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2020 Høst

12 400 Pre-diploma

Credits: 
6
Full course name in Norwegian Bokmål: 
Pre-Diploma
Course code: 
12 400
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian / English
Year: 
2020
Person in charge
Anna Røtnes
Required prerequisite knowledge

Admission to AHO and successful completion of 270 ECTS.

Course content

The pre-diploma semester at AHO is an independent investigation task on a theme chosen by the candidate. In consultation with an advisor, the candidate is to produce a work that details a topic to be studied, an approach or methodology, a spatial program and a plan of work. This investigation work is the foundation of the diploma semester.

Learning outcome
  • An ability to present and discuss the complexity of a chosen architectural theme 
  • An ability to frame artistic and scientific investigation 
  • An understanding of the given natural, social, cultural and technological conditions that govern architectural work 
  • An awareness of a topic’s historical, societal and theoretical framework
  • An understanding of academic text conventions
  • An ability to communicate ideas and plan work 
  • An understanding of one’s own individual position within the discipline 
Working and learning activities

The course will be organized along two lines:
1) A common lecture series and discussions giving input on the essential framework for the investigation work, such as: programming, writing, critical use of sources and references
2) Individual work in consultation with an advisor
 

Form of assessmentGroupingGrading scaleComment
ReportIndividualPass / failAssessed by advisor and course instructor.
Vurderinger:
Form of assessment:Report
Grouping:Individual
Grading scale:Pass / fail
Comment:Assessed by advisor and course instructor.

Start semester

61 134 Ecology for landscape architecture - Ecological communities and systems

Full course name in Norwegian Bokmål: 
Økologi for landskapsarkitektur – økologiske samfunn og system
Credits: 
4
Course code: 
61 134
Level of study: 
Bachelor
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian
Year: 
2020
Person in charge
Kari Anne Bråthen
Required prerequisite knowledge

Bestått studiodelen av første og andre semester. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i første studieår.

Course content

Emnet gir en grunnleggende innføring i sentrale økologiske konsepter relatert til økologiske samfunn, dannelsen av disse, og hvordan økologiske samfunn inngår i økosystem. Emnet gir videre en innføring i sammenhengen mellom økologiske samfunn, biodiversitet og naturtyper og viser til hvordan disse dels er definert ut fra abiotiske vilkår og dels er definert ut fra biotiske vilkår. Sammenhengen mellom økologiske samfunn og romlige skalaer for abiotiske og biotiske vilkår gjennomgås.

Learning outcome

Kunnskaper: 

  • Kjennskap til sammenhengen mellom biodiversitet og økologiske samfunn
  • Kjennskap til økologiske konsepter som forklarer dannelsen av og opprettholdelsen av økologiske samfunn
  • Kjennskap til sammenhengen mellom abiotiske og biotiske vilkår, romlig skala og ulike økologiske samfunn

Ferdigheter:

  • Kunne integrere biodiversitet og andre økologiske konsepter i beskrivelsen av økologiske samfunn 
  • Kunne forklare sammenhengen mellom økologiske samfunn og naturtyper
  • Kunne forklare sammenhengen mellom økologiske samfunn og økosystem

Kompetanse: 

  • Kunne relatere biodiversitet i økologiske samfunn og system til vår tids store utfordringer med klimaendringer og tap av arter
  • Kunne anvende økologiske konsepter relatert til økologiske samfunn i både menneskeskapte og naturgitte omgivelser
  • Kunne inspireres av økologiske konsepter og økologisk forståelse i utviklingen av landskapsarkitekturen 
Working and learning activities

Undervisningen foregår digitalt med en serie forelesninger, gruppearbeid og presentasjoner individuelt eller i gruppe.

Curriculum

Hva er økologi? Geir Hestmark. Universitetsforlaget.

Utfyllende pensumliste vil foreligge ved semesterstart.

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Home ExaminationIndividualA-F
Vurderinger:
Form of assessment:Home Examination
Grouping:Individual
Grading scale:A-F
Comment:
Workload activityComment
Attendance
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:

Start semester

61 133 Systems - Nature Laboratory

Full course name in Norwegian Bokmål: 
Systemer – Naturlaboratorium
Credits: 
20
Course code: 
61 133
Level of study: 
Bachelor
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian
Year: 
2020
Person in charge
Elisabeth Ulrika Sjødahl
Required prerequisite knowledge

Bestått studiodelen av første og andre semester. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i første studieår.

Course content

Emnet gir en introduksjon til landskapets fysiske oppbygging og undersøker hvordan naturlige systemer fungerer og former landskap.

Gjennom prosjektarbeid belyses sammenhenger mellom større system og stedspesifikke variasjoner, samt hvordan transformasjon av landskapet virker inn på de naturgitte forhold.

Kurset bygger videre på formgivningen fra første undervisningsår og legger til forståelsen for større skalaer og hvordan landskapets former er blitt til. Samspillet mellom hydrologi, økologi, geomorfologi og klimatiske forhold studeres med fokus på hvordan dette påvirker, og kan benyttes,i formgivning.

Vann som kvalitet og endringselement er sentralt i kurset.  Vannets bevegelseslogikk i landskapet belyses ut fra et hydrologiskperspektiv og er grunnlaget for formgivningsoppgaven.  

Learning outcome

Kunnskaper

  • Grunnleggende kunnskap om landskapets fysiske oppbygging, geologi, hydrologi og økologi
  • Grunnleggende kunnskap om klimatiske forhold som påvirker og former landskapet på tvers av skalaer
  • Forståelse av hvordan naturlige systemer kan brukes i formgivning
  • Grunnleggende kunnskap om utvikling og formgivning av et landskapsprosjekt        

Ferdigheter

  • Bruk av landskapsanalyse til å beskrive kvaliteter og romlig oppbygging
  • Anvende forståelsen av hydrologiske forhold i formgivning
  • Bruk av tegning, modell og digitale verktøy i karlegging, analyse og prosjektering

Generell kompetanse

  • Selvstendig undersøkende og analytisk arbeid
  • Evne til muntlig og skriftlig fremstilling
  • Grunnleggende forståelse av sammenhenger i naturlige systemer
Working and learning activities

Undervisningen foregår hovedsakelig i form av ukentlig veiledning og gjennomgang av prosjektarbeider.

I tillegg kan undervisningen gis i form av forelesninger, gruppearbeid, seminarer, workshops og feltarbeid. Felles gjennomganger der studentene legger frem eget arbeid eller gruppearbeid utgjør en viktig del av undervisningen. Kontakten mellom lærere og studenter foregår på tomannshånd, i grupper eller i plenum.

Curriculum

Anbefalt pensum

Diedrich, Lisa, Henri Bava, Michel Hoessler, and Olivier Philippe. 2009. Territories: from landscape to city. Basel: Birkhauser.̈     

Dramstad, Wenche E., James D. Olson, and Richard T. T. Forman. 1996. Landscape ecology principles in landscape architecture and land-use planning. [Cambridge Mass.]: Harvard University Graduate School of Design. 

Foxley, Alice, and Gunther Vogt. 2010. Distance and Engagement: walking, thinking and making landscape: Vogt Landscape Architects. Baden: Lars Muller Publishers.̈     

Girot, Christophe. 2016. The course of landscape architecture: A history of our designs on the natural world, from prehistory to the present. Farnborough: Thames & Hudson Ltd. 

Harmon, Katharine, and Gayle Clemans. 2010. The map as art: contemporary artists explore cartography. New York: Princeton Architectural Press. 

Eric Lorange. Byen i Landskapet Rommene i Byen

Loidl Hans, Opening Spaces

P. Stahlschmidt og V. Nellmann, Metode til landskapsanalyse

Marsh, William M., and Jeff Dozier. 1981. Landscape, an introduction to physical geography. Reading, Mass: Addison-Wesley. 

Mollison, B. C. 1988. Permaculture: a designer's manual. Tyalgum, Australia: Tagari Publications. 

Tvedt, T., and Eva Jakobsson. 2006. "Water History is World History". A History of Water. 1, pp. IX-XXIII. 

Orf, Kate Towards Urban Ecology

Spirn, Anne Whiston. 1984. The Granite Garden.  

Gali-Izard, Teresa. 2006. The same landscapes: ideas and interpretations = Los mismos paisajes. Barcelona: Gustavo Gili.
 

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / fail
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:
Workload activityComment
Attendance
Excursion
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:
Workload activity:Excursion
Comment:

60 406 Coastal mapping

Credits: 
6
Full course name in Norwegian Bokmål: 
Coastal mapping
Course code: 
60 406
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian / English
Year: 
2020
Maximum number of students: 
9
Person in charge
Espen Aukrust Hauglin
Karl Otto Ellefsen
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 deals with rural issues and studies the spatial consequences - settlement structure, place, community, buildings - of the Norwegian fishing industry.

The study is being conducted in the central areas for winter fishing for cod (skrei); Senja, Lofoten and Vesterålen. The autumn course extends the study to the fishing villages on the Finnmark coast. The emphasis is on describing the situation today and discussing development opportunities. Available statistics and visual material are processed using GIS tools.

Autumn 2020 is the fifth in-depth course dealing with spatial consequences of the Norwegian fishing industry. In spring 2018 we studied Senja, autumn 2018 Lofoten, spring 2019 Vesterålen, and in the spring of 2020 we did surveys that completed the material and prepared I for an exhibition.

On the basis of this material, the autumn course will conduct an exhibition in the Gallery, as well as a seminar on rural communities. Both "events" will be part of AHO's 75th anniversary celebration.

If the Korona situation permits, the course will have an excursion to the Finnmark coast.

 

There are different angles to this course:

1. In the fall of 2019 Karl Otto Ellefsen together with Tarald Lundevall published the book "North Atlantic Coast - A Monography of Place" at PAX publisher. The book discusses the consequences of the Norwegian fishing industry on land - in this case the cod fishery - how the industry shapes and changes places and how it changes the settlement pattern.

2. Nearly all the interest in architecture and urbanism has been directed at the city for decades. This has led to little changes in rural areas. AHO's work on the northern Norwegian coast can be seen as part of what is internationally called "rural studies". Another AHO project that AHO is carrying out together with CAFA (Central Academy of Fine Arts, Beijing) is the research project Urbanization of Rural China / Countryside Construction.

3. UL is working on refining the use of GIS tools for spatial discussions of settlement patterns, business activity and cultural conditions. At the same time, the intention is now to resume our morphological studies from the 1980s and 1990s and to use GIS tools in these studies.

Learning outcome

Skills in using Geographic Information Systems (GIS) in mapping.

Territorial "mapping" skills.

Knowledge and skills in morphological studies

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

Knowledge of rural areas that provide expertise for understanding and working in these types of areas.

Experience in curating an exhibition and organizing a seminar where the students present their work, and that are included in own CV.

Working and learning activities

The course will be organized as a joint work in the studio where the aim is to create an exhibition and a book that follows the exhibition, as well as attend and organize seminar on rural communities. Within the studio, individual assignments will be given.

Form of assessmentGroupingGrading scaleComment
Other assessment method, define in comment fieldIndividualPass / 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:Other assessment method, define in comment field
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.

60 151 Urban planning history

Full course name in Norwegian Bokmål: 
GK5 By- og byplanhistorie
Credits: 
6
Course code: 
60 151
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian
Year: 
2020
Person in charge
Jonny Aspen
Peter Hemmersam
Required prerequisite knowledge

Bestått alle emner i GK1 og GK2. Bestått studiodelen av GK3 og GK4. Gjennomført (dvs. fått godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner i GK3 og GK4.

Course content

Kurset gjennomgår by- og byplanhistorien, med hovedvekt på byutviklingen fra industrialismen og frem til i dag. Kurset tematiserer også landskapsbetraktninger i et byplanperspektiv. Faget undervises med en arkitektfaglig innfallsvinkel, med vekt på byens form og fellesrom. Særlig legges det vekt på sammenhengen mellom de samfunnsmessige drivkreftene bak byutvikling, byformidealer og urbanitet forstått som et samlebegrep for byens sosio-kulturelle forhold. I undervisningen trekkes forbindelsen til studiokurset GK5 gjennom diskusjon av byplanidealer og byplanstrategier.

Learning outcome

Kunnskaper:

  • Studenten har kunnskap om sentrale temaer, epoker og teorier innen moderne byhistorie og byplanhistorie.

Ferdigheter:

  • Studenten skal kunne reflektere over sammenhenger mellom drivkreftene i byutviklingen, arkitektonisk og landskapsarkitektonisk formgivningspraksis, samt spørsmålet om urbanitet.

Kompetanse:

  • Studenten kan anvende historisk kunnskap som referanse i prosjektarbeid innen urbanisme og landskapsarkitektur.
  • Studenten kan reflektere over den samfunnsmessige og historiske betydningen av eget arbeid innen byforming.
  • Studenten kan utføre fagkritikk av byformings- og byplanpraksis.
Working and learning activities

Ukentlige digitale forelesninger med etterfølgende digital kollokvie med gruppearbeid der ukens pensumtekst(er) blir gjennomgått og diskutert. 

Curriculum

Et samlet kompendium vil foreligge ved semesterstart og være tilgjengelig i Moodle. 

Anbefalt litteratur:

Urban Visions : From Planning Culture to Landscape Urbanism, edited by Medina, Carmen Díez, and Javier Monclús, Springer, 2018. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/ahono/detail.action?docID=5435261 (access for AHO students)

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Home ExaminationIndividualA-F
Vurderinger:
Form of assessment:Home Examination
Grouping:Individual
Grading scale:A-F
Comment:
Workload activityComment
LecturesDet forventes fulltids deltagelse på forelesninger gjennom hele semesteret.
Group workGrupperarbeid inkluderer presentasjon av tekst i plenum.
Forventet arbeidsinnsats:
Workload activity:Lectures
Comment:Det forventes fulltids deltagelse på forelesninger gjennom hele semesteret.
Workload activity:Group work
Comment:Grupperarbeid inkluderer presentasjon av tekst i plenum.

60 150 Urbanism

Full course name in Norwegian Bokmål: 
GK5 By og arkitektur
Credits: 
24
Course code: 
60 150
Level of study: 
Bachelor
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian
Year: 
2020
Person in charge
Halvor Weider Ellefsen
Required prerequisite knowledge

Bestått alle emner i GK1 og GK2. Bestått studiodelen av GK3 og GK4. Gjennomført (dvs. fått  godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) i øvrige emner GK3 og GK4.

Course content

GK5 By og arkitektur har Osloregionen som studieobjekt. Kurset er todelt, bestående av en prosjekteringsoppgave samt forelesningsrekken «Urbane praksiser».Studentene blir introdusert til tverrfaglig samarbeid i et kurs der studenter fra både landskapsarkitektur- og arkitekturprogrammet jobber med samme semesteroppgave.

1) PROSJEKTERINGSOPPGAVE: BYUTVIKLING
Oppgaven er et større transformasjonsprosjekt forankret i aktuelle byutviklingstema og relevant fagdiskurs. Oppgaven utvikles gjennom analytiske forstudier som skal hjelpe gruppene å danne seg et bilde av hvilke strukturelle, landskapsmessige og arkitektoniske potensialer som kan utvikles, og hvilket konseptuelt rammeverk oppgaven bør baseres på. Prosjektet som utvikles skal manifestere de intensjoner og lesninger studentene definerer i arbeidet med den lokale situasjonen.

Studentene arbeider med by- og stedsutvikling i stor og liten skala, og utvikler strategiske designprosjekter i som vil inngå i en større, sammenhengende helhet.

2) FORELESNINGSREKKE: URBANE PRAKSISER

Urbanisme er et sammensatt fagfelt som henter kunnskap fra ulike fagtradisjoner. Forelesningsrekken på GK5 adresserer relevante problemstillinger innenfor urbanismefaget i dag.  Den gir en introduksjon til det norske plansystemet, og gjør rede for urbanismefagets ulike tilnærminger og betraktningsmåter. Pedagogisk sett gjøres dette gjennom å presentere forskjellige teorier, prosjekter og praksisformer innenfor urbanismefaget. Forelesningene skal så langt det er mulig knyttes direkte opp mot studioundervisningen.

Learning outcome

GK5 skal samlet gi basisopplæring i teori, metode og praksis innenfor urbanisme. Studentene skal etter endt kurs ha tilegnet seg grunnleggende kunnskaper om problemstillinger og arbeidsmåter innenfor urbanismefaget.

Videre skal studentene ha vært med på å utvikle og presentere et komplekst byplanprosjekt med reelle rammer og forankring i et aktuelt byplantema. Hovedfasene vil inneholde byanalyse, plan-og prosjektutvikling samt presentasjon.

Endelig skal studentene i studiokurset oppøve evne til å arbeide overlappende i ulike skalaer og å etablere en grunnleggende forståelse av sammenhengen mellom arkitektur, landskap og samfunn.

Working and learning activities

Innholdet i kurset, inkl. semesteroppgave, organisering av undervisning og veiledning, og studiereise, koordineres med 61 150 Fellesrom - By og landskap.

Kurset er basert på prosjekteringsprosesser knyttet til en gitt problemstilling og kontekst. Studentene vil tilnærme seg prosjekteringsoppgaven gjennom analyse og tematiske studier, og basert på dette utarbeide et planprosjekt. Hovedoppgaven og flere av introduksjonsoppgavene vil være gruppearbeid.

Undervisningen vil bestå av forelesninger fra lærerteam og inviterte gjester i tillegg til prosjektveiledning i grupper, workshops, delgjennomganger og avsluttende gjennomgang med eksterne kritikere. 

Parallelt med dette kurset følger studentene det forelesningsbaserte kursopplegget 60 151 By- og byplanhistorie. Her introduseres studentene til historisk og teoretisk kontekst og til verktøy og referanser som er relevante for prosjekteringsarbeidet.

Det gjennomføres en studiereise i løpet av semesteret. Se semesterplan for datoer. Målet med reisen er å gi studentene konkret erfaring med byutviklingsprosjekter av høy kvalitet. Erfaringene skal gi grunnlag for løpende diskusjoner og refleksjoner om aktuelle og relevante problemstillinger innenfor urbanismefaget.

Lærerteamet består av:

Andreas Kalstveit, Marianne Borge, Giambattista Zaccariotto, Martin Brandsdal, Halvor W Ellefsen, Namik Mackic, Michaël Stas og Marja Skotheim Folde.

Curriculum

Anbefalt litteratur: 

  • Designing Cities, Leonard Schenk
  • Prosjektbasert byutvikling: mot en kvalitativ, prosjektrettet byplanlegging, Elin Børrud, August E. Røsnes
Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not requiredDet er obligatorisk å levere inn arbeid på gitte datoer opplyst i semesterkalenderen. Obligatorisk arbeidskrav må være oppfylt for at prosjektoppgaven skal bli vurdert.
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:Det er obligatorisk å levere inn arbeid på gitte datoer opplyst i semesterkalenderen. Obligatorisk arbeidskrav må være oppfylt for at prosjektoppgaven skal bli vurdert.
Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)GroupPass / fail• Prosjektoppgaven er et gruppearbeid.
• Studentene må møte på 80 % av delgjennomgangene. Ved sykdom på delgjennomgangsdagen må legeattest fremvises for å få godkjent gyldig fravær.
• Studentene må presentere innlevert materiale muntlig på delgjennomganger, midtgjennomgang og sluttgjennomgang.
• Studentene må møte på og presentere muntlig på sluttgjennomgangen.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Group
Grading scale:Pass / fail
Comment:• Prosjektoppgaven er et gruppearbeid.
• Studentene må møte på 80 % av delgjennomgangene. Ved sykdom på delgjennomgangsdagen må legeattest fremvises for å få godkjent gyldig fravær.
• Studentene må presentere innlevert materiale muntlig på delgjennomganger, midtgjennomgang og sluttgjennomgang.
• Studentene må møte på og presentere muntlig på sluttgjennomgangen.
Workload activityComment
Excursion Deltagelse på ekskursjon er forventet. Studenter som ikke har mulighet til å delta vil få tildelt en oppgave som skal bidra til å kompensere for det faglige utbytte av ekskursjonen.
Lectures Oppmøte og deltagelse på forelesninger er forventet.
Attendance Oppmøte og tilstedeværelse på sal utover obligatorisk oppmøtekrav er forventet.
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment: Deltagelse på ekskursjon er forventet. Studenter som ikke har mulighet til å delta vil få tildelt en oppgave som skal bidra til å kompensere for det faglige utbytte av ekskursjonen.
Workload activity:Lectures
Comment: Oppmøte og deltagelse på forelesninger er forventet.
Workload activity:Attendance
Comment: Oppmøte og tilstedeværelse på sal utover obligatorisk oppmøtekrav er forventet.

65 701 Pre-Diploma Landscape Architecture (Tromsø)

Credits: 
6
Full course name in Norwegian Bokmål: 
Pre-Diploma Landscape Architecture (Tromsø)
Course code: 
65 701
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
Norwegian / English
Year: 
2020
Required prerequisite knowledge

Successful completion of 60 credits. Last semester before diploma. Knowledge of Adobe Illustrator, Photoshop and InDesign is recommended, as well as CAD and GIS.

Course content

The pre-diploma semester at AHO is an independent research task on a theme chosen by the candidate. In consultation with the course teacher, fellow students and a chosen advisor, the candidate is to produce a report that details a topic to be studied, an approach or methodology, a spatial program and a plan of work. This report is the foundation of the diploma work.

Learning outcome
  • An understanding of the complexity of a chosen site and research topic.
  • An ability to frame landscape architectural research.
  • An understanding of the different conditions that govern landscape architecture.
  • An ability to communicate ideas and plan project work.
  • An understanding of one’s position within the discipline.
Working and learning activities

The course is an individual research assignment with periodical supervision and one interim presentation of the different research components. It concludes with a pre-diploma report in an A4 format containing the following elements:

 

  • Description of the research topic and research question.
  • Site presentation including maps dealing with selected issues (min. three maps). These can be used to present an analysis of the site, highlight existing qualities, etc. The chosen scale should be adapted to the printed A4 format and the content of each map.
  • Reviews of relevant literature (min. three examples). These can be books, articles, reports or other relevant sources. Each review should include a summary of the chosen literature and a paragraph highlighting the relevance of this piece of literature for the diploma work.
  • Summaries and discussions of interviews with experts (min. three interviews). In this context experts are people with specific knowledge relating to the chosen topic and or site.
  • Presentations and evaluation of reference projects (min. three reference projects). Each review should include a brief description of the essential elements of the chosen reference project and a paragraph highlighting the relevance of this reference for the diploma work.

 

In addition to these required elements, the pre-diploma report includes a cover page, an identification page and a table of content. It can also include pictures, diagrams, timelines, historical records and any other element that supports the research question.

 

The pre-diploma report should be contained within 35 pages (not including cover, identification, table of content or other title pages).

 

A detailed schedule for the pre-diploma course will be provided at the start of the semester.

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not requiredOne interim presentation
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:One interim presentation
Form of assessmentGroupingGrading scaleComment
Report-Pass / fail Please, see above for specifications.
Vurderinger:
Form of assessment:Report
Grouping:-
Grading scale:Pass / fail
Comment: Please, see above for specifications.

Start semester

65 509 Lively Worlds in Meahcci Landscapes

Full course name in Norwegian Bokmål: 
Lively Worlds in Meahcci Landscapes
Credits: 
24
Course code: 
65 509
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
English
Year: 
2020
Person in charge
Kjerstin Uhre
Required prerequisite knowledge

Bachelor degree in Landscape Architecture or Architecture from university or university college.

Recommended previous knowledge is working knowledge of Adobe Illustrator, Photoshop and InDesign. CAD and GIS an advantage.

Course content

This master studio course in landscape architecture focuses on traditional ecological knowledge in
contemporary Arctic landscape practices. Within the territorial scope of North Fennoscandia, this
includes the prospects of Sámi reindeer husbandry, coastal fishery, small scale agriculture, gathering
and harvesting food resources and materials. In transition, Indigenous landscape practices represent
a continuum of lively worlds finding new forms, and some are in the process of disappearing while
emerging practices introduce new ways of relating to the cultural landscapes. Through interpretative
mapping and landscape design methodologies, this studio aims to explore how incipient landscapes
shape capacity for resistance in time.

Traditional ecological knowledge (TEK) is described as a cumulative body of knowledge, practice
and belief, evolving by adaptive processes and handed down through generations by cultural
transmission, see Berkes and Davidson-Hunt (2006). A cold climate and demanding weather
conditions will often brutally correct any lack of knowledge, and hence inspire an appreciation and
respect for shared traditional knowledge. This can be traced in for instance clothes, knives,
agricultural tools, fishing equipment and boats. The landscapes of Western Finnmark stretches from
the fjords and coastal mountains where reindeer herds reside in the summers, via river valleys with
meandering rivers, to the mountain plateau that offers winter pastures. People have adapted to the
different conditions through a combination of livelihoods and exchange of produce and services.
Along with the coast fishing, farming and seasonal work were combined, and in the inland, the
agriculture was combined with freshwater fishing and harvesting. The Sámi concept verdde (guestfriend)
describes the relationship of exchange between the reindeer pastoralists and mountain
farmers in the inland and with the farmer fishers at the coast.

The Alta area has been described as the meeting place between the Sámi, Norwegian, and Kven
culture. The way individuals identify with cultural roots may be mixed, fluid and ambiguous while the
connections to the landscape are strong. Russian and international citizens also bring with them
habitual manners of connecting to the landscape. Exploring a multicultural field can be both
challenging and inspiring, and in many parts of the world, multiple cultures strive to learn to live
closely together and share common resources. During the last 20 years, nature-based tourism has
established itself as an up and coming industry in Alta. Small scale locally owned establishments
introducing new ways of inviting guests into the landscape offer Arctic experiences varying from dogsledging,
snowshoeing, all-season mountain biking, snowmobile, canoeing, hiking and cooking. Many
of them are located in the river valley, and they are dependent on having access to territories outside
their plots, using old postal and hiking routes crossing the landscape. In the mountain plateaus close
to Kautokeino and Karasjok nature-based tourism businesses cooperate closely with reindeer
husbandry.

Currently, a truth and reconciliation commission formed by the Norwegian Parliament is inquiring
into the consequences of the Norwegianisation policy suffered by the Sámi and Kven populations.
The Norwegianisation policy lasted from 1860 to 1980. In the environmental history of Sápmi, the
controversy of the Alta-Kautokeino watercourse became a turning point in the relationship between
the Sámi and the Norwegian State. In general, it can be said about the current situation that, through
Section 108 of the Norwegian Constitution and the UN Convention on Civil and Political Rights, the
Norwegian State obliges the State to take decisive measures to safeguard Sámi and national minority
cultures. Since the 1980s, Sámi culture is revitalized through diverse ways of developing and
connecting to Sámi heritage and identity. However, Sámi reindeer husbandry practitioners, the
minority within the minority, still experiences severe pressures that first and foremost is due to loss
of grazing land and increasing activity and industrialization of outfield landscapes. There is a
considerable pressure to develop rural landscapes for large scale industry, mining, energy plants and
infrastructure. Some of these new developments will change the perception of the Arctic landscapes,
and also present new preconditions for traditional ways of using natural resources. The legislation
that regulates outfield industries is fragmented between sector authorities. This situation leads
according to Nikolay Winge (2013) to a bit-by-bit development and increasingly fragmented outlying
fields.

Outlying fields or outfields (in Norwegian: utmark) is often used synonymously to the North Sámi
term meahcci. In 2007, the Sámi Parliament’s guidelines for changed use of Meahcci under § 4 in the
Finnmark Act came into force. The guidelines aim to ensure thorough and sound assessment of the
effects on Sami culture, reindeer husbandry, land usage, commercial practice and community life
before decisions are made in cases of changed use of meahcci/utmark. Joks, Law, and Østmo, (2019)
notes that this narrow meaning of meahcci is rooted in a series of mistranslations between Sámi and
Norwegian terms, practices and interests. To use landscape terms that draw sharp lines between
nature and humans' place in the world breaks with both the Sámi usage of natural resources and
Sámi terminology. Schanche (2002) suggests that Sámi perceptions of the landscape may be tied to
other concepts and ways of understanding the world. Law and Østmo (2017) concur that: 'It is a
world in which a binary distinction between nature and culture makes no sense'. Landscape
architectural representations are mediated worldviews. Will exposure to Indigenous worldviews,
landscape practices and traditional ecological knowledge lead to new ways of doing landscape
architecture? By engaging with traditional landscape practices to develop an understanding of
territorial processes and by considering traditional ecological knowledge in landscape design, we will
learn to challenge measures of landscape value.

During the work with this course description, the cascading effects of the corona emergency
measures demonstrated how vulnerable our societies are to restrictions on mobility. Norway
produces less than 50% of its food, and the farmers are dependent on seasonal workers from abroad.
In many rural places, small scale experience-based tourism and culture festivals dependent on
tourists and guests suffered significant losses. For reindeer husbandry, the corona crisis came on top
of a grazing crisis due to the worst snow conditions since 1968. Globally, the discourses on climate
mitigation, climate justice and loss of biodiversity were overshadowed by the pandemic crisis. How
the governance of human interaction, teaching and learning activities will play out in the fall is still
uncertain. What we do know is that the current situation calls for new ways of learning and relating
to landscape, community and biodiversity.

Learning outcome

Knowledge about
• The environmental history of Fennoscandia and Sápmi.
• Traditional ecological knowledge
• Contemporary landscape practices in the European Arctic
• Planning legislation with an emphasis on consultation and participatory processes
• The European Landscape Convention, the Finnmark Act (Finnmarksloven) and the Norwegian
Law of Biodiversity (Naturmangfoldsloven).
 

Skills in
• Design research and conceptualization, program development and design of landscape
architecture
• Collecting, recording and representing aesthetic experiences in the landscape
• Visually communicating time, territorial processes, and the lifespan of a landscape project
• Interpretative mapping and landscape representation in combined digital and analogue tools

General competence in
• Independent collection and production of relevant information for the development of
landscape architecture.
• Independent and reflected usage of different representation techniques.
• Inclusive concept and design development.
• Critical reflection on landscape valuation methodologies

Working and learning activities

Through theoretical and practical approaches in design research, we will learn from the landscape
practices that have shaped and cultivated Arctic territories. Step-by-step project development with
individual supervision, frequent reviews and dialogue with guest reviewers organise the semester.
Reviews of academic literature on the topics of Arctic landscape practices, critical cartography, and
traditional ecological knowledge. Reflections on Arctic film, writing, and art.
Lectures by experts and practitioners on the following topics: Meahcci (outfield) practices including
reindeer husbandry, environmental history and landscape management in North
Fennoscandia/Sápmi, Indigenous rights, planning and building legislation, traditional ecological
knowledge, responsible tourism and landscape architecture.
If the Norwegian health authority’s travelling and meeting restrictions are lifted, we will have one 10-
14 days of fieldwork in West Finnmark. Alternatively, we will plan for small group/individual hikes to
significant landscapes and arrange a digital interaction follow up in dialogue with experts and
practitioners.

Curriculum

Curriculum, Workshop, Excursions and other support:
The start of the semester will provide a compendium of central texts.

References:
Berkes, Fikret and Davidson-Hunt, Iain J. 2006, “Biodiversity, traditional management
systems, and cultural landscapes: examples from the boreal forest of Canada” in
International Social Science Journal UNESCO, Blackwell Publishing Ltd., Oxford, USA.
Council of Europe, European Landscape Convention and reference documents
https://rm.coe.int/CoERMPublicCommonSearchServices/DisplayDCTMContent?do...
16802f80c6
Joks, Solveig, Law, John and Østmo, Liv, 2019 “Verbing Meahcci: no beginning, no end.” URL:
http://www.heterogeneities.net/publications/JoksLawOstmo2019VerbingMeahc...
Law, John and Liv Østmo, 2017, “On Land and Lakes: Colonizing the North,” in Technosphere
Magazine, URL: https://technosphere-magazine.hkw.de/p/458a7290-0e3b-11e7-a5d7-f7e271a06d5f
Lovdata, 2007 “Sametingets retningslinjer for utmarksvurdering”
https://lovdata.no/dokument/SF/forskrift/2007-06-11-738#KAPITTEL_1
Lovdata, “Lov om rettsforhold og forvaltning av grunn og naturressurser i Finnmark
(Finnmarksloven)’
https://lovdata.no/dokument/NL/lov/2005-06-17-85
Lovdata, “Lov om forvaltning av naturens mangfold (naturmangfoldloven) ”
https://lovdata.no/dokument/NL/lov/2009-06-19-100?q=naturmangfoldsloven
Sannhets- og forsoningskommisjonen, “The commission to investigate the Norwegianisation policy
and injustice against the Sámi and Kven/Norwegian Finnish peoples (The Truth and
Reconciliation Commission)” URL: https://uit.no/kommisjonen/mandat_en
Schanche, Audhild. “Meahcci, den Samiske utmarka/ Meahcci, The Sámi Outfields.” In Andersen,
Svanhild ed. Samiske Landskap og Agenda 21. Kultur, næring, miljøvern og demokrati/ Sámi
Landscapes and Agenda 21, Industry, environmental conservation, and Democracy, Dieđut 1/2002,
Guovdageaidnu: Sámi Instituhtta, 2002.
Winge, Nikolai K, 2013, Kampen om arealene. Rettslige styringsmidler for en helhetlig
utmarksforvaltning (The Battle for Land. Legal steering resources for a comprehensive management
of outlying fields). Universitetsforlaget, Oslo, 2013.

Mandatory courseworkCourseworks requiredPresence requiredComment
Annet - spesifiser i kommentarfeltet Not requiredHand in of all deliverables described in assignments during the semester and applying the course
literature.
Participation in fieldwork, lectures, tutorials, workshops and joint reviews is mandatory. If travelling
and meeting restrictions prevail in the fall, we meet and communicate in virtual landscapes.
Obligatoriske arbeidskrav:
Mandatory coursework:Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:Not required
Comment:Hand in of all deliverables described in assignments during the semester and applying the course
literature.
Participation in fieldwork, lectures, tutorials, workshops and joint reviews is mandatory. If travelling
and meeting restrictions prevail in the fall, we meet and communicate in virtual landscapes.
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail Submission of project with oral presentation.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment: Submission of project with oral presentation.

Start semester

40 533 Body & Space Morphologies : LISTA - Field Studio III

Credits: 
24
Full course name in Norwegian Bokmål: 
Body & Space Morphologies : LISTA - Field Studio III
Course code: 
40 533
Level of study: 
Master
Teaching semester: 
2020 Autumn
Assessment semester: 
2020 Autumn
Language of instruction: 
English
Year: 
2020
Maximum number of students: 
12
Person in charge
Rolf Gerstlauer
Required prerequisite knowledge
  • The course is open for students of all the study-fields at AHO (architecture, landscape architecture and design).
  • Returning Body & Space Morphologies students are prioritized.
  • Ops! Due to Norway's health-related travel restrictions during the covid-19 pandemic, the course is planned to be taught online. However, if travel restrictions are made obsolete, the course will also be taught in situ and students can choose to conduct their studies in parts, or for the whole semester, in Lista, Southern Norway.*
  • Ops! If signing up to this master-course, students are advised to also sign up to the supporting elective course Body & Space Morphologies : Architecture & Film – ANY Boarded Stories.
Course content

INTRODUCTION:

Body & Space Morphologies: Content, Overall Aims and Methods

Body and Space Morphologies is a research-based teaching program placed in the field of Architecture & Culture studies. Dedicated to Phenomenology in Architecture, the program offers Trans-Disciplinary master studios and elective courses in explorative architectural and pre-architectural making, sensing and thinking.

From The Oxford Handbook of Contemporary Phenomenology (2012, Dan Zahavi, ed.):
“Phenomenology shares the conviction that the critical stance proper to philosophy requires a move away from a straightforward metaphysical or empirical investigation of objects to an investigation of the very framework of meaning and intelligibility that makes any such straightforward investigation possible in the first place. It precisely asks how something like objectivity is possible in the first place.”

Our attempt is to partake in the discourse on the Phenomenology of Architecture by working and studying Architectural Phenomenology outside of the Conventions of Architecture. In theory, this can mean a free-thinking, and to some degree also a “free-making” and/or “free-looking”, yet in the realm of our studios it means the making of a dedicated Artistic Research which is looking for the Creation of a Material Practice in which the student can gain a certain expertise in and through which the discourse on the Phenomenology of Architecture can be tried on – if it not already is embodied by the material itself.

We aim at preparing and enabling students to conduct their own investigation into Architectural Phenomenology understood as a Research Creation; a working mode creating an inspired Material Practice “attuned to process rather than the communication of outputs or products” (https://thepedagogicalimpulse.com/research-methodologies/). We consider this to be the Artistic Parallel to both Traditional Scholarly Research and Common Architectural Design Practice.

The Body & Space Morphologies Master Studios for autumn 2020:

  • LISTA - Field-Studio #III (24 ects)
  • CATHARSIS – Acting and The Collective #X (24 ects) - see separate course description

The Body & Space Morphologies Elective Course for autumn 2020 (advised for LISTA - Field-Studio students):

  • ARCHITECTURE & FILM - any Boarded Stories #V (6 ects) - see separate course description

 

SPECIFICS FOR AUTUMN 2020:

The LISTA Field-Studio #III (24ect):

In collaboration with Farsund Commune, private business and landowners, the Body and Space Morphologies teaching and research unit established the LISTA Field-Studio as a separate course module for students who want to explore and study the affordance (or issues) residing in this particular cultural landscape. Through the works of the students, the LISTA Field-Studio collects and shows a growing body of artistic research that reflects on issues of - or that makes new subjects relative to – the Lista peninsula.

Based on performativity and affordance theories, performance and performance studies, disability and neurodiversity studies as well as phenomenology and perception theories, the LISTA Field-Studio works and investigates concrete environments/material/processes/phenomena/conditions and develops or performs a series of experienced distinct objects/installations/movements that are/behave relational, that inspire imagination, that provide fresh knowledge, architectural/environmental interests and/or architectural/cultural identities.

The LISTA Field-Studio provides students with the possibility to spend shorter or longer periods on the LISTA peninsula OR/AND to view it on a digital platform like an alien Oumuamua. Students can do/act out larger physical structures, individually or in groups, based on their initiative to meet the landscape with its inhabitants:

Lived life/burial sites/wood/stones/flora/hollings/dancers and hunters from long ago - sounds/conspiracies/salamanders/bacteria and meteor fragments - a smiling moon/skies/arrow heads and the red rock - accidents/dreams/lies/myths/wind/light/friends/foes/ghosts and black suns… exploding/imploding. The Lista peninsula as a test site for equal habitation, where “We don’t dwell in nature; we live amongst each other.” (https://archinect.com/features/article/150038500/social-soup)

Learning outcome

For the LISTA Field-Studio:

The LISTA Field-Studio students learn how to develop strong initiatives for an explorative working process that acts on impulse and that creates visual/haptic experience that again stimulates, or re-states/re-news, architectural content. As a student in the LISTA Field-Studio one is asked to submit to performativity as the instance in which to act a material, environment, movement or event - hence the individual act, or the acting and making, makes also the discursive space of the social(ly) employed collective phenomenology in architecture: the three forms of creativity that in Norwegian language are skaperglede, skapertrang and skaperkraft, make in sum again that what could be named as “skaperkunnskap” – the Creative Knowledge about this which is created.

After completing the course, the student should have:

Knowledge of

  • the basics in phenomenology of architecture and the various practices that exist within (and that can become part of) architectural phenomenology

  • the basics in affordance theory and the theories concerning objecthood and/or object relations as means to fuel and reflect upon a material practice and/or artistic research in the field of architecture

  • the basics in performance and performance studies that make body & space morphologies: ways of making, looking at, discussing and seeing/understanding qualia and perception in the working of architecture

  • the basics in disability studies and neurodiversity studies as the necessary activist movements working and re-defining the human condition from “all the world’s a stage” (Shakespeare) towards for all of the human spectrum with its diverse behavior

  • the basics of performativity, language and speech acts as the tools that can add value to the making and a work – but that not necessarily must seek to replace the issues at stake in a work or a thing

  • the foundational preparations for an advanced haptic visual and experimental artistic research leading to a material practice and/or architectural phenomenology

Skills in

  • finding, developing and/or embracing initiatives for the making of an inspired, explorative and imaginative artistic research

  • manufacturing physical and/or visual (or otherwise sensible/perceptible) works and gaining a unique expertise in the craft(s) deployed in the making of these artifacts

  • conducting this artistic research with the desire to make or pursue a material practice containing, or inviting for, reflections in phenomenology of architecture / architectural phenomenology

  • deploying complementary ways of working and means of creative investigations that make, demonstrate or narrate a dialogue between the works inherent qualities and how this connects to (or can become) issues, phenomena and/or subjects in the world

  • maintaining a personal diary of the making that can be worked into documents of the making aiming at a third-party readability

  • approaching environments, situations and discussions phenomenological and applying and recognizing performativity in speech and action as productive means from which to provoke and receive social employed knowing in trans-disciplinary teams

Competence in

  • developing distinct initiatives and choosing the craft in which to act or work them so as to partake in the discourse on the phenomenology of architecture

  • approaching and acting on impulse with all sorts of material, objects, environments and/or events and gaining valuable experience, artefacts and/or documents from this

  • conceiving of and presenting/communicating unique architectural content/research through a haptic visual material and the phenomena or conditions contained and experienced in it

  • understanding the mechanisms and rhetoric of systems of oppression, learned behavior, eugenics and stigma that are un-productive and unsustainable (in the field of architecture as well as in the systems we call architecture)

  • developing and/or pursuing life-long initiatives for a material practice in architectural phenomenology that is independent of, and/or adaptable to, any kind of professional commission

  • not knowing a thing, but having the passion, dedication, endurance and imagination to wanting to get to know it

 

Gerstlauer, Dind, Pilskog, Skjeldsøy, Xu - AHO, April 2020

 

 

 

Working and learning activities

Online tutoring and/or possible in situ Lista studies:

The LISTA Field-Studio is run by the architects Jan Gunnar Skjeldsøy and Anders Eik Pilskog, Stiv Kuling AS, Farsund. Their atelier will serve as common place for discussions and all supervising either through online tutoring or/and - if the situation allows for it - also in 1:1 class meetings.

Due to the extraordinary situation of the covid-19 pandemic we plan to facilitate this semester as an online course with weekly online meetings. This allows for the students to be free about their whereabouts. However, if the situation allows for it and Norway's current travel restrictions are made obsolete, we encourage the students to be at Lista as much as possible.

Students interested in working for periods of their semester in Lista should contact the course leaders as soon as possible in order to accommodate for their needs such as lodging and work space - again, this applies only if Norway's travel restrictions are made obsolete. There will be free accommodation in place if this possibility opens up.

In case AHO is no more in Lockdown:

The Lista Field-Studio is part of the Body & Space Morphologies semester, hence students - when in Oslo and not in Lista - have a workplace in the Catharsis studio (S 12) where also the Body & Space Morphologies candidates do their diploma thesis works.  We allow for joint workshops and excursion weeks amongst our studios - but wish to emphasize that each of the Body & Space Morphologies courses runs their own program and fascilitates their own reviews.

Excursion / Study trip:

As a joint venture between all the Body & Space Morphologies studios, we aim for a collaborative work-week together with the French artists Magali Daniaux and Cedric Pigot (www.daniauxpigot.com). Together we explore and travel text and poetry in the speculative of a bodily archeology… ending in a pamphlet… making a cocktail. This either will take place online or - if possible - as a real physical & digital journey involving travels to the Lista peninsula.

Curriculum

The Body and Space Morphologies studios collaborate with capacities in other fields of the Humanities (and the Science) providing us with the Trans-Disciplinary syllabus (lectures, readings and field-studies / excursions) necessary to individually and collectively ponder and reflect on Phenomenology in Architecture; the Human Condition and the Creative Act it is to make and conceive of Relational Objects or Architectural Phenomenology.

Teachers

Rolf Gerstlauer, professor, architect and multimedia artist/researcher at The Oslo School of Architecture and Design, AHO. Head of the Body and Space Morphologies research and teaching program. Maintains an artistic practice together with Dind and collaborates with her in implementing aspects of Disability and Neurodiversity Studies into the teachings of the Body and Space Morphologies studios. Teaches the Catharsis studio autumn 2020 (see separate course description).

Julie Valentine Dind, performer/artist/phd-student, Theatre Arts and Performance Studies, Brown University, Providence/USA. Dind’s scholarly work provides all the Body and Space Morphologies studios with an updated syllabus on Performance and Performance Studies, Disability Studies and the Neurodiversity Movement. The Body and Space Morphologies studios serve as laboratory in which this work is sought to be implemented into architectural education – and architecture per se.

Jan Gunar Skjeldsøy & Anders Eik Pilskog, architects, Stiv Kuling AS, Farsund/Norway. Skjeldsøy and Pilskog, both former AHO students, are long-term collaborators to the Body and Space Morphologies studios and since 2019 also our teaching assistants. Together they sign responsible to run and teach the LISTA Field-Studio for autumn 2020.

Wenkai Xu, did her Catharsis studio diploma thesis "A House for me and my animals" in January 2019. She is the Catharsis studio teaching assistant for autumn 2020 and works as alumnus with the continuation of her project, inspires the studio and together with Gerstlauer co-supervises the diploma works.

Recommended Literature and Mandatory Readings

At the start of the semester, a detailed "recommended reading list" is handed out. Most of those readings are for the semester made available in the course book-shelf in the AHO library. Additional readings, most of Dind's papers and other relevant texts that make the course syllabus / mandatory curriculum, are handed out as pdf's in the Moodle platform of the course.

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / failAttendance & participation – individual studio / or field work:
20 weeks full-time study. The work has to be conducted and performed in-situ in LISTA or in the Studio at AHO (or in case of an AHO lockdown; at home but made available on the moodle-platform) - the working material is present at any time.

Presence & participation - collective studio discussion:
Weekly talks, field-trips, lectures and studio discussions (in-situ in LISTA or in the AHO Studio - or in case of an AHO lockdown; online in video meetings). Frequent work reviews. Workshops. Book making. Film making. Final exhibition. Final review with invited guests-critics.
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:Attendance & participation – individual studio / or field work:
20 weeks full-time study. The work has to be conducted and performed in-situ in LISTA or in the Studio at AHO (or in case of an AHO lockdown; at home but made available on the moodle-platform) - the working material is present at any time.

Presence & participation - collective studio discussion:
Weekly talks, field-trips, lectures and studio discussions (in-situ in LISTA or in the AHO Studio - or in case of an AHO lockdown; online in video meetings). Frequent work reviews. Workshops. Book making. Film making. Final exhibition. Final review with invited guests-critics.

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