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2019 Vår

Start semester

40 410 Practice 2

Emnenavn på Norwegian Bokmål: 
Praksis 2
Credits: 
6
Course code: 
40 410
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
30
Person in charge
Jonas Johansen Lippestad
Hans-Kristian Hagen
Required prerequisite knowledge

Opptak til AHO og fullført tre års studier på bachelornivå (180 studiepoeng). 

Course content

Praksis-kursene har som formål å øve evnen til å orientere seg og finne standpunkt innenfor arkitektfagets rammebetingelser. Begrepet rammebetingelser benyttes her i ordets videste forstand og vedrører alle hensyn av samfunnsmessig betydning.

Kursene har tilsvarende form og metode og er rettet mot å gi deltakerne viktig forberedende kunnskap for å kunne drive en liten arkitektpraksis i Norge i dag. De tar imidlertid for seg ulike temaer og står uavhengig av hverandre i utdanningsforløpet.

Praksis 2 fokuserer på materialer og teknologi. Hvordan vi til enhver tid planlegger og bygger er sterkt påvirket av kulturelle betingelser knyttet til disse to emnene. Vi skal lete etter korrelasjoner mellom ressurstilgang, foredling, tilvirking og konstruksjon, og studere det i sammenheng med samfunnsskapte verdier; fra råstoff til ferdige bygg.

Learning outcome

Hovedmålet er at studentene skal lære å orientere seg innenfor de gjeldende rammevilkårene praktiserende arkitekter har i dag, og dermed styrke evnen til å reflektere over, og påvirke, egen profesjon.

Arkitekter forholder seg til en kompleks realitet i den delen av sitt virke som tar for seg bruken av materialer og hvordan vi lager arkitektur av dem. Ved endt semester skal studentene ha kunnskap om:

- det hovedsakelige material- og produkttilfanget arkitekter benytter seg av, og hvilken historisk, økonomisk, kulturell og politisk virkelighet som ligger bak dette utvalget.

- materialenes egenskaper og historie i norsk kontekst.

- de ulike produksjons- og foredlingsnivåene. 

- måling- og sertifiseringssystemer.

- energibruk og miljøpåvirkning.

I tillegg skal studentene øve en informert og kritisk diskusjon om arkitekturens rammebetingelser.

Læringen fra fordypningskurset vil knytte seg til, og gi nødvendig basiskunnskap for, drift av en liten arkitektpraksis og ser på hvordan arkitekter samhandler med de viktigste aktørene innenfor det aktuelle temaet.

Undervisningen er avhengig av deltagernes bidrag til felles læringsutbytte på grunn av emnets kompleksitet og omfang.

Working and learning activities

Hver fordypningskursdag begynner med organisert undervisning ved forelesninger om et avklart emne. Resten av tiden er satt av til studier relatert til neste forelesning. Dette arbeidet blir også organisert, men i en friere form hvor den enkelte deltaker kan fokusere på egne interesser og synspunkt.

Fordypningskursuken organiseres som en workshop hvor kunnskapen som er tilegnet i løpet av semesteret skal få en praktisk anvendelse.

Deltakerne skal til sammen bidra til at stoffet som formidles, debatteres og produseres i løpet av kurset blir samlet og publisert i en form som kan nyttiggjøre læringsutbyttet etter endt utdanning.

Curriculum

Hovedpensum oppgis ved kursstart, og temapensum gis etter hver forelesning.

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence requiredOppmøte og deltagelseRequired Kurset krever 100% oppmøte og aktiv deltakelse i diskursen emnet knytter seg til. Det vil bli gitt konkrete oppgaver for å tilfredsstille arbeidskravet. Kursets ulike tema undervises med en kategori per undervisningsdag. Oppmøte og deltakelse er derfor avgjørende for å oppnå fullt læringsutbytte.
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:Oppmøte og deltagelse
Presence required:Required
Comment: Kurset krever 100% oppmøte og aktiv deltakelse i diskursen emnet knytter seg til. Det vil bli gitt konkrete oppgaver for å tilfredsstille arbeidskravet. Kursets ulike tema undervises med en kategori per undervisningsdag. Oppmøte og deltakelse er derfor avgjørende for å oppnå fullt læringsutbytte.
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / fail Studenten vurderes til bestått/ikke bestått etter en vurdering av aktiv deltakelse i kursopplegget. Deltakelsen består av oppmøte i tillegg til utførelse av prosjektoppgaver som er tilmålt kursopplegget i omfang.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment: Studenten vurderes til bestått/ikke bestått etter en vurdering av aktiv deltakelse i kursopplegget. Deltakelsen består av oppmøte i tillegg til utførelse av prosjektoppgaver som er tilmålt kursopplegget i omfang.
Workload activityComment
Attendance
Written assignments
Workshops
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:
Workload activity:Written assignments
Comment:
Workload activity:Workshops
Comment:

Start semester

40 409 Jigs and Joints: design concepts, materials, and making

Emnenavn på Norwegian Bokmål: 
Jigs and Joints: design concepts, materials, and making
Credits: 
6
Course code: 
40 409
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Maximum number of students: 
15
Person in charge
Christian Hermansen
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Basic command of a 3D modeling program, preferably Rhino 3D

Course content

The aim of this course is to explore the relation between design, materials, and making.

Driven by the profusion of building materials and components, by the requirements to comply with building regulation authorities, by the threat of legal action, and by the shortage of time, architects often resort to applying standard construction details to their design concepts, regardless of whether or not these ‘copy & paste’ details fit or enhance their design ideas.

There is nothing intrinsically wrong with using the plethora of construction information readily available to architects. But all too often ready-made details are used with only partial understanding of the reasons why they were put together in a particular way and the contexts in which their application is appropriate.

This course starts from the premise that in order to fully understand how to design building details it is necessary to have a direct sensory experience of the materials being used. Juhani Pallasmaa makes a similar point in his book The Eyes of the Skin (p.10)

“I had become increasingly concerned about the bias towards vision, and the suppression of other senses in the way architecture was conceived, taught and critiqued, and about the consequent disappearance of sensory and sensual qualities from the arts and architecture.”

When Louis Kahn asked  “What does a brick want to be?”, he was rhetorically calling attention to the relation between material properties and design,

"You say to a brick, 'What do you want, brick?' And brick says to you, 'I like an arch.' And you say to brick, 'Look, I want one, too, but arches are expensive and I can use a concrete lintel.' And then you say: 'What do you think of that, brick?' Brick says: 'I like an arch.'"

Learning outcome

On completion of this course you will:

  • Learn about wood as a building material.
  • Learn how to model a digital prototype, and use this as as a basis for production.
  • Learn to think sequentially - order of operations, and how this feeds into the architectural outcome.
  • Acquire knowledge on the construction of jigs to assist in precise and repetitive tasks.
  • Learn to think critically in regards to how details are designed.
  • Acquire insight on the importance of details.
  • Learn to understand how architectural elements are integrated into a design concept.
Working and learning activities

The course will consist of a study of a material (timber) and its use in one building. We will choose buildings in which the use of timber reveals an understanding of the nature of that material and the full utilisation of its characteristics as a complement of the design concept.

We will choose one detail from the building which is exemplary, in that it meets its functional requirements and contributes to the design concept of the building.

We will then build that detail, at scale 1:1, if practically possible. To aid in the making of the detail you will design and construct a jig. We use the word ‘jig’ as both ‘An indirect, usually cunning means of gaining an end’ and ‘a device that holds a piece of work and guides the tool operating on it’. The jig will ensure the precise construction of the joint using only those hand tools commonly available in a building site.

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required RequiredThe requirement for the course will be to attend lectures, workshop sessions, and seminars (at least 80% overall attendance required).
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:The requirement for the course will be to attend lectures, workshop sessions, and seminars (at least 80% overall attendance required).
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failThe requirement for the course will be to attend lectures, workshop sessions, and seminars (at least 80% overall attendance required), participate in  course discussions,  hand-in a short report on the chosen building and detail, the built jig, and build the detail at 1:1 using the jig.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:The requirement for the course will be to attend lectures, workshop sessions, and seminars (at least 80% overall attendance required), participate in  course discussions,  hand-in a short report on the chosen building and detail, the built jig, and build the detail at 1:1 using the jig.

Start semester

60 405 Mapping the unknown Oslo

Emnenavn på Norwegian Bokmål: 
Kartlegging av det ukjente Oslo
Credits: 
6
Course code: 
60 405
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Maximum number of students: 
15
Person in charge
Jonny Aspen
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Course content

The subject of this course is to explore alternative forms of mapping the city of Oslo, a city that is continually changing both in terms of planning schemes, architecture, social features and cultural content. In the course we will examine various approaches to mapping as a way of exploring and documenting some more unknown dimensions of development and diversity in the city. Some of the questions we will deal with are the following: How can maps be used for telling new stories about Oslo? And how can maps be used as tools for creative urban exploration and imagination?

Learning outcome

Knowledge: The students will gain knowledge about maps and mapmaking as tools for exploring and researching cities and urban features.

Skills: The students will learn to explore more alternative approaches to urban mapping through readings and more practical work.

Competence: The students will acquire competence in alternative forms of urban mapping as well as be trained to reflect upon such practices

Working and learning activities

The course will consist of four parts:

1) a selection of lectures on issues of urban mapping with a focus on both theoretical and practical aspects,

2) readings and seminar discussions,

3) fieldwork and practical mapping exercises,

4) the making of a thematic Oslo-map (of ones own choice, including a short explanatory text).

Curriculum

Pensumliste presenteres ved semesterstart.

Mandatory courseworkCourseworks requiredPresence requiredComment
Exercise2RequiredStudents are expected to read a short text as a preparation for every weekly session. The students will also be given the task of preparing seminar presentations based on readings and fieldwork. In the first part of the semester students will explore various approaches to urban mapping through practical exercises. In the second half of the semester the students are expected to make an alternative thematic map of Oslo and to written up a short explanatory text.
Obligatoriske arbeidskrav:
Mandatory coursework:Exercise
Courseworks required:2
Presence required:Required
Comment:Students are expected to read a short text as a preparation for every weekly session. The students will also be given the task of preparing seminar presentations based on readings and fieldwork. In the first part of the semester students will explore various approaches to urban mapping through practical exercises. In the second half of the semester the students are expected to make an alternative thematic map of Oslo and to written up a short explanatory text.
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failThe students are expected to make an alternative thematic map over Oslo and to write a short explanatory text that is to be handed in towards the end of the semester. The students will also prepare a short presentation of thei work for the final critique.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:The students are expected to make an alternative thematic map over Oslo and to write a short explanatory text that is to be handed in towards the end of the semester. The students will also prepare a short presentation of thei work for the final critique.

60 406 Coastal mapping

Emnenavn på Norwegian Bokmål: 
Coastal mapping
Credits: 
6
Course code: 
60 406
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Maximum number of students: 
9
Person in charge
Karl Otto Ellefsen
Espen Aukrust Hauglin
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

The course accepts student of architecture, students of landscape-architecture and students specializing in the field of service-design. 

Basic knowledge of Geographical Information Systems and the use of GIS.

Or – if little knowledge of GIS – well developed computer skills.

Course content

The course discusses the consequences of the development of Norwegian Fisheries on land:

  • Territorial consequences
  • Local consequences in transformation of place

The spatial, territorial consequences are discussed in the central area for the winter cod-fisheries.

This is the last course in a row of three; in the spring of 2018, we studied Senja, in the autumn of 2018, we studied Lofoten, while in in the spring of 2019 we will study Vesterålen. 

The course will visit Vesterålen in February during the winter fisheries (Andøy, Øksnes, Bø, Sortland, Hadsel)

Local consequences are analysed by the use of case studies.

Statistics and visual material are processed by the use of GIS programs and statistical methods.

The methodology of the study adapts to OMA/AMO methods in rural studies.

Supplementary information

There are different and overlapping approaches to this course:

  1. In the spring of 2017, PAX Forlag presented the book: “Fiskevær – Myre på yttersida” by Karl Otto Ellefsen and Tarald Lundevall. The book discusses the consequences of the transforming Norwegian Fisheries on land. In this case, the abundant cod-fisheries in the north of Norway, and how these fisheries have constituted and changes, spatially and morphologically, territorial habitat and settlements. The intention is to extend these studies to Senja, Vesterålen and Lofoten.
  2. Nearly all interests in analyzing architecture, habitat and settlement have in the last decades been focused on urban environment. Critical transformation processes in rural areas have not been observed. CAFA works together with CAFA (Central Academy of Fine Arts, Beijing) with the research project Urbanization of Rural China/Countryside Construction. This project is linked to the research by OMA/AMO on transformation processes in rural areas globally. Our study of spatial context of the fisheries might also be understood in this context.
  3. UL works with refining the use of GIS in spatial discussions on demography, industrial activities and socio-cultural characteristics. The intention is also to re-invent our morphological studies from the 1980s and the 1990s using GIS programs and methodology.

The studies are building up to an exhibition of the comprehensive material from the three courses in the autumn of 2019.

Learning outcome

Skills in mapping and in the use of GIS in mapping.

Skills in territorial mapping.

Knowledge and skills in Morphological studies.

Research training giving research capacity.

Skills in putting together and presenting a complex spatial and morphological study.

Knowledge of rural areas that gives ability to understand and do work in these types of contexts.

Working and learning activities

Digital workshop to learn GIS with focus on territorial and local studies in Vesterålen.

Lectures and seminars on rural and coastal areas and current challenges.

Individual case-study of the footprint of fisheries on land.

 

 

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failIn the semester, the student will regularly present the subject for the teachers and fellow students for input and feedback. At the end of the semester the result will be exhibited in a given format. The examination is based on how the subject is visually displayed and orally presented, as well as processed and developed through the semester-evaluation of final presentation of individual mapping project. Les om eksamensreglementet her: https://aho.no/no/studenter/eksamen.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:In the semester, the student will regularly present the subject for the teachers and fellow students for input and feedback. At the end of the semester the result will be exhibited in a given format. The examination is based on how the subject is visually displayed and orally presented, as well as processed and developed through the semester-evaluation of final presentation of individual mapping project. Les om eksamensreglementet her: https://aho.no/no/studenter/eksamen.

60 401 Landscape and Urbanism

Emnenavn på Norwegian Bokmål: 
Landscape and Urbanism
Credits: 
6
Course code: 
60 401
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Person in charge
Zaccariotto Giambattista
Course content

The course explores ideas and techniques of a landscape oriented approach to urbanism, a rich field of knowledge for interpretation / modification of cities and territories which identity is related to the palimpsest of traces overlaid throughout history. Detecting their meaning and illustrating their potentials is the task of the designer. Scope of the course is improving the interpretative toolkit of the designer as `reflective practitioner´.

The contemporary city, with its processes of upscaling and rapid mutation that question the very idea of a city. Geographers have described the changing configurations of European and global urbanization. Many terms have been coined to describe urban forms emerged in different parts of Europe and elsewhere during the 20th and 21st century: Ville-Territoire (Corboz, 1990), the Citta Diffusa (Indovina, 1990), the Desakota (McGee, 1991), the Radiant Periphery (Smets 1986), the Zwischenstadt (Sieverts, 1997). These concepts are diverse, coming from different perspectives with different methods and case studies. But there are shared themes: build-up areas and open space areas that intertwine over vast regions - with the dissolution of clear distinction between city and country- and the formation of mixed whole that used in all parts.

Urban form and process create critical aesthetic, environmental, social conditions that are related, increasing uncertainty. Conventional urbanism repertoire is limited. How can a project absorb present contradictions by creating new, meaningful physical orders? Landscape architecture, a heterogeneous field of knowledge that embrace garden, horticulture, public spaces as well as agriculture, civil and military engineering, cartography and town planning, offers a set of tools - conceptual and operative – that allows for disclosing new possibilities for an integrated approach (transdisciplinary, multifunctional, multi-scalar and processual).

In most of its traditional variations, the `landscape’ is seen as the discipline of interpretation of the existing situation meanings or identities which it will be the designer’s task to detect, to underline, to enhance, to articulate or modulate.  Landscape reading views the area and the public space as a land of ancient culture or as a palimpsest which has accumulated traces of all activities which are remembered as having contributed to that particular landscape and no other. In the tracks which have been overlaid by the march of time, which contradicting or corroborating one another, it construes intentions and detects potentialities to be nursed and passed on (Marot 2010).

Interpretation leads to new forms of description and prefiguration. As cultural construct, landscape is made and remade. The interpretation of landscapes imply - using the terms of Umberto Eco - the distinction between the “intentionality of the author”, that is what the designer wants to communicate; the intentionality of the “reader”, that is what the user interpret and use. And the “intentionality of the work itself”, that is what - independently from the intentionality of the author – the constructed landscape suggests remaining open to new interpretations.

Learning outcome

The course will explore themes and tools (conceptual and practical) throughout a sequence of critical operations that complement each other and take place both in the studio and as fieldwork. In particular, the students will be engaged in three types of critical reading; reading of essays of relevant authors, reading of real-world place and reading of spatial projects.

Form of assessmentGroupingGrading scaleComment
ReportIndividualPass / fail
Vurderinger:
Form of assessment:Report
Grouping:Individual
Grading scale:Pass / fail
Comment:
Workload activityComment
Attendance Attendance in the studio and at fieldwork is expected
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment: Attendance in the studio and at fieldwork is expected

Start semester

80 409 Urban transformation

Emnenavn på Norwegian Bokmål: 
Urban preservasjon
Credits: 
6
Course code: 
80 409
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Maximum number of students: 
15
Person in charge
Even Smith Wergeland
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Course content

The urban landscape of Norwegian cities and towns is changing, so is the valuation of historical buildings and neighborhoods. The current urge for progress in the form of compact cities, planned to handle a substantial population growth, puts pressure on the existing urban fabric. In parallel with that, however, the ongoing ‘green shift’, with its emphasis on sustainability, urban denseness and energy-friendly solutions, also comes with a renewed understanding of the built environment as part of the green wave. Demolition is not always optimal from an energy perspective, especially not if historical buildings are handled, re-used and re-cycled in skillful and creative ways. Urban structures of the past can also boost social sustainability and strengthen neighborhood identity, potentially in dialogue with new additions.

For this reason, architects and planners will increasingly be asked to handle historical material in the future. An architectural brief very seldom comes without a historical perspective of some kind. Consequently, more knowledge is needed in order to manage this interesting challenge in practice. This course seeks to define and develop precisely that competence, primarily at an urban scale, through theoretical studies and practical assignments. The main question is: How can one reflect history and direct the future in one coherent process?

The aim of this course is to explore this question by studying various forms of preservation theories and cultural heritage strategies in relation to urban planning theory and practice. Experimental preservation is a key term in this respect, as is community work – to seek the engagement of local residents in order to improve social and spatial conditions within a given environment.

Learning outcome

The students will gain insights into current debates on urban preservation, with a particular emphasis on the Norwegian discourse. This involves a basic understanding of bureaucratic systems, political processes, laws and regulations, yet also the possibility to think beyond established rules and doctrines. The idea is to bridge theory and practice by mixing a critical reflection on the value of urban history with addressing urgent needs in the contemporary city through project-based output.

The students will achieve hands-on experience in how to perform urban preservation, through sketching out cultural heritage plans and processing relevant data. They will learn how to conduct field work, how to process data and prepare a strategic urban plan, with the aim of harnessing historical material with a future-oriented outcome. This involves working with local stakeholders, such as municipal offices, entrepreneurs and regular citizens.

This year's edition of the course builds on an ongoing research project at the Institute of form, theory and history, which involves the residential units and public spaces at Stovner in Oslo. Students will learn how to produce strategically relevant material for a municipal reality in which preservation issues are part of a larger vision for urban redevelopment, closely tailored to match local needs.

At a more general level, the students will gain a deeper understanding of key literature in the field, crucial theoretical concepts and key terms in urban preservation management. 

Working and learning activities

Urban preservation consists of a combination of lectures, seminars and field visits to selected urban preservation sites in Oslo and elsewhere. The course requires active participation in seminars and the students are expected to engage in visual ethnography on site, using an array of visual documentation techniques in order to solve the designated fieldwork. In addition, students are expected to conduct archival research and other forms of information harvesting to gather data for their course assignments.

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failFeasibility Study (Norsk: mulighetsstudie) The students will harness the archival material and field work data to produce a written and visual assessment of a proposed preservation plan or method. This will take form as a compact feasibility study, allowing the students to explore a realistic strategic format typically devised in the early stages of a municipal planning process. While the students are expected to demonstrate basic mastery of the conventions of a feasibility study, they are also encouraged to critically engage with the standard format in order to introduce unorthodox perspectives and modes of presentation, exploiting their creative and visual skills. The scope of the final document will be decided upon in dialogue with the municipal authorities for whom the study is developed.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:Feasibility Study (Norsk: mulighetsstudie) The students will harness the archival material and field work data to produce a written and visual assessment of a proposed preservation plan or method. This will take form as a compact feasibility study, allowing the students to explore a realistic strategic format typically devised in the early stages of a municipal planning process. While the students are expected to demonstrate basic mastery of the conventions of a feasibility study, they are also encouraged to critically engage with the standard format in order to introduce unorthodox perspectives and modes of presentation, exploiting their creative and visual skills. The scope of the final document will be decided upon in dialogue with the municipal authorities for whom the study is developed.
Workload activityComment
AttendanceThe course requires active participation in seminars and excursions. Students are expected to organise and carry out field work to support their individual projects. In addition, students are expected to conduct archival research and other forms of information harvesting to gather data for their course assignments.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:The course requires active participation in seminars and excursions. Students are expected to organise and carry out field work to support their individual projects. In addition, students are expected to conduct archival research and other forms of information harvesting to gather data for their course assignments.

80 404 Speculative Ideation: Hand Drawing as Medium in Architecture

Emnenavn på Norwegian Bokmål: 
Speculative Ideation: Hand Drawing as Medium in Architecture
Credits: 
6
Course code: 
80 404
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Maximum number of students: 
15
Person in charge
Carsten Oeding Loly
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS).

Course content

"Speculative Ideation..."

- adresses the capability of the student of architecture to think with and through drawing by hand.

- is practice-based as it focuses on the relation between action, gesture and decision making.

- sets out from the particular ´wants`and ´needs` and experiences of the participating student.

- encourages exploration and developement of strategies for personal meaning making by drawing.

"Speculative Ideation" contains three main components:

- Individual study
As a framework, participators choose a subject or a theme to pursue throughout the entire course-period. Investigating and exploring subjects from ongoing or previous studio-courses has proven to be productive, but is not a requirement. To which degree and in what ways the student´s handling of the chosen subject or theme results in meaningful insights is thus a core issue to "Speculative..."

- Individual exercises
Intending to invigorate foundational skills previously presented  and introducing new ones, exercises  will draw upon strategies from art and architectural representation.
Analytical and more intuitive approaches through topics such as materiality, formal analysis and representation are covered; all in the context of ideation. 

The exercises take place at the early stages and come to a halt approximately after one-third of the course period.

- Plenary talks & discussions

See working and learning activities

 

 

Learning outcome

Enhanced capabilities and awareness of hand drawing´s potential as a personal medium for speculation and ideation in architecture. 

 

 

Working and learning activities

Excercises
Take place in the first phase of the course
See course content

In-depth study on individually selected topic/theme.
Run throughout the entire course period
See course content

Talks & discussions
Talks and following discussions take place mainly in the first phase of the course
Topics cover best practice within architecture and art.
Analytic and intuitive approaches will be highlighted and discussed. Interactions between digital media and hand drawing are also touched upon.

Plenary discussions based on  work presented by participating students with an opportunity to voices opinions among peers. Two sessions.

Informal evaluation/feedback through:
- individual tutoring, group sessions and plenary discussions
- intermediate presentations (on choice of topic and on status of ongoing work)

Formal evaluation
Final presentation with external sensor . 

Requirements to pass
80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week. 

Presence is required at all presentations - intermediate and final.

Digital hand-in of selected work from the course-period.
 

 

 

 

 

Curriculum

Literature concerning foundational aspects of drawing will follow

Essays and articles concerning best practice within art and architecture will follow

Literature concerned performativity theory in art will follow

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required Required80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Required
Comment:80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)-Pass / fail 80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week. Presence and contribution to all three presentations likewise. Digital hand-in of selected work from the course-period.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:-
Grading scale:Pass / fail
Comment: 80% presence on entire course is required to pass. In order to ensure sufficient progression, close collaboration with peer students and teacher in general requires presence from 9am to 4 pm throughout Tuesdays and the elective course week. Presence and contribution to all three presentations likewise. Digital hand-in of selected work from the course-period.
Workload activityComment
Individual problem solving
Forventet arbeidsinnsats:
Workload activity:Individual problem solving
Comment:

60 407

Emnenavn på Norwegian Bokmål: 
Photography
Credits: 
6
Course code: 
60 407
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
English
Year: 
2019
Maximum number of students: 
16
Person in charge
Mattias F Josefsson
Marianne Skjulhaug
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS). The course is for both master students in architecture and landscape architecture.

Course content

 

The objectives of the course move beyond learning how to take an excellent technical image. What do the different photographic approaches demonstrate and highlight? By the end of the course, students should be able to handle a camera, make professional prints, and have a broad understanding of photography as a medium. Most importantly, students should develop a critical approach to its use in architectural and landscape discourses.

Photography transposes the three-dimensional object onto a two-dimensional surface. How has the introduction of photography altered our understanding of the world, and foremost, the understanding of architecture? Students will be exposed to philosopher Vilém Flusser´s ideas and criticism of what he calls the apparatus (mechanical / industrial limitations). We will also discuss Roland Barthes idea of the viewer's interpretation (spectrum) of an image (punctum and studium). 

A perfectly manicured lawn with no signs of moss is divided from an overgrown forest ground by a white picket fence. This is how the Swedish photographer Lars Tunbjörk introduces the Scandinavian suburban garden in the photobook "Home" in 2003. Both the domesticated garden and the undomesticated outfields have the same birch trees and grass. The only difference is that on one side there is a man who cuts the grass.  

Our overall interest in this course is to look at the peri-urban landscapes around Oslo. What is in the realm where the city meets "nature". The students can look at this "in-between" space from a landscape (nature) or architecture (buildings) perspective. This area has for a long time interested many photographers and has a strong tradition in Scandinavia, such as in Tunbjörk's work. All of our tasks will be focusing on, and problematising this peri-urban area. An essential reference for this course is the book The New Topographics – Photographs of a Man-Altered Landscape.

It is highly suggested that students have their own semi-professional camera. 

 

Learning outcome

1)    After completing the course students will be able read and discuss critical canonical texts about photography and contextualise them within the field of architecture and landscape architecture.

2)    After completing the course the students will have the ability to discuss and use different styles or approaches to photography. 

3)   After completing the course the students will be able to demonstrate reflection on canonical texts, approaches and style of photohgrapy through heir own body of work, and present it in a professional manner. 

Working and learning activities

The course will consist of lectures, technical tutorials, readings and individual or collective field studies. Students are expected to present and discuss their photographs among peers and to contribute to the course’s collective environment. The elective week requires full participation. Final submission will be  a number of images that will be printed. 

 

Curriculum

The students will get a reading list on the first day of the course.

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failThe assessment will be based on participation and presentation in the course, the individual photographs and the presentation in the final review.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:The assessment will be based on participation and presentation in the course, the individual photographs and the presentation in the final review.
Workload activityComment
AttendanceThe weekly workshops and the elective week requires full participation.
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:The weekly workshops and the elective week requires full participation.

Start semester

40 624 Universals

Emnenavn på Norwegian Bokmål: 
Universals
Credits: 
24
Course code: 
40 624
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
15
Person in charge
Espen Vatn
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS)

Course content

Universals VIII

Ideal Type

At the age of 27, when I was engaged on large-scale housing schemes for a big German industrial concern, I used my free time to draw all Palladio’s plans on thirty standard sheets of paper (size 420/594) in a common scale. This work on Palladio prompted me to design my first housing scheme, the Freidorf estate (built 1919-1921), on the modular system of an architectural order. By means of this system all the external spaces (squares, streets, gardens) and all public internal spaces (school, restaurant, shop, meeting rooms) were laid out in an artistic pattern which would be perceived by those living there as the spatial harmony of proportion.

Hannes MeyerHannes Meyer, “How I work,” in Architectura CCCP, Nr. 6, 1933, Moscow

Intro

Continuing a series of studios titled Universals, this iteration will be concerned with architectures fundamentally ambivalent condition of pertaining both to a specific condition and being embedded in a universal, disciplinary discussion. This Janus-faced state of both looking to the specific and general will serve as the productive dualism when developing an ideal public architecture and situating it in a complex urban, political and economic condition in Hong Kong.

Background

Jean-Nicolas-Louis Durand developed theories of the ideal types of architecture in his lecture series Précis of 1813, outlining an encyclopaedic architecture for the enlightened world. Concurrently as he is developing his universal language of architecture at Ecole Polytechnique, large socio-political processes such as colonialism and the massive expansion of the metropolis were happening outside the windows. While city planning in the eighteenth was more in the domain of urban engineering as in the case of Georges-Eugène Haussmann. Herein lies a possible unresolved tension between ´type´, the general expansion of the contemporary metropolis and the relationship between universality and the specific.

Étienne-Louis Boullée can serve as a key to understand a relation between typology and architecture with his civic buildings, outlining the metropolis by a series of paradigmatic civic monuments. Boulle also redefined the meaning of the monument as he expanded the definition from meaning a monument such as a tomb, commemorative element, into a monumental public architecture as we can see in his Metropolitan Church (1782), Cénotaphe à Newton (1784) and Deuxieme projet pour la Bibliothèque du Roi (1785).

One can interpret Boullée´s late work as a contribution to a visionary idea of the metropolis, where public space takes on monumental scale. Boullée did propose a total idea of the city, he proposed large incisions into an existing fabric and through them a reordering of the city around these public buildings.

Half a century later, with similar grand ambitions for a public common, Giedion, Leger and Sert would formulate a 9-point manifesto, arguing the freedom monumentality can give to the architect in fostering an architecture beyond program.

Project

The project will be to develop an ideal public building in the first part of the semester together with studies of relevant precedents. We will challenge the ideal type developed with a site in Hong Kong, providing topographic, political and economic complexity to the project. 

We will delve into buildings of the city which are neither capricious nor urbane and aim to develop civic architecture which has the ambition synthesizing a public ambition into a whole, forming a space for the collective imagination, precisely not ´iconic´. We will develop projects addressing the public appropriate for the 21st century.

As primitives of the new technological era, we will work from within the discipline of architecture harbouring both an understanding of architecture as an ancient discipline and a fascination for the new world, developing an architecture which serves as landing strips for dust, motes, light and shadow.

Site

The site will be Hong Kong, the par excellence contemporary city built from one type. Hong Kong also serves as a paradigmatic example of a dense, complex city with a history embedded in colonialism, global trade and with current relationships to both China and the West.

Since the Treaty of Nanking in 1842 Hong Kong has been embedded in this predicament of belonging both to the East and the West. The city's main source of revenue was income from being an entrepôt harbor and quickly became a financial center. Late 19th century came the first factories and manufacturing increased with industries such as sugar refining, cement and ice factories.

The interwar period brought financial difficulties for Hong Kong, due largely to turbulent times in China and the Great Depression in the United States. Hong Kong was industrialized at a much larger scale from the 1950´s because of embargos related to the Korean War lead Hong Kong away from being a entrepot harbour to a manufacturing city. From 1946 to 1948, the number of factories increased by 1211 and 81,700 workers employed in the manufacturing sector. Kwun Tong Industrial Estate was the first industrial estate where clothes manufacturing took place. Also, industries from China moved to Hong Kong because of the Chinese Civil War.

From the 1970 the economy was booming with more than 16 000 factories and its employees accounting for 40% of Hong Kong employment. The electronics, clothing and textile industries grew rapidly due to technical innovations in those fields and manufacturing accounted for 30% of the GDP.

But in the late 1970´s and the 1980´s the industries started to move out of Hong Kong and into Mainland China. There were several reasons for this, some being labour cost, more lenient environmental regulations and lower land costs.

What replaced the exodus of these industries from Hong Kong was financial services, tourism, trading and logistics, and professional and producer services which is still the current economy of the city.

Learning outcome

Students will gain valuable experience in working on architecture in a autonomous way and confronting this in a complex situation.

Working and learning activities

Study trip:

Hong Kong

Teachers:

Espen Vatn

Ane Sønderaal Tolfsen

Jonas Lippestad

Curriculum
  • Laugier, M., 1985. Essay on Architecture. Hennessey & Ingalls, Inc.
  • Easterling, K, Zone: The Spatial Softwares of Extrastatecraft (essay)
  • Tsang, S., 2007. Modern History of Hong Kong. I. B.Tauris & Company, Limited.
  • Schenk, Catherine. “Economic History of Hong Kong”. EH.Net Encyclopedia, edited by Robert Whaples. March 16, 2008. URL http://eh.net/encyclopedia/economic-history-of-hong-kong/
  • Durand, J., 2000. Precis of the Lectures on Architecture: With Graphic Portion of the Lectures on Architecture. Getty Publications.
  • Sigfried Giedion, Nine Points on Monumentality
  • Vidler, A., 1990. The writing of the walls. Princeton, N.J. : Princeton Architectural Press, c1987.
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failThere will be one project task throughout the semester. The final project delivery consist of complete drawing set, models, descriptive text and presentation. The final evaluation will be based on the overall quality of project and development throughout the semester. The students will also be evaluated on the quality of the models and the clarity and communication of the architectural drawings and argument.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:There will be one project task throughout the semester. The final project delivery consist of complete drawing set, models, descriptive text and presentation. The final evaluation will be based on the overall quality of project and development throughout the semester. The students will also be evaluated on the quality of the models and the clarity and communication of the architectural drawings and argument.
Workload activityComment
ExcursionThose who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment:Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.

Start semester

40 623 Guest Studio Angela Deuber

Emnenavn på Norwegian Bokmål: 
Guest Studio Angela Deuber
Credits: 
24
Course code: 
40 623
Level of study: 
Master
Teaching semester: 
2019 Spring
Assessment semester: 
2019 Spring
Language of instruction: 
Norwegian / English
Year: 
2019
Maximum number of students: 
20
Person in charge
Thomas McQuillan
Required prerequisite knowledge

Admission to AHO and successful completion of three years bachelor level studies (180 ECTS) and  knowledge of Rhino

Course content

In order to find one’s way today as an architect student, it is important to find out what one intrinsically is interested in. From this point of view, we offer this semester students a chance to find out, what they are deeply interested in (spatially). We will deal with this search throughout the semester. We will deal on a weekly basis, step by step, throughout the semester.

In a first step, a spatial idea or constructive rule is sought and discussed.Students will travel to a place of their choice, visit a masterpiece and present a photograph with a spatial phenomena.

This spatial phenomena is translated into architectural elements (walls, ceilings and floors). Later, the program (a solemn act) is derived from it. It will be implemented.

In the second half of the semester, a detailed project will be prepared on a scale of 1:50 / 1:20.
The students will work with models, with photography, detailed CAD drawings, and self-written texts.

Learning outcome

1. Ability to independently develop an architectural project on the basis of an individual idea and to argue convincingly on its behalf.
2. Knowledge of the constituent elements of an architectural work, including site, type, structure, enclosure and material.
3. Awareness of contemporary position in architecture.
4. Benefit from a international guest-teacher and from the confrontation with their architectural thinking, knowledge, experience and imagination.

Working and learning activities

Studio work

Mandatory courseworkCourseworks requiredPresence requiredComment
Supervision talks Required
Annet - spesifiser i kommentarfeltet Required
Obligatoriske arbeidskrav:
Mandatory coursework:Supervision talks
Courseworks required:
Presence required:Required
Comment:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Required
Comment:
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failThis course requires active presence and work in the studio during the whole semester. The assessment will be based on: a. student’s architectural sensibility and awareness of architectural problems, b. the clarity of argumentation, built-up during the process c. the ability to evaluate the quality of the project idea, d. the evaluation of the intellectual and architectural capacity to confront the creative risk involved in the project e. the developed presentation material and presence at 3 public reviews during the semester f. 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. according to the regulations for master’s degree programs at AHO
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:This course requires active presence and work in the studio during the whole semester. The assessment will be based on: a. student’s architectural sensibility and awareness of architectural problems, b. the clarity of argumentation, built-up during the process c. the ability to evaluate the quality of the project idea, d. the evaluation of the intellectual and architectural capacity to confront the creative risk involved in the project e. the developed presentation material and presence at 3 public reviews during the semester f. 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. according to the regulations for master’s degree programs at AHO
Workload activityComment
ExcursionExcursion Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment:Excursion Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.

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