learning activities

The development of the work during the semester will follow a pre-determined path which has been thought out in order to provide the pace and logistics which the studio needs to follow if it is to fulfill its aims.
We will work as if we were one architectural studio fulfilling a commission, some of the work will be individual, mostly architectural design, but most of the work will be done in groups. Everyone is expected to contribute to this joint effort performing those tasks which are for the benefit of the whole studio. Except for the start of the semester the studio will focus on joint production rather than individual expression. In the end the chosen project which is built will be the product of all of the members of the studio, regardless of the individual roles each may have played. This set-up very much reflects the way in which contemporary architecture is produced.
Step one: Each student will develop individual proposals for the project.
Review one: review of the individual projects and choice of projects which continue. Individual contributions must meet minimum design development standards that one would expect for an AHO graduate student.
Step two: Students will form teams of two or three. The composition of the teams will be based on similar/compatible/complementary characteristics of the individual projects delivered in Step One. Each of these teams will develop one joint design initiated by others, which will bring together characteristics of the individual designs.
Review 2: Review of the team projects and choice of projects which continue.
Step three: The Studio will choose one project to build for which it will develop a complete set of architectural drawings, a detailed list of all materials required for the construction, assembly instructions, and costs.
Review 3: Review of the mock-ups, lists of materials, cutting schedules, assemblies, and construction phasing with a view to discussing construction difficulties which may arise during the construction period.
Step Four: Construction, period of four or five weeks.
Step Five: Preparing the work for the AHO WORKS exhibition.
Final Review: Final examination/review to assess the work of the semester will occur during the last week of the semester. The exact date will be determined further on, but please do not plan to leave Oslo prior to the end of the semester.
Teaching Methods:
The studio will be based mainly on one-to-one and group discussion of student work supplemented by discussions, demonstrations, and lectures.
Students who join this studio will have to also enroll in the Architecture: Where from? Course because its contents and scheduling are linked to the studio program development.
It is a requirement of the course that students spend the time needed to construct the building in Nes. Although it is difficult at this stage to determine the length of the period of construction our estimation is four to five weeks. During this time students will have to pay for their own food. It is likely that our client will provide accommodation in the large barn. Students must also pay for all travel to and from the site and take out insurance that covers them during the construction period.

Assessment
The assessment will be on the basis of submissions, performance and participation in the studio.
Students will be asked for specific submissions during the semester. These submissions are part of the development of the project for Småbruk: a design for a pocket farm. As much of the work is done in groups, participation is of the utmost importance.
The final assessment will be made by the sensor and will be based on:
1. The individual submission for stage one of the project.
2. The level of participation and contribution to the collective work.
3. The assessment of the work achieved by the studio as a whole.
The minimum attendance to the studio activities is 80% of organised events.
The final decision as to the performance of each student will be taken by the external examiner (sensor) on the basis of both group performance, the report on individual participation done by the teachers, and a portfolio showing the extent of individual and collective contributions to the studio. The assessment of participation and contribution of each student to the studio will count for 60% of the final mark while the submission of the group and individual work will count for 40%.

Bibliography
Cerasella Cruciun, ‎Maria Bostenaru Dan, Planning and Designing Sustainable and Resilient Landscapes, 2014.
Hajime Iwashita, Pocket park - 1988
Broome, Jon. The Green Self-Build Book: How to Design and Build Your Own Eco-Home. Totnes: Green Books, 2007.
Broto, Carles, Jay Noden, and William George. Eco-Friendly Architecture. Barcelona: Links, 2011.
Christophersen, Espen Borgir.
Herzog, Thomas, and Kathrin Draeger. Timber Construction Manual. Basel: Birkhäuser, 2004.
Henry Shaftoe, Convivial Urban Spaces: Creating Effective Public Places - 2012
Homb, Anders, and Sivert Uvsløkk. Energy Efficient Windows with Cultural Value: Measurements and Calculations. SINTEF Building and Infrastructure, 2012.
Hugues, Theodor, Ludwig Steiger, and Johann Weber. Timber Construction: Details, Products, Case Studies. Basel: Birkhäuser, 2004.
Kjellberg Christensen, Kasper, Elisabeth Kron, and Morten Carlsbæk. Sanitary Aspects of Composting Biodegradable Waste: Towards a Nordic Evaluation Model. Vol. 2000:512, København: Nordisk ministerråd, 2000.
Liddell, Howard. Eco-Minimalism: The Antidote to Eco-Bling. London: RIBA Publ., 2013.
Lindman, Åke E. son. Swedish Architecture in Wood: The 2004 Timber Prize. Stockholm: Arvinius förlag, 2004.
Swedish Architecture in Wood: The 2008 Timber Prize. Stockholm: Arvinius förlag, 2008.
Lowenstein, Oliver, and Juliet Bidgood. Inspiring Futures: European Timber Architecture for the 21st Century. Exeter: Centre for Contemporary Art and the Natural World, 2007.
McLeod, Virginia. Detail in Contemporary Timber Architecture. London: Laurence King, 2010.
Mussard, Maxime. A Solar Concentrator with Heat Storage and Self-Circulating Liquid. Vol. 2013:164, Trondheim: Norges teknisk-naturvitenskapelige universitet, 2013.
Proctor, Rebecca. 1000 New Eco Designs and Where to Find Them. London: Laurence King Publ., 2009.
Roaf, Susan, Manuel Fuentes, and Stephanie Thomas-Rees. Ecohouse: A Design Guide. London: Routledge, 2012.
Ross, Peter, Andrew Lawrence, and Giles Downes. Timber in Contemporary Architecture: A Designer's Guide. Buckinghamshire: TRADA technology, 2009.
Schittich, Christian, ed. Small Structures, Detail, 2010.
Shannon, Kelly. "Eco-Engineering for Water: From Soft to Hard and Back." S. 163-82. Dortrecht: Springer, 2013.
Smith, Peter F. Architecture in a Climate of Change: A Guide to Sustainable Design. Amsterdam: Elsevier, 2005.
Smith, Ryan E. . Prefab Architecture a Guide to Modular Design and Construction. John Wiley & Sons, 2010.
Staib, Dörrhöfer, and Rosenthal. Components and Systems. Detail. 2008 Edition
Stoner, Carol Hupping. Goodbye to the Flush Toilet: Water-Saving Alternatives to Cesspools, Septic Tanks, and Sewers. Emmaus, PA: Rodale Press, 1977.
Tofte, Kjersti Erlandsen. Bærekraftig Materialvalg I Landskapsarkitekturen: Fokus På Tre. [Ås]: [K.E. Tofte], 2010.
Tostrup, Elisabeth, and Kristin Askgaard. Norwegian Wood: The Thoughtful Architecture of Wenche Selmer. New York: Princeton Architectural Press, 2006.
Van der Ryn, Sim. The Toilet Papers: Designs to Recycle Human Waste and Water ; Dry Toilets, Greywater Systems, & Urban Sewage. Santa Barbara: Capra Press, 1978.
Weller, Bernhard, and Dejanira Bitterer. Glass in Building: Principles, Applications, Examples. Basel: Birkhäuser, 2009.
Wenz-Gahler, Ingrid. Flush!: Modern Toilet Design. Basel: Birkhäuser, 2005.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	The participation and contribution of each student to the studio will count for 60% of the final mark. The submission of the group and individual work will count for 40%.

Workload activity	Comment
Individual problem solving	The participation and contribution of each student to the studio will count for 60% of the final mark.
Group work	The submission of the group and individual work will count for 40%.

Start semester

Posisjoner

Emnenavn på Norwegian Bokmål:

Posisjoner

Credits:

Course code:

40 617

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian / English

Person in charge

Lisbeth Funck

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

The studio offers a research-based teaching, with focus on in-depth individual research into an architecturally relevant topic. The student is encouraged to develop an individual formal language, parallel to a written reflection, and to experience and acknowledge spatial structure as a tool to investigate any architectural issue.

The spring 2016 course will be the first in a series of two. In the spring 2016 the course will study the relationships between the architectural categories: structure, space and material and the continuously shifting hierarchies between them. Course two, fall semester 2016, will have similar content, but in addition the project will be confronted with a psychical context.

Positions, is a spatial term that indicate movement and change of position, facilitating a different stand and a different viewpoint. The semester is organized in 4 faces, where the material of each face is understood and completed but at the same time, the start for the next level/face. After each face the work will be confronted with new information, which is to be implied on the project from previous face, and thus develop the project further.

Discussions on:
Geometric ordering, the immanent potential in the matter, relations of building entities, forces and appearances. Transformation - the new and the residual. Architecture as an instrument of culture and architecture as an autonomous form.

Learning outcome

Increased knowledge and skills in:
Experimental architectural design
Architecture programming
Architectural properties: relations between the categories structure, space and material (the internal hierarchies and emphasized properties)
Visual and written argumentation
Contemporary art and architecture theory, literature and philosophy

Working and learning activities

The course will offer a combination of course lessons and discussions on relevant projects and theories in art, architecture, literature and philosophy, collective workshops, a study-trip and four reviews.

The students learn how to develop concepts and to realize these ideas into spatial constructions, drawings, photographs and texts. Based on these experiences be able to develop, reflect and define an individual standpoint related to the discipline.

The course will collaborate with Professor Anders Abraham and the master-program “Art and Architecture”, The Royal Danish Academy of Fine Arts, School of Architecture in Copenhagen.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Prosjekteringsoppgave 20 uker Semester oppgave Workshops 2-5 dager Skriftlige oppgaver

Workload activity	Comment
Planning assignment	Semester oppgave
Written assignments

Start semester

Kroppens og Rommets Morfologi: Katarsis

Emnenavn på Norwegian Bokmål:

Kroppens og Rommets Morfologi: Katarsis

Credits:

Course code:

40 616

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian / English

Person in charge

Rolf Gerstlauer

Required prerequisite knowledge

Passed foundation level (bachelor in architecture).

Course content

BODY AND SPACE MORPHOLOGIES:
Body and Space Morphologies is a research based teaching program that offers a new master studio in architectural design. The studio derives from the already established Body and Space Morphologies elective course series on Architecture and Film and strives for a creative open and individual driven new architectural content with a clear focus on architectural space and body and how this architecture understood as morphology relates to nature/culture/society.

The course will investigate in autonomous architectural phenomena and conditions, create awareness for how we as individuals and as a group of individuals relate to architectural space and body, and try to find a meaningless meaningful closeness in that relationship.

The semester starts by reflecting the past and current times with their socio cultural changes as well as various artistic practices and tries to identify and discuss changes that had determent our reading of architectural space and body as instrument to influence our way of living. We will be critical to ideas, work on primary architectural properties, make discoveries and develop them into distinct architectural interests toward a new nature, culture, and architecture.

CATHARSIS (spring 2016).
Students are to develop their own personal programs in relation to a social construct, a built autonomous construct and a desired connection to nature/environment. The topic for the first Body and Space Morphologies studio course is CATHARSIS; an inspiration to “release The New Collective as a relief from strong or repressed emotions”. How to free a desire driven emotive new collective, or how to conceive architecture in response to such a collective, is the task for this semester. The studio will work on the subthemes of “expression, language and the inexpressible”.

Lectures (critical readings) on the textual works of: Goody & Watt and Olson (on the concepts of literacy); Lyotard (on postmodern production/governing of knowledge and the problem of legitimization); Benjamin et.al. (on reproduction of art and the concept of copy); Merleau-Ponty (on the problem of the body); Scarry (on pain and the inexpressible); Dind (on the moved body and the problem of language).

Literature list is available online. Additional literature (not contained in the list) are novels and essays from Barthes (Empire of Signs), Hustvedt (What I loved), Zeh (Spieltrieb), Sonntag (regarding the pain of others), Deligny (Maps and Wander Lines) and Berger (why looking at animals) etc.

Learning outcome

Increased knowledge/skills in: Advanced, experimental architectural design, process preparation/adaption, development of own working method and critical reflection on the basis of own visual material. The studio reviews contemporary art and architecture theory, literature and philosophy, stressing architectural programming and the development of a precise visual and written argumentation towards an architecture.

The course is concentrated on physical model-works and offers a tight studio environment with three weekly lectures/film screenings on relevant projects, ideas and theories in art and architecture, literature and philosophy. It conducts four public reviews before the final crit, one field-trip/workshop in Lista (Norway) and a study-trip to Japan.

The students learn how to discover, retrieve and nourish architectural ideas from an immediate and impulsive reaction (models) to a self-employed awareness of social needs and wants, and to further their architectural discoveries into spatial constructions, drawings film/photography and textual works towards an architecture, nature, culture.

Working and learning activities

Introduction to the task - lectures and discussions.
Drawings/models/texts.
Study-trip and one workshop.
Conclusion.

Curriculum

Recommended reading (not mandatory)

Abraham, Anders (2009). A new nature: 9 architectural conditions between liquid and solid. Copenhagen, DK: Royal Danish Academy of Fine Arts, School of Architecture Publishers.

Arendt, Hannah (1998). The Human Condition. Chicago, IL: The University of Chicago Press.

Arendt, Hannah (1970). On Violence. Boston, MA: Houghton Mifflin Harcourt.

Barthes, Roland, & Heath, Stephen (1977). Image, music, text. London, UK: Fontana Press.

Barthes, Roland (1984). Camera Lucida: Reflections on Photography. London, UK: Fontana Paperbacks.

Benjamin, Walter (2006). On Hashish. Cambridge, MA: Belknap Press / Harvard University Press.

Benjamin, Walter (2008). The work of art in the age of its technological reproducibility, and Other Writings on Media. Cambridge, MA: Belknap Press / Harvard University Press.

Benjamin, Walter (2007). Walter Benjamin’s archive: Images, texts and Signs. Brooklyn, NY: Verso Books.

Berger, John (1992). About Looking. London, UK: Vintage.

Berger, John (1972). Why Look at Animals? London, UK: Penguin Books.

Berger, John; with Dibb, Mike; Blomberg, Sven; Fox, Chris and Hollis, Richard (1972). Ways of Seeing. London, UK: Penguin Books.

Deleuze, Gilles (2003). Francis Bacon: the logic of sensation. London, UK: Continuum.

Derrida, Jacques (1987). The truth in painting. Chicago, IL: University of Chicago Press.

Flusser, Vilém (2000). Towards a Philosophy of Photography. London, UK: Reaktion Books.

Frampton, Kenneth (2002). Labour, work and architecture: collected essays on architecture and design. London, UK: Phaidon.

Godard, Jean-Luc, & Ishaghpour, Youssef (2005). How video made the history of cinema possible. In: Cinema: the archeology of film and the memory of a century. New York, NY: Bloomsbury Academic Publishing.

Hejduk, John (1995). Architectures in Love. Sketchbook Notes. New York, NY: Rizzoli International Publications, Inc.

Kittler, Friedrich (2009). Optical Media. Cambridge, UK: Polity.

Kittler, Friedrich & others (2000). ReMembering the Body: Body and Movement in the 20^th Century. Ostfildern, DE: Hatje Cantz Publishers

Koestler, Arthur (1973). The Roots Of Coincidence. An Excursion Into Parapsychology. New York, NY: Vintage Books.

Koestler, Arthur (1990). The Act of Creation, a Study of the Conscious and Unconscious in Science and Art. London, UK: Penguin Books.

Koestler, Arthur (1968). The Ghost In The Machine: The Urge To Self-Destruction: A Psychological And Evolutionary Study Of Modern Man's Predicament. London, UK: Macmillan Publishers.

Kracauer, Siegfried (1997). Theory of Film: the Redemption of Physical Reality. Princeton, NJ: Princeton University Press.

Merleau-Ponty, Maurice (2012). Phenomenology of Perception. New York, NY: Routledge.

Mumford, Lewis (1972). The transformations of man. New York, NY: Harper & Row.

Kolhaas, Rem & Obrist, Hans Ulrich (2011). Project Japan: Metabolism Talks. Köln, DE: Taschen.

Richter, Gerhard, & Friedel, H. (2006). Gerhard Richter: Atlas. London, UK: Thames & Hudson.

Krauss, Rosalind & Bois, Yve Alain (1997), Formless: A User’s guide. New York, NY: Zone Books.

Scarry, Elaine (1987). The Body in Pain: The Making and Unmaking of the World. Oxford, UK: Oxford University Press.

Serres, Michel (2011). Malfeance: appropriation through pollution. Redwood, CA: Stanford University Press

Skinner, Burrhus Frederic (2005). Walden Two. Indianapolis, IN: Hacket Pub Co.

Sontag, Susan (2003). Regarding the Pain of Others. New York, NY: Farrar, Straus and Giroux.

Sontag, Susan (1979). On Photography. London, UK: Penguin.

Stein, Edith (1989). On the Problem of Empathy. Washington, DC: ICS Publications.

Stein, Edith (2009). Potency and Act, studies toward a philosophy of being. Washington, DC: ICS Publications.

Stein, Edith (2002). Finite and Eternal Being: an Attempt at an Ascent to the Meaning of Being. Washington, DC: ICS Publications.

Vesely, Dalibor (2004). Architecture in the Age of Divided Representation. The Question of Creativity in the Shadow of Production. Cambridge, MA: The MIT Press.

Viola, Bill (1995). Reasons for knocking at an empty house: writings 1973- 1994. Cambridge, MA: The MIT Press.

Preliminary. Will be modified before semester start.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	Pass / fail	Individuell oppgaveløsning 20 uke(r) semester task/challenge Eksamen 4 uke(r) 3 mandatory reviews (everybody attends), 1 individual review and the final review with the external sensor. Skriftlige oppgaver 3 program texts and a final text one text for each of the reviews (complementary to the physical models, drawings, sketches, videos etc) Forelesninger 90 minutter 90 minutes lectures each Wednesday at 10:00 and Friday at 13:00. Additional lectures may be held on Thursdays at 10:00. Individuell veiledning 2 dager Thursday after lunch and Friday morning are reserved for individual tabletalks. Workshops 2 x 3 dager one workshop on drawing and one workshop on "vodling" (doodling with video)

Workload activity	Comment
Individual problem solving	Semesteroppgave
Written assignments	4 felles gjennomganger (alle er tilstedet), 1 individual gjennomgang og 1 sluttgjennomgang med utstilling vurdert av ekstern sensor.
Lectures	en tekst for hver gjennomgang (komplementært til fysiske modeller, tegninger, skisser, videos etc)
Individual supervision	90 minutter forelesning hver onsdag kl. 10:00 og fredag kl. 13:00. Tilleggs forelesninger er mulig på torsdager kl. 10:00.
7	Ukentlig på torsdager etter lunsj og fredag på formiddagen.
	en workshop på tegning og en workshop på "voodling" (å droddle med video)

Start semester

GK2 Architecture History 1

Emnenavn på Norwegian Bokmål:

GK2 Architecture History 1

Credits:

Course code:

80 123

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian

Required prerequisite knowledge

Mandatory for second semester students Master of Architecture.

Course content

The course gives an introduction to architectural history and art history from prehistoric time until approximately 1850

Learning outcome

The course gives the students knowledge of key works, tendencies and periods in architecture and art history. The students will become able to recognize works and products from different historical periods and to analyse works of architecture with respect to use, construction, material, and historical context.

Working and learning activities

Lectures, student presentations and reviews.

Presence required
Not required

Start semester

Praktiske konsepter

Emnenavn på Norwegian Bokmål:

Praktiske konsepter

Credits:

Course code:

40 404

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

English

Person in charge

Thomas McQuillan

Required prerequisite knowledge

Passed foundationlevel courses or equivalent

Course content

Concepts play a number of different roles in architecture, from explanatory models that allow for theoretical discussion to notions that guide the process of making. This course looks at the making side, addressing the way in which concepts can operate practically and productively in architectural design, as pathways for the creation of new objects and spaces. The focus will be on the productivity of concepts in the process of work.

The course is divided into two parts. The first part studies a group of practical concepts through a weekly lecture followed by a design task. The second part is an analysis by students of the work that they have produced in the first five weeks, resulting in a written and visual document.

Learning outcome

Kunnskaper
Ved gjennomført studium skal studenten;

Ferdigheter
Ved gjennomført studium skal studenten;

Generell kompetanse
Ved gjennomført studium skal studenten;

Presence required
Not required

Start semester

Skog-Tre-Bygg

Emnenavn på Norwegian Bokmål:

Skog-Tre-Bygg

Credits:

Course code:

40 607

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian

Person in charge

Børre Skodvin

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Gjennom prosjektering av en mellomstor offentlig bygning av tre vil kurset undersøke muligheter for bedre utnyttelse av trevirke. Oppgaven omfatter prosjektering av bibliotek og scene i Spydeberg sentrum, med hovedvekt på tre som byggemateriale. Kurset er en del av forskningsprosjektet Wood Be Better og vil gi en solid kunnskapsbase om tre som byggemateriale. Vi vil møte representanter fra hele næringskjeden; skogbruk, tremekanisk industri, forhandlere, utviklere, meglere og entreprenører. Kurset tilbyr forelesninger og en studietur om temaet.

Learning outcome

∙ Utvikling av arkitektens kompetanse som bruker og bestiller av tømmer og trevirke til bygg.
∙ Erfaring med prosjektering av offentlige publikumsbygg med variert bruk.
∙ Kunnskap om ulike typer trevirke, deres egenskaper, muligheter og biotoper.
∙ Kunnskap om betydningen av den tremekaniske bearbeidingen for trevirkets yteevne og levetid.
∙ Forståelse for konstruksjon og detaljering av mellomstore publikumsbygg bygninger av tre.
∙ Erfaring med arkitekturprosjektering prosjektering av offentlige publikumsbygg med variert bruk.
∙ Erfaring med hvordan et forskningsbasert ressursnettverk kan benyttes i prosjekteringen.

Presence required
Not required

Start semester

24-hour Oslo - Versatile Architectures and New Demographies

Emnenavn på Norwegian Bokmål:

24-hour Oslo - Versatile Architectures and New Demographies

Credits:

Course code:

40 611

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Working knowledge in Rhino
Studio participants are required to take the studio specific elective course ‘Integrated and Associative Computational Design in Architecture’

Course content

Course Program

The studio offers exciting and future oriented design assignments with emphasis on computational design. The aim is to address societal and environmental dynamics through the medium of architectural design.

The studio seeks to address locally specific conditions and circumstances, and societal and environmental changes that require architectural responses that are not part of the current canon and that go beyond current practice.

The studio will commence the development of integrative computational data-driven design processes.
The spring 2016 semester will focus on locally specific demographic, spatial, programmatic and environmental criteria and data as the primary inputs into the design process. Students will be working individually or in small teams.

Phase 01:

Phase will commence with the design of a small 24-hour differential use building that caters for different age and income groups. The design requires an integrated approach to spatial organization, structural articulation and environmental performance in which the capacity of versatile use of the building is the primary element. Phase 01 consists of a six-week design phase for the small building. This phase is integrated with the studios intensive elective course in which students learn and further develop computational design skills.

Phase 02:

Phase 02 consists of two tracks from which students can choose.

Track 01 (recommended for first time takers of the studio) will focus on the detailed development of the small-scale building designed in phase 01 and the preparation of the fabrication and construction documents with emphasis on computer-aided manufacturing.

Track 02 (recommended for returners to the studio) will focus on adapting and developing the design approach towards differential use mid- to large size building scheme and neighborhood in Oslo, with the aim to organize mixed generation living.

The studio does not pursue a preconceived artistic approach based on a given aesthetic or fixed set of processes. Instead students are encouraged and supported to develop their own artistic approach and position. In so doing the studio pursues design processes from which expression emerges and evolves and foregrounds the design of processes from which individual artistic positions can arise.
Avoiding a preconceived artistic approach is related to the thematic agenda of the studio to develop locally specific and architectures that are embedded in their context based on de-emphasizing the idiosyncratic object and instead complex field relations and architecture / environment interactions.

In order to ensure its practice-oriented emphasis the studio will continue to collaborate with leading architectural and engineering practices, industries, seminal expert groups and research environments, and outstanding schools of architecture.

Learning outcome

Learning Outcomes:
• To be prepared for future practice in architecture and the challenges posed by it.
• 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;
• 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 advanced architectural and design visualization;

Working and learning activities

Teaching Activities

1. Lectures on key conceptual and methodological approaches.
2. Seminars on seminal texts and projects.
3. Workshops focused on specific design aspects or skill building.
4. Studio tutorials and discussions on the design work.

Core thematic foci include:
• Performance-oriented Architecture (Hensel 2013);
• Informed Non-standard (Sørensen 2015);
• Local Architecture / Local Urbanism;

The methodological approach encompasses:
• Performance-oriented Advanced Computational Design;
• Integration of data-driven Methods, Processes, Information and Analysis;
• Integrated computer-aided materialization / fabrication;
• Production of full scale prototypes and pilot projects;

Curriculum

Course Literature

Books and Journals:

Ayres, P. Ed. (2012) Persistent Modelling, London: Routledge.

Hensel, M. and Turko, J. (2015). Grounds and Envelopes - Reshaping Architecture and the Built Environment. London: Routledge.

Hensel, M. (2013). AD Primer - Performance-oriented Architecture - Rethinking Architectural Design and the Built Environment. London: AD Wiley.

Hensel, M., Menges, A. and Weinstock, M. (2010) Emergent Technologies and Design - Towards a biological Paradigm for Architecture. London: Routledge.

Hensel, M., Hight, C. and Menges, A. Eds. (2009) Space Reader - Heterogeneous Space in Architecture. London: AD Wiley.

Hensel, M. and Hermansen Cordua, C. (2015). Constructions - An Experimental Approach to Intensely Local Architectures. AD Architectural Design

Grobman, Y. and Neuman, E. Eds. (2012) Performalism. London: Routledge.

Architectures non standard (2003) Centre Georges Pompidou.

Papers and Articles:

Hensel, M. (2015). 'Thoughts and Experiments en Route to Intensely Local Architectures'. In: Beim, A., Bundgaard, C. and Frier Hvejsel, M. Eds. Every Tectonics - Nordic Journal of Architectural Research Vol.1: 11-33.

Hensel, M. and Sørensen, S. (2014). ‘Intersecting Knowledge Fields and Integrating Data-Driven Computational Design en Route to Performance-oriented and Intensely Local Architectures’. In: Bier, H. and Knight, T. eds. Dynamics of Data-driven Design Footprint 15 Autumn 2014: 59-74.

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’. SAJ Serbian Architectural Journal 5 (2): 106-131.

Presence required	Comment
Not required	90 % attendance

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

Workload activity
Planning assignment

Start semester

GK4 Norwegian Architectural history

Emnenavn på Norwegian Bokmål:

GK4 Norwegian Architectural history

Credits:

Course code:

80 144

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian

Person in charge

Kolbjørn Nesje Nybø

Required prerequisite knowledge

There are no prerequisites beyond admission in the study program.

Course content

Norwegian Architectural history

Learning outcome

Kunnskaper
After completing the course the student should have gained an overview of attitudes and key architects of the Norwegian architectural history.

Ferdigheter
After completing the course, the students shall have learned to write a scientific essay with footnotes and bibliography.

Generell kompetanse
After completing the course the student should be able to presenting an architect, an issue or architecture works in a scientific manner in a historical and architectural context.

Working and learning activities

A number of lectures on Norwegian architectural history, literature tasks and a one week excursion in Norway.

Curriculum

Brekke, Nils Georg. Nordhagen, Per Jonas. Lexau. Siri Skjold. (2003) Norsk arkitekturhistorie. Fra steinalder og bronsesalder til 21. århundre. Det Norske Samlaget Oslo.

Christensen, Arne Lie. (1995) Den norske byggeskikken : hus og bolig på landsbygda fra middelalder til vår egen tid. Oslo : Pax forlag.

Gunnarsjaa. Arne. (2006) Norges arkitekturhistorie. Abstrakt forlag a/s.

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required	10	Not required	Individual literature task
Exercise	3		The excursion can be replaced with an individual literature task.
Excursions	1
4	1

Form of assessment	Grouping	Grading scale
Project assignment	Individual	A-F
Project assignment	Group	A-F
6	Individual	A-F

Workload activity	Comment
Lectures	Writing of three scientific essays.
Group work	Individual writing of a scientific essay.
Written assignments

Start semester

GK6 Design in a System

Emnenavn på Norwegian Bokmål:

GK6 Design in a System

Credits:

Course code:

70 161

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian

Person in charge

Tom Vavik

Required prerequisite knowledge

Passed previous five semesters

Course content

The course deals with the professional practice of the design field and the relationship with the client and society. The students collaborate with an external organization/company and they can specialize within industrial, interaction and/or service design. The course starts with a module in systems oriented design. Individual portfolios will be prepared.
Industrial design involves the development, planning and design of industrially manufactured products. An aim is to improve the products' aesthetics and usability. The discipline involves activities from concept development to production drawings and the students may use physical and/or digital (CAD, CD, video) tools for modeling and communication. Industrial design covers a wide range of design processes and approaches depending on the context and client from the manufacturing industry, through high-tech products to extreme industry as marine/offshore. The projects are often realistic and research-based.
Interaction design is about the analysis, development and design of the interface between people and technology. For example, web design, smart phone apps, electronic toys and games, control panels and installations.
In service design one goal is to create great user experiences over time in several different touch points. For example, solutions for public transport, services within the health sector or new communication and library services.
In the field of systems oriented design the goal is to give the designer skills to handle a greater degree of complexity. By bringing in a comprehensive, long-term and holistic perspective in the projects, systems oriented design seeks to contribute to responsible, robust and sustainable solutions.
Each student will present themselves and their work through the foundation program by a portfolio.

Learning outcome

The main learning outcome is: Students will learn the basics of Systems Oriented Design and further develop their specialisation into one or more of the three specialities.
DESIGN COMMERCIAL APPROACH: Provide the student with knowledge about how a design related practice can be understood and executed.
AESTHETICS: Give a more conscious understanding of the concept of aesthetics with emphasis the organizations corporate identity.
SUSTAINABILITY: Give knowledge about how a system-oriented approach can provide a holistic view on a sustainable development.
ETHICS: Provide a general understanding of ethical issues.
CULTURAL AND SOCIAL UNDERSTANDING: Provide a greater understanding and general knowledge about the relationship between client, society and designer.
PROCESS, TOOLS AND METHODS: To develop the student's ability to complete an independent design project , as well as in a professional way to document the project process and results using appropriate tools. The course provides a thorough introduction to Systems Oriented Design.
COMMUNICATION: Provide general knowledge and skills to communicate the process and results in a professional manner. The development of a personal digital portfolio is on task in this. Basic competence in collaboration with businesses and in facilitation of Giga-mapping workshops
MATERIAL AND TECHNOLOGY UNDERSTANDING: Provide general expertise to evaluate new materials and technologies.

Working and learning activities

Systems Oriented Design is tought through lecture series, workshops with given tasks, visiting a company, project work in collaboration with a company and in group work.
The specialisation will be developed through tutoring and group work.
DESIGN COMMERCIAL APPROACH: Through project work with external partners, lecture, tutorial and a reflective internal dialogue.
AESTHETICS: Students are given the opportunity to develop their own aesthetic skills and understandings through the different context projects inserted in and by receiving feedback from external partners that often have different aesthetic preferences.
SUSTAINABILITY: Through the introduction and approach to system-oriented design is given an overall perspective with opportunities for discussion and reflection.
ETHICS: Possibility for project-related discussions depending on the partner organization.
CULTURAL AND SOCIAL UNDERSTANDING: Through introductions and tutorials in the specialized directions given students’ knowledge of the overarching issues.
PROCESS, TOOLS AND METHODS: Through lecture and project-related discussions. Individual projects are trained in cooperation with external partners combined with internal guidance. Through workshops and group work the students will learn SOD and Giga-mapping.
COMMUNICATION: Through students' presentations for partners and supervisors.
MATERIAL AND TECHNOLOGY UNDERSTANDING: Through independent project and collaboration with external partners. Presentation and communication of complex design solutions.

In this course it is compulsory attendance at lectures, tutorials and presentations.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	A-F	n this course it is compulsory attendance at lectures, tutorials and presentations

Start semester

GK4 Designteori 1

Emnenavn på Norwegian Bokmål:

GK4 Designteori 1

Credits:

Course code:

70 142

Level of study:

Master

Teaching semester:

2016 Spring

Language of instruction:

Norwegian

Required prerequisite knowledge

Kurset bygger videre på Ex.phil og kursene Arkitektur- og designhistorie 1 og 2

Course content

Kurset bygger videre på studentens erfaring med praktisk design prosjekter samt de historiske perspektivene. Kurset skal gi innsikt i de teoretisk og metodisk tilnærminger utviklet spesifikt for designfaget. Design settes inn i en større kontekst hvor design etiske så vel som operasjonelle problemstillinger blir diskutert.

Kurset inneholder også en rekke studiebesøk for å kartlegge ulike design- og produksjonsbedrifter i Norge.

Learning outcome

Etter endt kurs skal studenten forstå det teoretiske underlaget for grunnleggende designprosesser og metoder. Studenten skal få en forståelse og innsikt i ulik kompleksitet og oppbygging av Designkontorer og en oversikt og kunnskap om utvalgte produksjonsbedrifter.

Working and learning activities

I kurset velger studenten ut tekster og diskusjonstemaer i valgt tilrettelagt litteratur. Studentenes evalueringer presenteres og diskuteres i studentgruppen. Kurset avsluttes med et refleksjonsnotat og en visualisering av besøkte design og produksjonsbedrifter design prosesser og metoder. Studentene anbefales å bli med på studiereise med bedriftbesøk.

Mandatory coursework	Presence required	Comment
Presence required	Not required	80% deltagelse, innleveringer ved hver gjennomgang. Evaluering av innlevert refleksjonsnotat og visualisering.

Form of assessment	Grouping	Grading scale
Project assignment	-	A-F

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	The participation and contribution of each student to the studio will count for 60% of the final mark. The submission of the group and individual work will count for 40%.

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	Prosjekteringsoppgave 20 uker Semester oppgave Workshops 2-5 dager Skriftlige oppgaver

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	Pass / fail
Comment:	Individuell oppgaveløsning 20 uke(r) semester task/challenge Eksamen 4 uke(r) 3 mandatory reviews (everybody attends), 1 individual review and the final review with the external sensor. Skriftlige oppgaver 3 program texts and a final text one text for each of the reviews (complementary to the physical models, drawings, sketches, videos etc) Forelesninger 90 minutter 90 minutes lectures each Wednesday at 10:00 and Friday at 13:00. Additional lectures may be held on Thursdays at 10:00. Individuell veiledning 2 dager Thursday after lunch and Friday morning are reserved for individual tabletalks. Workshops 2 x 3 dager one workshop on drawing and one workshop on "vodling" (doodling with video)

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

Mandatory coursework:	Exercise
Courseworks required:	3
Presence required:
Comment:	The excursion can be replaced with an individual literature task.

Languages

2016 Vår

Start semester

Småbruk: a design for a pocket farm

Start semester

Posisjoner

Start semester

Kroppens og Rommets Morfologi: Katarsis

Start semester

GK2 Architecture History 1

Start semester

Praktiske konsepter

Start semester

Skog-Tre-Bygg

Start semester

24-hour Oslo - Versatile Architectures and New Demographies

Start semester

GK4 Norwegian Architectural history

Start semester

GK6 Design in a System

Start semester

GK4 Designteori 1

Pages

Workload activity:	Individual problem solving
Comment:	The participation and contribution of each student to the studio will count for 60% of the final mark.