2017 Vår

Start semester

2017 Vår

ahotest agnarpedersvienreider

Emnenavn på Norwegian Bokmål:

ahotesteb

Credits:

Course code:

ahotest

Teaching semester:

2017 Spring

2017 Autumn

Presence required
Not required

Start semester

In Transit - Architectural Solutions in Emergencies

Emnenavn på Norwegian Bokmål:

In Transit - Architectural Solutions in Emergencies

Credits:

Course code:

60 609

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses/ Bachelor. Open for architecture and landscape architecture students. (it is not a prerequisite to have attended any of the other In Transit Studios).

Course content

In the context of humanitarian emergency operations and as a contribution to the global response to mass displacement, the In Transit III Studio aims to develop design solutions, urban planning strategies, and tactical urbanism interventions to increase the livability for people in transit and their host communities. The projects will be developed and based on the following situations/locations: Emergency operations and first reception centers for refugees in Italy; and Resettlement programs in Portugal.

BACKGROUND
A collaboration between the Norwegian Refugee Council (NRC)/NORCAP and the Oslo School of Architecture (AHO) was established in 2015 as a part of a NORCAP initiated project called ‘BUILD’.
The ‘BUILD’ initiative demonstrates that the two partner organizations have a mutual interest in developing new thinking and fresh approaches to architectural solutions in humanitarian response and resettlement projects. The NRC/NORCAP recognizes the need for bringing in expertise from academia and the world of architecture in humanitarian response, while the AHO on the other hand is acknowledging the importance of including current global affairs into the school’s curriculum and the potential of external partnerships.

Works from the In Transit I Studio (Spring 2016) and the In Transit II Studio (Fall 2016) have already been shared with the United Nations and governmental partners. The In Transit III Studio will also directly contribute to the NORCAP ‘BUILD’ initiative. The students at the In Transit III Studio will have the opportunity to influence the future of humanitarian response. Please note that the three In Transit Studios are only connected thematically, and each semester focuses on different cases and challenges.

COURSE CONTENT AND STRUCTURE
The studio is specifically designed to function as a testbed for merging academia with field experiences, with the aim of developing new thinking and fresh approaches to physical and social structures in humanitarian response and resettlement solutions. In this regard, the studio will focus on the following themes and incorporate these in all project proposal concerning DIGNIFIED RECEPTION FACILITIES / RESETTLEMENT PROGRAMS
FOR REFUGEES / IDPs:

LOCATION / SITE SELECTION FOR HOSTING NEW ARRIVALS (REFUGEES / IDPs): The potential for integrating humanitarian response with urban planning mechanisms is, in general an unexplored subject. The focus is usually on the challenges that come with rapid urbanization and mass influx of people to cities, rather than exploring the opportunities for the host communities of accepting new arrivals. There is a need to develop projects that present a new form of urban planning focusing on refugee integration as an opportunity for revitalizing poor urban neighborhoods. Location and access to services are important factors in providing access to services and livelihood opportunities.

PROTECTION, SAFTEY, AND REDUCING THE RISK OF GENDER-BASED VIOLENCE: The physical layout of a temporary displacement site or other situations hosting new arrivals, will directly affect the safety of the ones living there, as well as for the surrounding neighborhoods. The decisions made by the architect/planner will impact the daily lives of vulnerable persons and the population in general. Access to sanitary facilities, placement of functions, street lighting, proper Child-friendly and female-friendly spaces, are a few examples of elements that need to be considered.

THE NEED FOR SOCIAL INFRASTRUCTURES: Using architecture and design as a mean to ensure the psychosocial well-being of disaster-affected populations. Places that serve everyone in a temporary situation: recreational space; meeting places; a kitchen; play areas; urban furniture, or other social gathering points - are especially important for those with no option to maintain their social habits in unfamiliar and often hostile environments.

The themes listed above will be discussed in two different contexts:

ITALY: Emergency Response and first reception centers

“The number of refugees and migrants reaching European shores this year passed the 300,000 mark today, UNHCR figures show. This is considerably lower than the 520,000 registered sea arrivals during the first nine months of 2015, but higher than the 216,054 arrivals during the whole of 2014.
A closer look at the two main countries of arrival, Greece and Italy, reveals important differences. Arrivals in Italy this year follow the same pattern as last year, with 130,411 refugees and migrants entering in 2016, compared with 132,071 during the first nine months of last year. However, more people arriving in Italy are staying there.” – William Spindler, Spokesperson for The United Nations High Commissioner for Refugees (UNHCR)

How do we transition from temporary arrangements to permanent solutions?

PORTUGAL: Resettlement Programs
In response to the refugee crisis and despite the internal economic crisis, Portugal has stepped up its commitment to relocate around 4.500 refugees until 2017, in addition to 5.000 through bilateral agreements with other EU countries. Before this decision was made, Portugal usually receives around 30 refugees under their annual resettlement quota and a thousand spontaneous asylum applications.
Source: International Organization for Migration (IOM) Portugal.

How will the new arrivals be integrated in the society, and what are the urban and physical implications of these programs?

STUDY TRIP
During the excursion week, the studio will travel to Portugal

Learning outcome

To gain in-depth insights and work with real time global challenges. Merging architecture with the particularities of the United Nations and the international community’s crisis response mechanisms will be the main objective of the course. The course will provide students in gaining insight into crisis response, focusing on the role of the architect / planner in this context.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The student need to answer all assignments and be present at all presentations to pass the course. For students who are not able to meet these requirements, or do not have a valid reason for being absent, an assessment of the total body of works produced during the semester will be carried out at the end of the semester to finally decide if the student has reached the desired learning outcomes.

Start semester

Rethinking Development and Sustainable Design

Emnenavn på Norwegian Bokmål:

Rethinking Development and Sustainable Design

Credits:

Course code:

70 403

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Passed foundation level courses ("bachelor").

Course content

The elective course "Rethinking Development and Sustainable Design" take a critical stance by scrutinizing both "Development" and "Sustainability" as public discourses typically seems to understand these two interrelated concepts today. The goal is to reveal and discuss what kind of developmental paradigm these discourses typically try to sustain and if there are other alternatives to be found that also could be promoted and acted on. The final deliverable is a reader containing reviews of literature read and discussions held.

Learning outcome

On completing the class, the students will have:
- improved their knowledge about "Development" and "Sustainable Design".
- knowledge about and experience in critical readings of texts.
- developed their skills to write their own texts.
- developed their skills to describe and discuss their own and others´ texts in an academic seminar setting.

Working and learning activities

The content of the class spans from practical work with texts to lectures, discussions, student presentations and the final Reader. Students are expected to deliver two reviews each of two books or other relevant sources; one being from the reading list and one that has been found through own research.The content of the class spans from practical work with texts to lectures, discussions, student presentations and the final Reader. Students are expected to deliver two reviews each of two books or other relevant sources; one being from the reading list and one that has been found through own research.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Minimum 80% of active attendance and involvement producing the final Reader.

Form of assessment	Grouping	Grading scale	Comment
Other assessment method, define in comment field	-	-	Self-assessment and assessment by; students, internal sensor and teachers in the course. Each individual contribution to the reader and how it relates to expected “Learning outcome” will together with active attendance be the main issues to be assessed.

Start semester

Aesthetics in Physical Context

Emnenavn på Norwegian Bokmål:

Aesthetics in Physical Context

Credits:

Course code:

70 404

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian / English

Person in charge

Nina Bjørnstad

Required prerequisite knowledge

Passed foundation level courses or the equivalent: basic design education three years corresponding to BA. The course is open to students from all design specializations with completed basic course in the workshops at AHO. Material costs must be expected.

Course content

The aim of the course is to give students the opportunity to explore and reflect on applied aesthetics in physical form, from both a practical and theoretical side. The course has a close cooperation with the workshops where students will explore physical form as well as materials, surfaces, formats etc. They will also reflect on and discuss the various topics and their own physical explorations.

The topics are for example: How material gives a response during exploration? Haptic perception. Surface, pattern, texture and blind testing of design objects. Context – the relevance of what context the objects are created for.

Learning outcome

• Strengthened design skills through practicing creative processes in physical materials.
• Exploring aesthetic effects
• Gain experience through practice and train their critical eye.
• Explain and argue for their aesthetic choices.
• Knowledge of the hierarchy of the senses and haptic experience.
• Knowledge of what the process contributes to the result, experience with material-specific processes and the aspect of time.
• Knowledge of various types of experiments and intentions with these.
• The course various themes are central to design and the students shall be able to apply knowledge from this course in their later projects.

Working and learning activities

The course will be organized around different themes and students will carry out practical investigations within each of the themes. Each theme will last for two days of the course. There will be a lecture / introduction to each topic given by various specialists, time for independent study, reflection and practical examinations. Each topic will end in the afternoon on day two with presentations, reflections and discussions around the topic. In elective week, students choose a theme from the course and immerse themselves in this through experiments in several iterations. The course concludes with an exhibition.

Presence required
Not required

Comment

Start semester

GK2 Design og samtid

Emnenavn på Norwegian Bokmål:

GK2 Design og samtid

Credits:

Course code:

70 123

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Emnet Design, Samtid og historie gir en bred kunnskap om design – og kunsthistorie i relasjon til vår samtid. Grunnleggende spørsmål som hva design er, og har vært blir grundig drøftet.
Emnet innledes med en kortfattet innføring i kunsthistorien fra antikken frem til og med romantikken. Deretter vil fokus flyttes over til et mer designhistorisk og teoretisk fokus. Emnet favner en dyptgående gjennomgang av viktige designhistoriske epoker, perspektiver, strømninger og episoder fra fremveksten av moderne design på slutten av 1800-tallet til popdesign og postmodernisme på 1980 og 90-tallet, fortsatt med et sideblikk til kunstens verden. Emnet favner både forelesninger av fast kursansvarlig, og gjesteforelesninger. Dette for at studentene skal komme i berøring med mange ulike innfallsvinkler og stemmer.

Learning outcome

Studentene skal lære:
• ha bred innsikt i sentrale diskurser og teoretiske perspektiver knyttet til samtidens design og kunst.
• På en selvstendig måte å reise interessante problemstillinger på bakgrunn av en designteoretiske eller estetisk tema, og å formulere dekkende visuelle responser.
• kunne oppsøke, hente og utnytte kunst og designreferanser fra ulike kilder.

Working and learning activities

Emnet formidles:
• Gjennom forelesninger (2 -3 timer hver mandag morgen)
• I tillegg er det satt av tid til selvstudie.
• Til begge emner hører et teoretisk pensum, der studentene leser og fremlegger alt fra historisk oversiktsverker, filosofi til eststiske og designteoretiske perspektiver som skal berike deres forståelse, og utvide deres horisont. Teoretiske tekster hentet fra nevnte pensum leses av studentene individuelt eller gjennom kollokviearbeide. Hver uke fremlegger en gruppe en utvalgt tekst som er relevant for den dagens forelesning.
• Begge emner avsluttes med innlevering av arbeidsbok, der oppgaven er å trekke ut vesentlige punkter fra et omfattende historisk eller teoretisk stoff, og å selv klare å reise en problemstilling i forhold til dette materialet, som studentene skal svare på visuelt i arbeidsboken.

Det kreves av studentene at de:
• Er tilstede i undervisningen aktivt deltakende, eller lyttende
• At de fremlegger en utdelt tekstpassasje for kursleder og resten av gruppen en til to ganger i løpet av hvert semester
• Leverer skriftlig arbeid/mappe innen angitt frist.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Studentene vurderes på bakgrunn av: • Deltakelse i undervisning • Fremleggelse av tekster • Innlevert skiftlig arbeidsbok Studentene vurderes: • Av emneansvarlig • Bestått/ ikke-bestått

Start semester

Technosphere

Emnenavn på Norwegian Bokmål:

Technosphere

Credits:

Course code:

60 610

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

Passed foundation level courses/ Bachelor. Mandatory for second semester students in Master in Landscape Architecture

Course content

Architecture links and connects polities and their material spaces of inhabitation. The processes that shape and transform contemporary life are marked and inscribed directly into the forms and processes of material transformation of cities and landscapes, which act as very complex sensors. A new intensification is taking form in the Anthropocene, with vast areas of the Arctic and Subarctic being transformed into extractive regions for mineral resources and densely inhabited regions in southern Scandinavia governing them. The aim of this research design studio is twofold: to measure and characterise the material basis of these processes, and to design ways to augment the ability to respond to their intensifications.

The project revolves around the inquiry into the material characterisations of a millenary shift characterising contemporary life on our planet. A new intensification is reshaping the relations between the forms of cohabitation and the material structures and processes of the Earth.

The studio researches and develops methods of inquiry into the extent, scale and intensity of the energy and material flows that sustain contemporary human life. We consider these flows and their solidifications, encrustations, and severance as a process of construction over time and across space: as an architecture and as a landscape, shaping the forms of the interactions between polities and their material base. The technosphere is analysed in its dynamic formations: a large and rapidly growing collection of complex objects resting atop and within a vast and growing layer of waste, only minimally recycled back to sustain human life.

We focus on the technosphere of Scandinavia and its extractive industry and the metropolitan region of Oslo, and inquire into its physical transformations, linking the institutional structures of cohabitation, to the different dynamic processes of accumulation, sedimentation, transformation, assemblage, recycle, abandonment, innovation, decay and waste of the materials that form it. We articulate new forms of representation of these intensifications by asking a rather simple question: how heavy is a city? How heavy a landscape?

The complex answer to this simple question will help to understand new forms of territoriality emerging in the intensified grounds of the Anthropocene, with different rhythms and times of change, as well as different interests involved. The detailed readings and survey of the marks and traces that characterise the technosphere will reveal contested, asynchronous and divergent dynamics. These require architectural knowledge to guide an integrated transformation process.

A multiplicity of interests and territories: the shifts, delays, extinctions, decays and accelerations in the transformation processes of the contemporary technosphere are the structures that form the starting points for a series of strategic designs for new institutions to negotiate complex territorial, architectural and landscape transformations.

Learning outcome

The course provides with a critical framework to investigate and evaluate different discourses on architectural, landscape and urban design methodologies, and to articulate an understanding of the implication of the Anthropocene thesis on metropolitan processes.

The studio work provides knowledge and methods on how to formulate independent research questions, and how to formulate complex design in relation to research.The studio work provides knowledge on how to formulate, evaluate and test strategies and comprehensive design options at different levels of detail.
The studio provides a specific theoretical and practical knowledge on current methods of digital survey of the material basis of the Anthropocene in relation to metropolitan processes.

Working and learning activities

The research design studio outlines in detail the material basis of extraction economies in the Arctic and Subarctic regions of Europe, with a focus on Scandinavia and its capital metropolitan areas.

A first phase evaluates methods to represent in volumetric terms the material processes at play: from the material characterisation of the built environment (above and beneath the ground) using remote sensing and in situ surveys, to the larger urban transformations of the landscape of extraction, with an analysis of onshore and offshore elements of the technosphere. The technosphere is here understood as the artificially formed material and energy flows that sustain life.

A second phase of the design research studio interprets the dynamic processes in relation to competing interests and investigates how architectural knowledge can contribute to the formation of a renewed integrated approach to complex environmental challenges. This part of the work is dedicated to fully detailed strategic documents, aimed at addressing specific transformations marked by divergent interests over the same material processes.

This design research studio is a collaboration with the works of Territorial Agency at the AA Architectural Association School of Architecture, London and with the Centre for Research Architecture at Goldsmiths. A series of joint seminars and workshops will be organised.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Students are expected to attend seminars, tutorials, workshops and trips, and studio lectures

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	A portfolio assessment of the whole coursework will be carried out in the end of the semester to finally decide if the student has reached the desired learning outcome.

Start semester

Tropical Architecture

Emnenavn på Norwegian Bokmål:

Tropical Architecture

Credits:

Course code:

40 306

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Person in charge

Christian Hermansen

Required prerequisite knowledge

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

Course content

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

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

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

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

Learning outcome

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

Working and learning activities

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

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

Curriculum

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Start semester

Hotel and facilities, Bardardalur, Iceland

Emnenavn på Norwegian Bokmål:

Hotel and facilities, Bardardalur, Iceland

Credits:

Course code:

40 620

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Passed bachelor.

Course content

At its best, the hotel room represents the essence of the human dwelling: It must satisfy basic requirements regarding practical needs and comfort. In addition it should provide to the user a feeling of temporary ownership and well being for the duration of the stay. Which architectural tools are at our disposal to make the hotel and its facilities a good temporary home?

The site and area chosen for the studio is a rural situation on Iceland. Bardardalur is located in the central northern part of Iceland and runs from the fjord Skálfandi, east of Akureyri, right into the central highland lava plateau Sprengisandur. The studio project area is around Svartá, a tributary to Skjálfandafljot in Bardardalur. This is an area with close proximity to some of the main routes trafficed by tourists. The program will primarily cater to these groups, but also to the many others who have an interest in the natural and cultural attractions to be found in the area.

The main goal of the studio is to develop architectural strategies and solutions for temporary accomodation for travellers and tourists. An important part of this will be to facilitate good opportunities for experiencing local nature and culture. Iceland has an abundance of spectacular nature, but so far very little has been done to prepare these attractions through planning and design of the interventions that modern mass tourism require. In a rural community environment relying mainly on sheep farming for its livelyhood it is demanding to find the right balance between new interventions and the existing situation, while at the same time satisfying basic needs for comfort and organization. The predominant feature of the natural landscape is the stark contrast between the almost desertlike volcanic terrain and the exuberant fertility surrounding the waterways. In addition to the regular tourist, the area can be expected to attract ornithologists, geologists, glaciologists, biologists, recreational fishers, historians, hikers, offroad bikers, horseback riders, etc.

Iceland has a rich building tradition and a closer study of this will be part of the preliminary phase. At the time of settlement the climate was considerably warmer and Iceland has had significant access to timber. With cooling, these forests have disappeared and the timber in the remaining vernacular architecture is mostly driftwood, mainly larch from Siberia. Today, global warming again opens for planting forest and Iceland is in need of a strategy to direct the development of this potential. The studio aims to reintroduce Norwegian timber technology by showing examples of a modern timber architecture with a potential for further development as the resource basis slowly changes.

Learning outcome

Knowledge:
Knowledge about, and awareness of essential aspects to the human dwelling. Knowledge about particular needs and conditions pertaining to the development and facilitation of tourism. Overview over climatic conditions which influence building design and performance over time. Updated knowledge about timber materials, construction principles, and production process. Awareness of the possibilities and challenges of the timber load bearing structure and climatic shell. Knowledge about relevant systems for natural ventilation, exploitation of solar and geothermal energy, sustainable systems for drinking water and waste water.

Skills:
Ability to develop architectural strategies based on program, site, and technology. To develop architectural designs with high quality, aimed at rational production, climatic adaptation, efficient energy systems, and durability. Ability to document architectural strategies, solutions, and design using drawings, models, and text.

General qualifications:
Independent development of a detailed architectural solution for a building project. Awareness of the interplay between structure and nature.

Working and learning activities

The studio will be carried through with a main emphasis on architectural projects to be completed individually or in groups. Project material is expected to be detailed using digital tools, as well as small and large scale models. Preliminary sketching and development of ideas is to be done using analogue tools only.

The studio is based on experience from the research project WOOD/BE/BETTER and will constitute a continuation of the institute’s studies of timber as building material. An interdiciplinary team of architects, engineers, and timber technologists will contribute lectures and supervision.

The studio has 3 main phases with corresponding reviews:
- Preliminary studies, full scale timber workshop in the construction hall.
- Study trip to Iceland, development of project proposal.
- Detailed architectural project.

The students are required to continually document the work to produce material for a studio publication.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	A general attendance of minimum 90% is required. - Attendance at lectures is required. - Participation in individual or group supervision is required, adapted to individual needs. - Participation in workshops and reviews is required to pass. - Development, presentation, and review of a completed project design is required to pass. Students are evaluated to pass or fail, according to Regulations for Master’s Degree Programmes at AHO. International grading is provided for exchange students who require this.

Start semester

Multistory building

Emnenavn på Norwegian Bokmål:

Multistory building

Credits:

Course code:

40 621

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

Passed bachelor level courses in architecture with similar learning outcome from structural mechanics, engineering and building physics bachelor level courses at AHO

Course content

•Apply knowledge of spatial qualities to explore good architectural solutions for a multistorey building (on a given plot). Building structure, building envelopes and common vertical communication space shall act as a sustainable architectural framework for future use and for different programs. The building's various levels shall be adapted to use both to office spaces and living spaces. Street level should mainly be used as a public function.
• Study and explore the impact of a building's internal infrastructure with concerns to building structure and vertical communication zones through exploration of both historical and contemporary examples of projects.
• Study and explore architectural possibilities for organization and design of structure and vertical communication space for buildings with different progams.
• Study and explore the architectural potential of various structures as a framework for good spaces and general usability over time.
• Study and explore the acoustic challenges and possibilities.
• Study and explore the organization and design of vertical communication space in terms of design, usability, and spatial qualities.
• Study and explore design of the building envelope in terms of daylight and materiality as well as possibilities and challenges concerning solar heat, moisture and durability.
• The students will be sketching and later process their studies using different media (analog and digital) as well as digital and physical 3D model studies
• Implement and summarize experiences from excursions.

Learning outcome

Knowledge:
• Acquire knowledge of creating and organizing good space for different progams in a given context.
• To understand the impact of structural principles on different use and architectural experience of building and space.
• To acquire knowledge about the different organization and design of vertical communication space and acquire knowledge of current topics and national guidelines for universal accessibility and usability.
• To acquire knowledge about the building envelopes physical structure and impact of a building's architectural resistance for different users over time
• To acquire knowledge about the building enevelops’s physical structure and special role and impact on a building's architectural resistance for different users over time.

Skills:
• Being able to discuss, consider and explore spatial qualities within an holistic architectural concept.
• Being able to discuss, consider and explore various structural principles impact on users and to discuss, consider and explore different program for a building over time.
• Being able to discuss, consider and explore architectural qualities and possibilities of different organization and design of vertical communication space and implement knowledge of current topics and national guidelines for universal accessibility and usability.
• Being able to discuss, consider and explore the building envelope design and physical structure on the basis of its impact of a building's adaptability to various programs over time.
• Being able to discuss, consider and explore architectural expression and materiality in relation to the actual location context.
• Being able to document and present architecture expert assessments on studio course initial research areas as well as present a conclusive and comprehensive and sustainable architectural project on the current plot through excellent illustrations and a physical model.

General competence:
• Being able to apply the acquired knowledge about structures, vertical communication spaces and building envelope into a sustainable building with great architectural quailities usable for different programs. Get skills in discussing, evaluating and exploring the actual topics in different situations and show cooperation,

Working and learning activities

Students will be working on the semester project in groups of 2

Otherwise, the course includes various activities:
• initial subtasks on current topics
• theme-oriented lectures
• private and group input / lectures and discussions
• inspection of relevant local projects
• a foreign excursion
• weekly reviews

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The student must attend all project reviews. Project presentations will be assessed as pass / non passed by an external examiner after a final review. There will be made a written evaluation.

Workload activity	Comment
Lectures	Mandatory attendance at all project reviews and active participation in discussions around the course different topics at lectures and other arragements.

Start semester

2017 Vår

Urban design Arctic City: Barents Borderscape

Emnenavn på Norwegian Bokmål:

Urban design Arctic City: Barents Borderscape

Credits:

Course code:

60 611

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Person in charge

Peter Hemmersam

Required prerequisite knowledge

For students of architecture and landscape architecture.

Course content

The studio will focus on settlements and cities in the Russian/Norwegian borderland. The Arctic is changing, not only in terms of climate and environment, but also in terms of demography and urbanism. These changes have lead to intense debates and extensive research. Through the research project Future North (www.futurenorth.no) along with a series of studios, the Institute of Urbanism and Landscape has investigated the urban landscapes and the development in a variety of Arctic cities, demonstrating that there is not one standard model for Arctic Urbanism.

The studio stresses the fact that contemporary changes in Arctic cities are not necessarily connected to resource exploration and exploitation, but also to a general societal change. Most recent attempts to develop specific approaches to Urban Design see it determined by landscape and climate. The studio challenges conceptions of Arctic communities as non-urban, and concepts of urbanity in the Arctic as largely imported from other regions.

A main issue for the Arctic communities is the development of social, economic and environmental sustainability. This studio will explore the specific urban landscape of East Finnmark in northern Norway and the Kola Peninsula in Russia. These communities have undergone a rapid development, possibly facing even more dramatic changes in years ahead. This studio focuses on a wide range of issues, however, not to separate them, but rather to capture the complexity of the real and site-specific, treating them as complementary and entangled. What kind of urban design strategies, projects and landscape interventions will benefit the city in order for it to become a more livable, sustainable and enjoyable artic city?

The studios will develop sets of strong, but complementary logics of urban design that focus on a wide range of issues: social, cultural, infrastructural, ecological, etc. It is the complementarity of these approaches that first and foremost promises sustainability in the future thinking of cities in the Arctic.

A mapping of potentials and resources but also of the challenges and needs in these urban communities, including practices and desires of the local inhabitants, will form the basis for programming the design exercise in selected locations. Specific issues to be addressed may include: the development of new port facilities, the phasing out of mining, the location and design of new residences, strategies for long-term sustainable urban development with a focus on inclusive (universally designed) urban social space, the development of tourism infrastructure, as well as the facilitation and redevelopment of new social, commercial and retail services.

Learning outcome

Knowledge : After the studio, students will have acquired knowledge of theories and current issues within place-specific design of cities and urbanism in the Arctic.

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

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

Working and learning activities

The studio starts with an intensive theoretical seminar on arctic urbanism and place-specific urban design. Students will read and present texts to the class. This is followed by a week-long mandatory visit to East Finnmark and the Kola Peninsula (including Murmansk). Students will conduct mapping in groups and establish a shared knowledge base. Following this, students will program and develop a design project. This will be an individual exercise, but can also take place in teams of two. The studio also includes several mandatory design workshops relating to the design project. All students are also required to participate in the production of the studio booklet, which will document theoretical perspectives, aspects of the knowledge base and selected strategic design proposals. The final presentation will be with an external examiner. By signing up to the course students commit to doing field work and the associated travel and accommodation expenses.

Mandatory coursework	Courseworks required	Presence required	Comment
Supervision talks	12	Not required	final review w. external censor
Excursions	1		Field trip to Finnmark/Kola Peninsula
4	3
4	1
	1

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

Workload activity
Curriculum
Group work
Planning assignment
Individual supervision

Form of assessment:	Other assessment method, define in comment field
Grouping:	-
Grading scale:	-
Comment:	Self-assessment and assessment by; students, internal sensor and teachers in the course. Each individual contribution to the reader and how it relates to expected “Learning outcome” will together with active attendance be the main issues to be assessed.

Mandatory coursework:	Excursions
Courseworks required:	1
Presence required:
Comment:	Field trip to Finnmark/Kola Peninsula

Mandatory coursework:	4
Courseworks required:	3
Presence required:
Comment:

Mandatory coursework:	4
Courseworks required:	1
Presence required:
Comment:

Mandatory coursework:
Courseworks required:	1
Presence required:
Comment:

Languages

2017 Vår

Start semester

ahotest agnarpedersvienreider

Start semester

In Transit - Architectural Solutions in Emergencies

Start semester

Rethinking Development and Sustainable Design

Start semester

Aesthetics in Physical Context

Start semester

GK2 Design og samtid

Start semester

Technosphere

Start semester

Tropical Architecture

Start semester

Hotel and facilities, Bardardalur, Iceland

Start semester

Multistory building

Start semester

Urban design Arctic City: Barents Borderscape

Pages

Workload activity:	Lectures
Comment:	Mandatory attendance at all project reviews and active participation in discussions around the course different topics at lectures and other arragements.