2017 Vår

Start semester

Diplom Landskapsarkitektur

Emnenavn på Norwegian Bokmål:

Diplom Landskapsarkitektur

Credits:

Course code:

12 803

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Successful completion of 90 ECTS, successfully evaluated portfolio of the master level, successful completion of a pre-diploma report, approved by an advisor and the head of department.

Course content

The diploma semester at AHO is an independent research and design task on a theme chosen by the candidate. In consultation with a chosen advisor, the candidate is to produce a complete work of exceptional quality contributing to the discipline’s dis-course.

Learning outcome

∙ An ability to give form to architecture through artistic and scientific research
∙ An understanding of the given natural, social, cultural and technological conditions that govern architectural, urban and landscape design work
∙ A mastery of the methods, tools and media inherent in architectural, urban and landscape design
∙ An awareness of architecture’s, urban and landscape design’s historical, societal and theoretical underpinnings
∙ An ability to communicate ideas and results to professional and laypersons
∙ An independent and responsible attitude to individual learning
∙ An understanding of one’s own individual position with the discipline

Working and learning activities

The diploma semester is an independent study whose methods and topics are to be outlined in an approved pre-diploma brief. Interim presentations and a final presentation is mandatory.

Presence required
Not required

Start semester

GK6 Arkitektureorienes historie

Emnenavn på Norwegian Bokmål:

GK6 Arkitektureorienes historie

Credits:

Course code:

80 162

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian

Person in charge

Mari Hvattum

Required prerequisite knowledge

Kurset er obligatorisk for alle studenter på GK6 arkitektur

Course content

Kurset tar for seg vestlig arkitekturteori og arkitekturtenking, og skisserer noen grunntrekk i arkitekturteorienes historie. Ulike tanketradisjoner og perioder belyses ved hjelp av originaltekster, forelesninger og diskusjon. Kurset er organisert som en forelesnings- og seminarserie. Forelesningene finner sted en gang i uken, etterfulgt av obligatoriske leseseminarer. Seminarene foregår i flere parallelle grupper og er ledet av seminarlærere. Kurset begynner med samtidsteorien og går gradvis bakover i tid. Innimellom legger vi inn skriveseminarer og skriveøvelser.

Learning outcome

Studentene skal ha kjennskap til og forståelse av grunnleggende teoridannelser i arkitekturen gjennom historien. Målet er å oppøve studentenes teoretiske engasjement samt ha trening i akademisk skriving og argumentasjon.

Working and learning activities

Forelesninger, leseseminarer og essayskriving.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Forelesninger og presentasjon på seminarer er obligatorisk.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	A-F	Seminarpresentasjoner (gruppe) og individuelle essays. Karakteren i faget vil baseres på kvaliteten på innlevert essay(s)

Start semester

GK2 Arkitekturhistorie 1

Emnenavn på Norwegian Bokmål:

GK2 Arkitekturhistorie 1

Credits:

Course code:

80 123

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

Norwegian

Required prerequisite knowledge

Obligatorisk for 2. semester arkitektur

Course content

Kurset gir en innføring i vestens arkitektur- og kunsthistorie fra førhistorisk tid fram til ca. 1850. Forelesninger og pensum er konsentrert om en serie utvalgte monumenter og har til hensikt å plassere disse innenfor en bred fortolkningspraksis som favner billedkunst, litteratur, arkeologi såvel som bygningenes forskningshistorie generelt.

Learning outcome

Det forventes at studentene erverver oversikt over hovedverker, tendenser og perioder i arkitektur- og kunsthistorien. Han eller hun skal kunne gjenkjenne verk fra ulike perioder og analysere bygninger med hensyn til bruk, konstruksjon, materialer og historisk kontekst. I tillegg forventes det at studenetene kan innta en konstruktiv, kritistsk holdning til historiefaget og til dets modeller og periodiseringer.

Working and learning activities

Kurset er basert på forelesninger som følger historien kronologisk og på obligatrisk pensum, som presenteres ved semesterstart. Studentene forventes å delta aktivt i studentpresentasjoner, uhøytidelige gjennomganger og på ekskursjonen som finner sted mot slutten av semesteret.

Mandatory coursework	Presence required	Comment
Presence required	Not required	Forelesninger er obligatorisk.

Form of assessment	Grouping	Grading scale	Comment
Written Exam	Individual	A-F	Eksamensform: Skoleeksamen

Start semester

Freeness in Architecture

Emnenavn på Norwegian Bokmål:

Freeness in Architecture

Credits:

Course code:

40 615

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Person in charge

Neven Fuchs-Mikac

Required prerequisite knowledge

Passed 7 semesters

Course content

The Guest Professor Studio ‘Space & Technique’ offers an advanced master course in architectural design. In the spring semester 2017 the guest professor in the studio will be Japanese architect Junya Ishigami, from architectural practice Junya Ishigami and Associates in Tokyo.

The studio ‘Freeness in Architecture’ will be about exploring ideas on contemporary architectonic space. The title of the studio might be somehow misleading: it will not be about the freedom in architecture, but about the autonomy of architecture.The project assignment will be definitely decided in the late autumn 2016, after the meeting with Junya. No doubts, it will be about creating conditions for an architecture relieved of various preconceived concepts, uniform building types, functions, scales and other requirements, investigating the relationship between construction, material and space in a new way, by making the project. The size of the ‘program’ is not decided yet either. Most probably, we would like to test ideas in the medium or large scale urban/andscape projects.

“Freeness in architecture is a concept that absorbs many things like a black hole. Alternatively, it could be something that cannot even be referred to as a concept. I believe it is a genuine pursuit, which considers the possibilities of the abstract and specific aspects of architecture simultaneously. My understanding is that our current age not only accepts such possibilities, but also seems to need them….. I would like to mention the following ones a sexamples:
- Architecture that is free from uniform functions
- Architecture that is free from all format
- Architecture that is free from the existing scales in architecture
- Architecture that is free from the existing environment
- Architecture that is free from the existing architecture

"I believe that by aiming to achieve these five goals, we will somehow be able to reconsider architecture in a new light in our contemporary context”
Junya Ishigami

Learning outcome

formulating the independent and prejudice-less thinking about architecture and about working with its constituent material
- stimulating the individual awareness of todays positions in architecture
- stimulating the awareness of one's own architectural position and one's own attitude toward the work with architecture

After finishing the course, the student should:
- be able to discover and sharpen his/her own working method
- be able to develop principles for structuring of both basic and complex architectural tasks and develop them into a final project
- be able to develop and structure the architectural knowledge on the base of specific project themes chosen to work with during the studio
- be able to learn how to creatively use architectural research in the work with architecture.
- be able to present and communicate his/her architectural ideas and his/her final project through the appropriate forms of presentation/re-presentation, with drawings, models, diagrams, photos, 3Ds, etc.
- benefit from the work with a foreign guest-teacher and from the confrontation with his architectural thinking, knowledge, experience and imagination.

Working and learning activities

The focus of the studio will be two-folded:
- an investigation of the architectonic space free of traditional constraints and to define its possible design principles,
- an attempt will be made to describe it in specific and precise architectural terms.

The main aims of the teaching will be:
- to create motivation to the analytical thinking and the causal architectural expression
- to stimulate, cultivate and articulate personal discussions with teachers, as well as open public discussions within the studio, on the development of the projects
- The work during the semester will be followed in 4 steps. The duration of each step will be approximately 1 month, ending with a public presentation and discussion/critique of the individual work within the both groups.

Work load:
- texts, drawings and models in different scale, photographs and 3D illustrations
- the prepared public discussions and reviews of the individual work
- the digital- and hand-production of models in different scale
- the final project will be presented with the pictures, texts, drawings and models and 3D renders

Curriculum, study-trip, other support:
The teaching will consist of the work in the studio, the individual discussions and desk-crits, case studies, public discussions, seminaries, films and lectures, structured in-between 3 public reviews. After the first working phase there will be organized a study-trip to Japan, a kind of project in itself, following the premises of the studio.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	the active presence and work in the studio during the whole semester. The assessment will focus on: - student’s architectural sensibility and awareness of architectural problems, - the clarity of argumentation, built-up during the process - the ability to evaluate the quality of the project idea, - the strength of “conversion” of idea into an architectural project, - the evaluation of the intellectual and architectural capacity to confront the creative risk involved in the project - the developed presentation material and presence at 3 public reviews during the semester - the delivered complete project material for the exhibition AHO Works and for the final review. - The studio-work is evaluated with Passed or Not Passed, jf. Regulation for Master Studies at AHO‚ pt. 6-14.

Start semester

SCS: Eco Moyo Education Centre

Emnenavn på Norwegian Bokmål:

SCS: Eco Moyo Education Centre

Credits:

Course code:

40 618

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

To be enthusiastic and hardworking. To have completed three years architectural studies. Not to have done a Scarcity and Creativity Studio before. To be able to travel to Kenya for five weeks. There will be an elective course on tropical architecture that is mandatory for this studio.

Course content

The SCS studio will engage in two projects during the semester, Eco Moyo in Kenya and SALT in Oslo.

1. Eco Moyo project, Kenya
Eco Moyo is an educational Community Based Organisation located in the town Mtwapa in Kilifi county, Kenya, providing free Montessori based education to children from poor families. Currently Eco Moyo provide education and care for around 20 children in temporary accommodation.

Eco Moyo have recently bought a 5 hectares site half an hour drive from Kilifi town center in an area called Ezamoyo. Currently this site has a house, and Eco Moyo is building the infrastructure necessary to make it usable as an education centre. At the start of 2017 they plan to build living accommodation for 20 pupils and the teaching staff so that they can move operations to the new site.

The development plan for Eco Moyo Education Centre consists of two parts:

Eco Moyo Primary School. Modelled on Green School Principals and the Montessori Education Method, emphasis is on practical approaches to each subject together with ethics, ecology, training in individual thinking and communication skills.

Eco Moyo Farm. The farm will be based on Permaculture Principals for the cultivation of food crops, timber and animal husbandry. The goal is to meet the consumption needs of students and staff, while functioning as a demonstration site for locals and visitors. Eco Moyo have asked The Scarcity and Creativity Studio, AHO to design and build three classrooms on their new site.

For more details of the Eco Moyo Education Centre see http://www.ecomoyo.com and https://vimeo.com/168526235

The project is to design and build three classrooms for the new school.

2. SALT Culture Centre, Oslo.

SALT is a nomadic initiative celebrating the environment, art and culture of the Arctic region. SALT’s mission is environmental. For thousands of years, people in the Artic have followed the rhythm of animals' movement and seasonal migration. The footprints they have left behind are minimal. SALT illustrates and celebrates the care and respect of this movement through the Arctic landscape including the ocean.

The triangular-shaped fish-drying racks that for centuries have been a hallmark of the northern coast are a monument to this culture. Dried cod was a very sought after commodity whose trade brought great wealth and connected the north of Norway to the world.

The sea has provided the resources that Norway was built on, and that future generations can live on. SALT aims to raise awareness of the ocean's wealth and at the same time of the challenges it faces from climate change and polution.

The Project.
SALT is a nomadic initiative celebrating the environment, art and culture of the Arctic region. SALT was first constructed as an art- and cultural project at Langsanden in the municipality of Gildeskål in 2014.

The second destination of the SALT project is the Festningsplassen (Oslo) where four of the triangular-shaped fish-drying racks are being erected and will be used for diverse public activities, amongst them a large sauna, an interior with a large open fire, a bar, etc.

The Scarcity and Creativity project is to design and build the public spaces between and around the triangular-shaped fish-drying racks.

Learning outcome

On completing the course, the student will have acquired the following knowledge, skills, and competences:
• will know about, and develop skills and competences related to designing for the needs of a foreign local educational community, and a Norwegian context.
• will know about, and develop skills and competences about detailing and specifications of small educational building, built in local materials, and urban space fitting out in Oslo
• will know about, and develop skills and competences about local building regulations and building practices in both settings.
• will understand the climatic requirements of tropical buildings, and building for a northern European climate.
• will know about, and develop skills and competences about building costs and budget management during construction in two settings.
• will have acquired the skill for using manual and mechanical tools for building
• will know about, and develop skills and competences about designing and building in conditions of scarcity and for tropical climatic conditions, and those of a northern European climate.

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 to fulfil its aims.
We will work as if we were one architectural studio fulfilling two commissions, 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 that are for the benefit of the studio as a whole. Except for the start of the semester the studio will focus on joint production rather than individual expression. In the end the chosen projects which will be 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.

Work effort:
This is a full time studio, with two projects, and an elective course that supplements it. It relies both in individual and group effort. The studio compresses two rather complex design and build projects into one semester. This requires full-time participation of every individual in the course. Absences during the semester that are not justified by medical certificates or equivalent will not be tolerated. This is not a studio for those that are not fully committed or have responsibilities outside AHO which may get in the way of a full commitment.

The studio work will develop in the following way:
Step one: Each student will develop individual proposals for both projects.
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 designs initiated by others
Review 2: Review of the team projects and choice of projects which continue.
Step three: Students will form teams of four or five. The composition of the teams will be based on similar/compatible/complementary characteristics of the individual projects delivered in Step two. Each of these teams will develop one joint design initiated by others.
Review 3: Review of the team projects and choice of the project which continues.
Step four: The Studio will choose the two projects 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, structural calculations, and costs.
Review 4: 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 Five: Construction, period of four or five weeks will be spent in Kenya, and four weeks building in Oslo. Students will have to pay for all travel to and from the site and for food and lodging while there. Students must also take out insurance that covers them while abroad. Norwegian students will normally get a grant from Lånekassen which is likely to cover travel and lodgings.
Step six: 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 last day of the semester.

Schedule:
In very general terms the semester will be organised in the following way,
January to end of March, design, detail, and cost the two projects.
April, build the Eco Moyo project in Kenya.
May, build the SALT project in Oslo
Early June, prepare the AHO WORKS exhibition and the final exam.

The studio will be based mainly on one-to-one and group dialog of student work supplemented by discussions, workshops, and lectures.
Students who join this studio will have to also enrol in the Tropical Architecture 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 Kenya. Although it is difficult at this stage to determine the length of the period of construction our estimation is four to five weeks. Insurance which covers each student during the time abroad is required and will be the responsibility of each student. EHS safety rules regarding students at construction sites will apply during the period in Kenya and Oslo.

Mandatory coursework	Presence required	Comment
Presence required	Not required	The minimum attendance to the studio activities is 80% of organised events.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	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 in Kenya and Oslo. 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 projects. 2. The level of participation and contribution to the collective work. 3. The assessment of the work achieved by the studio as a whole. To approve the studio students need to get a PASS mark in each of these three requirements. 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 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%.

Start semester

Modulating Microclimate 1

Emnenavn på Norwegian Bokmål:

Modulating Microclimate 1

Credits:

Course code:

40 305

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

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

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

Course content

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

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

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

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

Learning outcome

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

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

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

Working and learning activities

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

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

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

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

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

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

Start semester

Positions: Measures and weight; Large Structures

Emnenavn på Norwegian Bokmål:

Positions: Measures and weight; Large Structures

Credits:

Course code:

40 617

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Person in charge

Lisbeth Funck

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

In the spring semester 2017 the studio will continue to investigate the relationships between the architectural categories, structure, space and material and the continuously shifting hierarchy between them. The ambiguity created by the changing hierarchies, and in the pulsating change of measurable, independent, optical, visible or hidden properties, present for us to sense, opens for question as what things are and how things appears in the world.

The task this semester will be to develop large structures with a minimum area of 10 000 m2 on a fictive peripheral site. In addition to the overall discussions, the investigations will be further informed by discussion on Measure and Weight, Periphery, Horizontality, Gravity and Matter and Surface.

Parallel to the main task the students will produce a reflecting text.

Studio Positions:

Studio Positions offers in depth studies of the structures that make up architecture and how these structures relate to their environment. The studio aims at investigating new approaches to the making of architecture by change of position, facilitating movement and different viewpoints, as the spatial term position indicates. The studio draws on established knowledge but also challenges our understanding and knowledge of existing buildings. What we know about things is not always corresponding to what we perceive and experience, facts and narratives blind us for what is actually present. How are things made present and how close to a presence is it possible to get? We are preoccupied with not only how architecture is made but also the presence of architecture and the affect (aesthetic experience) it produces.

Studio Positions offer courses in a series of two. Every second semester the studio focus on studies of the relation between space, structure and material based on different research topics while the other course brings the spatial studies into an existing situation. It is possible to begin the first semester on either of the courses.

Artistic Research in Architecture

The studio has a research-based teaching, with focus on in-depth individual research into a given topic. The student is encouraged to develop an individual formal language, and by the use of a spatial structure as a tool, to investigate architectural issues/questions. \With a practice based research we aim at a deeper understanding of the potential of architecture. Architecture like any other forms of art aims at affect. Building-technics, functionality, material-properties, economy, climatic issues etc. arc components that together will form and complete a building that sensually affect us.

Learning outcome

Practice based research
• Ability to reflect on own work verbally and in writing
• Increased knowledge and skills in: Investigation methods, architecture programming, architectural properties, the presence and configuration of large structures.
• Awareness and ability to gain knowledge from own sensual experience of existing buildings and use this in the making of architecture.

Discussions on:
• Relevant projects and theories in art, architecture, literature and philosophy
• Architecture and the production of presence
• Ambiguity in architecture
• Culture/Architecture/Nature

The relation between culture architecture and nature has always been reflected in the arts and architecture and as we today face fast progressing climate changes, the relevance of the topic is reflected in the effort put into research. New knowledge brought forward through more technical based research will inform the development of buildings to come. The artistic challenge is to consider the new knowledge as input and not as the result in itself and to challenge how we conventionally look upon nature- as its superiors. The studio will question how we wish to relate to nature where architecture is given an active role as the mediator.

Working and learning activities

The course will offer a series of lecturers from various disciplines that present different positions in relation to the creative process and reflects on the sensual experience of artworks - art understood as painting, sculpture, architecture, music, literature etc.

Individual talks
Group discussions
4 reviews
A study-trip to Japan or a one week studytrip combined with a workshop in collaboration with the school at architecture at the Taliesin West, Scottsdale, Arizona.

Collaborators:
Architect Matthew Anderson/ Arkitekturkollektivet, part-time teacher
Professor Anders Abraham, The Royal Danish Academy of Fine Arts, School of Architecture in Copenhagen.
(Studio SPA)

Mandatory coursework	Presence required	Comment
Presence required	Not required	Mandatory attendance: Lectures\Workshop 3 reviews Final review Announced studio meetings

Grouping	Grading scale	Comment
Individual	Pass / fail	Architectural design. Individual investigation. 20 weeks semester task Written assignment

Start semester

Body and Space Morphologies: Catharsis. Acting and The Collective

Emnenavn på Norwegian Bokmål:

Body and Space Morphologies: Catharsis. Acting and The Collective

Credits:

Course code:

40 616

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Person in charge

Rolf Gerstlauer

Required prerequisite knowledge

Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.

Course content

Introduction: Body and Space Morphologies
Body and Space Morphologies is a research based teaching program that offers a series of master studios (Catharsis, 24ect) and elective courses (Architecture & Film, 6ect) in explorative architectural design (acting), sensing and thinking. Based on performativity theories, performance studies, neurodiversity studies as well as phenomenology and perception theories, the aim of the Catharsis studio course series is to work and deeper investigate primal pre-architectural material, processes, phenomena and conditions, and to develop or perform these into clearly experienced distinct architectural sensations, interests and identities.

Students individually are to study the performance of and with a material of their choice. Throughout the semester, they learn in depth how to develop strong initiatives for an
explorative working process that aims to act bodily on impulses and experiences - through the making of and acting with models, artifacts, plastics, installations, hand drawings, sketches and film/video. Rather than working with concepts and conceptual approaches, students in the Catharsis studios learn how to submit to performativity as the sole instance in which to act a real material – any material that is moved from a mere optical visuality towards a haptic visuality - and from which to construct or perform architectural identities
that clearly draw forth a unique and individual artistic architectural research; the start of it.

The Catharsis studio courses are for students who wish to create their own architectural problem(s); based on what the course refers to as haptic visuality. It is a course series specialized for students who either have an urge to seek deeper into particular architectural issues/materials or who want to challenge their own creative process and to get to know themselves better in the making of an architecture. Beyond the success of a mere problemsolving and/or established architectural critique, Body and Space Morphologies studios prepare and try to enable students to conduct their own architectural artistic research.

Catharsis : Acting and the Collective #III Spring 2017:
Students are to develop their own personal architectural initiative in relation to a social construct, a built autonomous construct and a desired connection to nature/environment. The topic for the Body and Space Morphologies studio course series is CATHARSIS; an inspiration to “Act The Collective” or to “Act Because Of The Collective” either as the architectural “relief from strong or repressed emotions” or as the subversive antonym to it “causing repression and/or strong emotions”. How to free and architecturally act a desire driven emotive collective, or how to conceive architecture in response to such a collective, is the task for these semesters.

However, the initial architectural initiative is without any pre-conceived architectural content or idea a mere bodily haptic material that through the experience of it and the further acting with it performs or constructs strong architectural identity/identities. In a final creative writing paper, these architectural identities have to be released and shared.

The studio works on the subthemes of “expression, language and the inexpressible”.

The Semester Task:
Spatially to release your necessity to make something because of something. To act, react or enact on a distinct, personal initiative understood as necessity for a bodily acting with a material. To construct and perform architectural identities in the things (materials: plastics, installations, models, drawings etc) rather then in thought. To embrace performativity as the sole act that sets the stage (architecture/architectural condition) for the collective (a chosen group of individuals; e.g. spectators, visitors, dwellers, workers, travelers, onlookers, mourners, guests, ill, suppressed, free, animals, people etc.). To acknowledge, accept and further act this stage into a clear architectural awareness. To finally reflect on how your stage or architectural awareness acts the collective. To experience, reflect upon and describe the necessity/necessities made. To bring your work out; in a final exhibition.

Learning outcome

Knowledge:
The ability to prepare and conduct an advanced haptic visual experimental architectural design research; including process preparation/adaption, development of own working method (bodily acting), critical verbal/written reflection/performance on the basis of onesown visual material, and the conclusion of the research in a final presentation and exhibition
at AHO Works.

The studio reviews contemporary art and architecture theory, literature and philosophy, stressing architectural work that is intuitive in the making yet conscious in the further programming and development of a precise visual and written argumentation/performance towards an architecture with a social content and a refined relationship with nature/culture. Students learn and will have extensive knowledge in current performativity theories, performance studies, neurodiversity studies as well as phenomenology and perception theories, and gain a deeper insight in how primal pre-architectural material, processes, phenomena and conditions through a bodily visual haptic acting (making) can lead to new and unique architectural content or identities.

The students learn how to conceive and perceive architectural form, space and body within the autonomous and un-programmed architectural construct, and how to further discuss the occurring architectural phenomena as conditions within a body and space morphology discourse.

Skills:
The course is concentrated on physical model-works supported by narrative drawings. Students will gain expertise in the making and exploring of independent and new visual material, and learn to trust their ability to both conceive and present/communicate unique architectural content/research through that visual material and the phenomena or conditions experienced through it.

The students will gain thorough skills in understanding and applying performativity theories to their work. Namely the performance of speech and the recognition of haptic visuality as a performing act embedded in their project material will strengthen their capacity to communicate and construct identities/values. Instead of idea and intention driven works, students learn to trust the facts embedded in their performance; be it in speech or in the physical real material they worked.

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

Competence:
The students will get highly trained in presenting their own visual material together withverbal and written reflections on their process and feel confident/enabled to conduct an experimental discursive space in architecture, on the basis of their own work and research.

The goal of the studio is to skill students towards independent and self-sufficient artistic architectural research that produces new architectural content, awareness and ideas; preparing them both for their final experimental architectural thesis/diploma but also for an artistic parallel to scholarly research in general (e.g. the alternative PhD as offered by the Norwegian Artistic Research Programme). In general, students are enabled to trust their creative work and to develop strong and independent yet sufficient architectural content and ideas. They mature in their personal architectural awareness and should be able to make their artistic voice heard, no matter what context they operate in.

Knowledge in performativity will enable students to base all their future architectural or otherwise artistic discourses on the facts and values embedded in their own haptic visual work.

Working and learning activities

The main activity is the artistic research / architectural design (acting) on the individual
project (studio-works as described above).

We work with our hands to create and force immediate physical models and use narrative drawings and descriptive or creative writings in a search for sensory architectural qualities. We strive for a creative open and individual driven new architectural content with a clear focus on architectural space/body and the urge to experience how this architecture, understood as morphology, relates to nature, culture and society; creating awareness for how we as individuals, and as a group or collective of individuals, relate to these our creations and learning to explore and comprehend the 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 or ideas that had both determined and determent our reading of architectural space and body as instrument to influence our way of living. We will be critical to ideas, enhance performativity (speech and bodily acting with a visual haptic material) in order to work on primary architectural properties, make discoveries and develop them into distinct architectural interests toward a new nature, culture, and architecture.

The studio beliefs in a tight working environment that produces both concentration and inspiration as it allows undisturbed subjective and passionate views about ones own work. Collaborations are sought with long-term partners that can know and contribute to the studio energy and present challenging reflections or problems on each individual work.

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 e.g. from Barthes (Empire of Signs), Hustvedt (What I loved), Zeh (Spieltrieb), Sonntag (regarding the pain of others), Deligny (Maps and Wander Lines), Schechner (Performance Studies: an introduction) and Berger (why looking at animals) etc.

Work Effort/Demands
An introduction to the task provides the start for your individual process. The first ten days you are meant to produce an immediate physical material from which you then develop distinct architectural interests. After the first presentation/performance, the weekly schedule consists of talks/lectures (90 – 120 minutes each) on Wednesday, Thursday and Friday.

Tuesdays are reserved for the elective course and Mondays are “silent studio work days”. Four reviews and a final crit with exhibition are all mandatory and essential working and
learning activities. The studio is based on a continuous acting; meaning, we work extensively on visual haptic material and hence have to be constant in the making/acting.

Curriculum

Recommended Literature (not updated)

Abraham, A. A new nature: 9 architectural conditions between liquid and solid

Allen, S. Points and Lines

Arendt, H. The Human Condition

Arendt, H. On Violence

Barthes, R. Camera Lucida: Reflections on Photography

Barthes, R. Empire of signs

Barthes, R, & Heath, S. Image, music, text

Benjamin, W. The work of art in the age of its technological reproducibility, and Other Writings on Media

Benjamin, W. Walter Benjamin’s archive: Images, texts and Signs

Benjamin, W. On Hashish Berger, John. About Looking

Berger, J. Why Look at Animals?

Berger, J; with Dibb, M., Blomberg, S., Fox, C. & Hollis, R. Ways of Seeing

Borges, J. L. Labyrinths

Calvino, I. Invisible cities

Deleuze, G. Francis Bacon: the logic of sensation

Deligny, F. The Arachnean and other texts

Descola ,P. Beyond Nature and Culture

Descola, P. The Ecology of Others

Derrida, J. The truth in painting

De Toledo, S. A. Cartes et lignes d’erre / Maps and wander lines: Traces du réseau de Fernand Deligny

Druot, F., Lacaton, A. & Vassal, J-P. Plus

Ellis, B. E. American Psycho: A novel

Fehn, S. The poetry of the straight line_Den rette linjes poesi

Fjeld, P. O.. Sverre Fehn. The pattern of thoughts

Flusser, V. Towards a Philosophy of Photography

Frampton, K. Labour, work and architecture: collected essays on architecture and design

Gissen, D. Territory: architecture beyond environment

Godard, J-L, & Ishaghpour, Y. How video made the history of cinema possible

Hays, M. K. Architecture theory since 1968

Hejduk, J. Architectures in Love. Sketchbook Notes

Hustvedt, S. The blazing world: A novel

Hustvedt, S. What I loved: A novel

Kittler, F. Optical Media

Kittler, F. & others. ReMembering the Body: Body and Movement in the 20th Century

Koestler, A. The Roots Of Coincidence. An Excursion Into Parapsychology

Koestler, A. The Act of Creation, a Study of the Conscious and Unconscious in Science and Art

Koestler, A. The Ghost In The Machine: The Urge To Self-Destruction

Kracauer, S. Theory of Film: the Redemption of Physical Reality

Krauss, R. & Bois, Y. A. Formless – A Users guide

Kwinter, S. Architectures of time: toward a theory of the event in modernist culture

Leatherbarrow, D. Uncommon ground: architecture, technology, and topography

Merleau-Ponty, M. Phenomenology of Perception Mumford, Lewis. The transformations of man

Kolhaas, R. & Obrist, H. U. Project Japan: Metabolism Talks

Richter, G., & Friedel, H. Gerhard Richter: ATLAS

Scarry, E. The Body in Pain: The Making and Unmaking of the World

Serres, M., Malfeance: appropriation through pollution

Skinner, B. F. Walden Two

Sontag, S. Regarding the Pain of Others

Sontag, S. On Photography

Stein, E. On the Problem of Empathy

Stein, E. Potency and Act, studies toward a philosophy of being

Stein, E. Finite and Eternal Being: an Attempt at an Ascent to the Meaning of Being

Thoreau, H. D. Walden, Or, Life in the Woods

Vesely, D. Architecture in the Age of Divided Representation. Question of Creativity ...

Viola, B. Reasons for knocking at an empty house: writings 1973- 1994

Woolf, V. Kew Gardens

Mandatory coursework	Courseworks required	Presence required	Comment
Excursions	2	Not required	The spring 2017 semester includes a study trip to Japan (approx. 10-12 days, not mandatory), and a mandatory workshop with the Tegneklubben Oslo (at AHO) and a mandatory 3 days fieldtrip to the Lista environment (south-west coast of Norway, the course finances the travel and stay).

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Attendance & participation in the studio: 20 weeks fulltime study (except for the attendance in the elective course that runs parallel to the master studio). The work has to be conducted and performed in the studio - the material is present at any time. Mandatory attendance during the studio work and the talks, lectures and studio discussions/reviews/workshop/fieldtrip/final exhibition and final crit. Attendance & participation at reviews: 3 public mid-term reviews, 1 individual review and the final public review with external examiner Professor Anders Abraham (Karch Copenhagen). Exercises (practical and theoretical), Project (individual presentation and submission) and Text/essay: For each of the reviews, assignments are announced on the moodle platform and the students hand in visuals and textual works which is complementary to the actual physical work made available and presented in the reviews. The final exhibition includes visual haptic material and a final essay ca 5-10000 words).

Start semester

ACDL: Embedded Architecture/Dense Multi-generational living

Emnenavn på Norwegian Bokmål:

ACDL: Embedded Architecture/Dense Multi-generational living

Credits:

Course code:

40 611

Level of study:

Master

Teaching semester:

2017 Spring

Language of instruction:

English

Required prerequisite knowledge

• Command of English Language (Reading, Writing, Listening, Speaking);
• Working Knowledge in Rhino;
• Studio participants are required to take the elective course ‘Modulating Microclimates’ (Rhino, Grasshopper, Arduino, VR Visualization);

Course content

The studio offers a choice between two different design challenges. The first design challenge relates to embedding architecture in a cultural productive landscape. The second challenge is to analyze case studies of cluster villages in order to develop contemporary models for dense multi-generational living.

Today the vast amount of architectural effort is focused on urban environments and little attention is focused on rural and remote areas that have been cultivated for generations. As the latter are falling into disrepair invaluable resources, insights and knowledge is lost. A lot can be learned from the way such landscapes are traditionally articulated, such as the terracing of slopes and the choice of materials, so as to be able to yield produce that otherwise is not possible. Likewise the associated settlement patterns show different ways of accommodating various ways of compact dense living. The studio will continue its study of such cultural productive landscapes and cluster villages of the Chianti region in Tuscany.

This involves in the first challenge the study of cultural productive landscapes and the way architectures can be designed for and integrated with these landscapes on multiple levels. The design will focus on smaller buildings with different programs related to the use of the site. Primary question is how cultural landscapes may be understood in their capacity to be productive and how they can be augmented with clearly defined architectural projects.

In relation to the second challenge this involves the study of historical case studies, extracting models and developing these for contemporary use in urban, suburban and rural areas. The design will focus on small to medium size projects for multi-generational living and can involve a multiple use aspect.

In both cases the architectural designs are expected to employ local resources and materials and be strongly related to the local context.

The study trip be to Tuscany were the site(s) are located.

The studio will collaborate with Italian institutions and landowners on this project. This includes the University of Florence Department of Architecture, Department of Agricultural, Food and Forestry Systems and Laboratorio di Geomatica per l'ambiente e la conservazione dei beni culturali.

Learning outcome

• Knowledge in the way constructions contribute to local microclimate and productive landscapes;
• Knowledge in architecture and landscape integration;
• Knowledge of the architectural and computational design themes (concepts, methods) pursued by the studio;
• Knowledge and skills in data collection, data-driven computational design and the utilization of advanced visualization methods;
• The ability to utilize design as a mode of research in architecture;
• The ability to set up and follow through a design process that leads to the desired result;
• The ability to develop designs based on specific performance criteria;

Working and learning activities

Teaching Activities:
• Lectures on key conceptual and methodological approaches;
• Seminars on seminal texts and projects;
• Workshops focused on specific design aspects or skill building;
• Studio tutorials and discussions on the design work;

Core thematic foci include:
• Performance-oriented Architecture (Hensel 2013);
• Informed Non-standard (Sørensen 2015);
• Cultural Landscapes (Agnoletti 2006);

The methodological approach encompasses:
• Performance-oriented Advanced Computational Design;
• Integration of data-driven Methods, Processes, Information and Analysis;

Work Effort
• 90% attendance;
• Participation in the field trip;
• Participation in elective course ‘Modulating Microclimates’;

Curriculum

Agnoletti, M. (2006). The Conservation of Cultural Landscapes. London: CABI.

Agnoletti, M. (2012). Italian Historical Rural Landscapes – Cultural Values for the

Environment and Rural Development. New York: Springer.

Allen, S. and McQuade, M. (2011). Landform Building – Architecture’s New Terrain.

Zurich: Lars Müller.

Corner, J. Ed. (1999). Recovering Landscape: Essays in Contemporary Landscape

Architecture. New York: Princeton Architectural Press.

Corner, J. (2014). The Landscape Imagination: Collected Essays of James Corner 1990-

2010. New York: Princeton Architectural Press.

Hensel, M. (2013). Performance-oriented Architecture – Rethinking Architecture and the

Built Environment. London: AD Wiley.

Hensel, M. and Turko, J. (2015). Grounds and Envelopes – Reshaping Architecture and

the Built Environment. London: Routledge.

Presence required
Not required

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Project Portfolio Review and Oral Presentation
Oral Exam	Individual	Pass / fail	Oral Presentation

Start semester

GK4 Norsk Arkitekturhistorie

Emnenavn på Norwegian Bokmål:

GK4 Norsk Arkitekturhistorie

Credits:

Course code:

80 144

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

Den norske arkitekturhistorien.

Learning outcome

Kunnskaper
Ved gjennomført studium skal studenten ha fått en oversikt over holdninger og sentrale arkitekter i den norske arkitekturhistorien.

Ferdigheter
Ved gjennomført studium skal studenten ha lært å skrive et vitenskapelig essay med fotnoter og litteraturliste.

Generell kompetanse
Ved gjennomført studium skal studenten være i stand til å presentere en arkitekt, en sak eller et arkitekturverk på en vitenskapelig måte i en historisk og arkitektonisk kontekst.

Working and learning activities

Kurset består av: En rekke forelesninger om norsk arkitekturhistorie, litteraturoppgaver og en ukes ekskursjon i Norge.

Mandatory coursework	Presence required	Comment
Excursions	Not required	Kurset består av forelesninger og diskusjoner om norsk arkitektur, byggeskikk og historie. Studentene skriver tre litteraturoppgaver i grupper som gjennomgås og diskuteres på tre litteraturseminarer. Sluttinnlevering er et individuelt essay.
4		Kurset avsluttes med en ukes ekskursjon i Norge.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	A-F	Deltakelse på forelesninger, litteraturseminarer og ekskursjon, samt skriving av essay i grupper og innlevering av individuelt essay. Karakteren i faget baseres på en vurdering av alt arbeid + kvaliteten på essays.

Workload activity
Lectures
Group work
Written assignments

Form of assessment:	Project assignment
Grouping:	-
Grading scale:	A-F
Comment:	Seminarpresentasjoner (gruppe) og individuelle essays. Karakteren i faget vil baseres på kvaliteten på innlevert essay(s)

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

Mandatory coursework:	Excursions
Courseworks required:	2
Presence required:	Not required
Comment:	The spring 2017 semester includes a study trip to Japan (approx. 10-12 days, not mandatory), and a mandatory workshop with the Tegneklubben Oslo (at AHO) and a mandatory 3 days fieldtrip to the Lista environment (south-west coast of Norway, the course finances the travel and stay).

Mandatory coursework:	4
Presence required:
Comment:	Kurset avsluttes med en ukes ekskursjon i Norge.

Languages

2017 Vår

Start semester

Diplom Landskapsarkitektur

Start semester

GK6 Arkitektureorienes historie

Start semester

GK2 Arkitekturhistorie 1

Start semester

Freeness in Architecture

Start semester

SCS: Eco Moyo Education Centre

Start semester

Modulating Microclimate 1

Start semester

Positions: Measures and weight; Large Structures

Start semester

Body and Space Morphologies: Catharsis. Acting and The Collective

Start semester

ACDL: Embedded Architecture/Dense Multi-generational living

Start semester

GK4 Norsk Arkitekturhistorie

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