2020 Vår

Start semester

12 802 Diploma Design

Emnenavn på Norwegian Bokmål:

Diplom design

Credits:

Course code:

12 802

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

Norwegian / English

Year:

2020

Person in charge

Rachel Troye

Required prerequisite knowledge

Completed pre-diploma and 270 ECTS in total.

Course content

The diploma at the Institute of Design is the final project in the Master programme. The Institute takes a broad approach to the design profession that includes products, services, systems and interactive experiences. The education brings together aesthetics and technology, creativity and design methods, culture and research. The programme has roots in Industrial Design, but today also includes Interaction Design, Service Design and Systems Oriented Design. This is reflected in the width of our students’ diplomas, and the broad range of themes that they address.

The diploma concludes our five-year Master in design and is done in the final semester. The diploma is a self-initiated and self-organised project that takes place over 18 weeks. The students develop and define their own project-descriptions (the diploma programme) in a pre-diploma’ course, in the semester leading up to the diploma. During the diploma project the students have a main supervisor at the Institute, but can also seek additional input and guidance form across AHO and externally. Diplomas are typically done as individual projects, but can also be done in groups.

The diplomas at the Institute of Design are characterised by variety and breadth. The diploma projects are typically initiated and developed by the students, and they are free to explore different themes and formats. These can be creative explorations, product development and theoretical projects, or collaborations with commercial companies, public services or researchprojects. Diplomas can also be discursive design projects that seek to raise questions or challenge societal or cultural issues. Often our diplomas are ‘hybrids’ that bring together different methods and actors, or span across our different design specialisations.

The purpose of the diploma is multi-layered. The students have to bring together what they have learned throughout their education to define and develop their own project. A challenge here is how the project is followed through, how it is developed and how it is executed as a design project. In the scope of the Master, the diploma is a relatively large project that demands that the student is self-driven, organised, structured and creative. At the same time, the diploma is a possibility for the student to explore his or her own identity as a designer, to research topics she or he finds interesting, or to challenge the students acquired skills and methods. The diplomas should therefore be understood holistically as projects where the students get to choose their own themes, approaches and processes, but where the challenge is also about organising and developing the project itself. Defining and developing the scope and plan for the project is done both in the project-description (diploma programme), as well as throughout the process.

It is important to note that in doing a holistic evaluation of the diplomas, the focus should be on the project itself rather than how closely it follows the initial description or diplomaprogramme.

Learning outcome

KNOWLEDGE

By completing a diploma the students base of knowledge will be about:

-design methods, materials, technologies and tools

-design history in related field

-research methods, design processes

-use of users and targets groups in projects

SKILLS

-be able to develop design solutions through artistic and scientific research, concept visualization, co-working and finalizing a project.

-master design-driven methods, tools and ways of expression, and be able to use this in a creative process, in a goal-oriented, professional and experimenting way.

-be able to reflect on the relationship between content and the project and the wider world.

-be able to communicate both process and end result in a good way.

GENERAL COMPETENCE

-be able to communicate values and concepts and inspire dialog and interdisciplinary processes through a wide range of design methods and tools.

-be able to perform a set of professional roles and cooperate well with other occupational groups.

-be able to reflect on own performance and deliveries and stretch beyond own limits.

-take responsibility for own learning and academic progression, be able to transfer knowledge into other fields.

- be considerate on own contribution and ethical questions at hand.

Evaluation

The students deliver their diplomas in the form of their collected outputs, a presentation and a report. The outputs can be a variety of formats; models, prototypes, installations, diagrams, visualisations, mappings etc. The diploma report should give an overview of the project, the process, the possible outcomes (impacts) and the student’s reflections. The report should not be evaluated on its own, but as giving an overview of the project. The students also deliver a 20-minute public presentation of their diploma on the day of the evaluation. The sensors shall evaluate the compete diploma project delivery consisting of the students collected outputs, their report and public presentation.

Evaluation process
The evaluation of the diplomas are done by an external team of sensors. This sensor-team represents the different design-directions that the students can specialise towards. All the sensors are responsible for the overall evaluation of all diplomas, but each sensor is given particular responsibility for a selection of diplomas. The sensor team is first given the diploma reports digitally. These report should give an overview of the diplomas. The reports should be read by the sensors in preparation for the evaluation at AHO. The physical outcomes of the projects is presented to the sensors at AHO. On the day of the diploma-presentations each student is given 20 minutes to present their diploma. The sensor-team then have a total of 15 minutes for questions, discussion and feedback. These 15 minutes should also include a brief summary of the sensors evaluation and overall feedback. This is a public event for the whole of the school and the intentions for this presentation-format is to facilitate dynamic discussions about the diplomas and interesting responses, as well as a learning situation for other students The sensor-team’s final evaluation is given as a written report for each project. This is delivered some time after the public presentation day.

Form of assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / fail	In evaluating a diploma, the aim is to consider how the diploma has been developed as a project; including both its thematics, its processes, its outcomes and its reflections. The diplomas should be evaluated on the terms, problematics and scope that the students themselves have defined in their project. The overall diploma project is given the grades ‘pass’ or ‘fail’.

Start semester

12 803

Emnenavn på Norwegian Bokmål:

Diplom Landskapsarkitektur

Credits:

Course code:

12 803

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

Norwegian / English

Year:

2020

Required prerequisite knowledge

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

Course content

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

Learning outcome

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

Working and learning activities

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

Mandatory coursework	Courseworks required	Presence required	Comment
Annet - spesifiser i kommentarfeltet		Required	2 mid term reviews

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	Report and presentation of diploma project. External censors
Exercise	-	Pass / fail	Hovedmodell og potteklare plansjer, samt abstract 1-4 A4-sider med tekst og bilder. Etter denne innleveringen kan studenten kun jobbe med formidling av prosjekt, ikke utvikling.
Exercise	-	Pass / fail	Oppheng av prosjekt og innlevering av skissebøker, utstillingsmateriell, prosessmateriale etc. Ved teoretisk prosjekt leveres trykket utgave.

Start semester

12 804 Diploma Tromsø

Emnenavn på Norwegian Bokmål:

Diplom Tromsø

Credits:

Course code:

12 804

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

Norwegian / English

Year:

2020

Person in charge

Marianne Skjulhaug

Required prerequisite knowledge

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

Course content

Learning outcome

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

Working and learning activities

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

Mandatory coursework	Courseworks required	Presence required	Comment
Annet - spesifiser i kommentarfeltet		Required	2 mid term reviews

Form of assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / fail	Report and presentation of diploma project. Three external censors

Start semester

70 141 GK4 Methods and technology in the design process

Emnenavn på Norwegian Bokmål:

GK4 - Industridesign i kontekst

Credits:

Course code:

70 141

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

Norwegian

Year:

2020

Person in charge

Steinar Killi

Required prerequisite knowledge

Gjennomført alle emner i GK1, GK2 og GK3, ved å ha oppfylt krav til oppmøte og innleveringer.

Course content

Industridesigneren jobber innenfor flere kontekster; med bedrifter, deltar i konkurranser, som entreprenører og i forskningsteam. Industridesign i kontekst utforsker disse mulighetene gjennom raske moduler på tre uker. Alle har fysiske produkter som sluttleveranse, men prosess og hensikt er forskjellig. Samtidig søkes det å gi innsikt i de forskjellige produksjonsprosessene som er tilgjengelig i dag. Formgiving og oppøvelse av estetiske ferdigheter er sentralt i alle modulene.

Learning outcome

KUNNSKAPER

Studentene skal kunne anvende kjente tilvirkningsmetoder som:

Sprøytestøping
Ekstrudering
Formblåsing
Additive manufacturing/3D printing

FERDIGHETER
Studentene skal kunne anvende metoder som:

Gigamapping,
AICE
3B analyse
Merkevare bygging
Skissing
CAD øves med høy intensivitet gjennom hele kurset.

GENERELL KOMPETANSE

Kjennskap til forskjellige kontekster en industridesigner kan jobbe i
Ulike produksjonsprosessers innvirkning på design prosessen

Working and learning activities

Undervisningen bygges opp med forelesninger, korte prosjekter over en dag og lengre prosjekter over 3 uker. Det legges opp til både individuelt arbeid og gruppearbeid. Kurset inneholder også diverse workshops og datakurs.

Det er lagt opp til en ekskursjon hvor Norske industribedrifter på Vestlandet besøkes. Turen er frivillig, de som ikke deltar vil få alternative relevante arbeidsoppgaver.

Kurset består av 5 moduler med hvert sitt separate prosjekt. Hver modul har en avsluttende innlevering som sensureres med karakteren A-F. Sluttkarakteren for semesteret er et snitt av disse karakterene.

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

Workload activity	Comment
Attendance

Start semester

2020 Vår

40 632 In Balance

Emnenavn på Norwegian Bokmål:

In Balance

Credits:

Course code:

40 632

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Tine Hegli

Required prerequisite knowledge

Admission to AHO and successfully pass of courses on bachelor level (180 credits)

Course content

In Balance: Climate-Responsive and Carbon-Neutral Architecture at Svalbard

The spring semester of 2020 will conclude the series of In Balance: Climate-Responsive and Carbon-Neutral Architecture at Svalbard studios.

In Longyearbyen the main focus has recently shifted from the overshadowing topic of climate change and the negative consequences of our way of life, to behavioral change and the positive outcome of actions taken. To diminish our footprint in this vulnerable landscape, the local government has raised the ambition and set out for Longyearbyen to become one of the first circular societies in the world! In the architectural context this means to reconfigure the source of energy, distribution and use of energy, the means of transportation and culture of private ownership, the use of land and existing square meters, the building materials for refurbishment and new construction as well as the waste management system.

The project orientated studio will through an interdisciplinary team of teachers provide the students with insight to this complexity, and enable an iterative design process from context analysis to construction principals and details for the spatial solutions.

Studio course description

Programmatically the design task is to establish a resource laboratory for the circular society – more spesifically a material re-cycling facility. The materials resources will be coming from existing buildings in Longyearbyen and Svea that are for different reasons decided demolished. The first part of the design task will be to establish an archive where knowledge on both physical and cultural value is being analyzed and systemized. The second part will then be to create spatial experiences and architectural expressions based on the available resources.

The site contidions, local climate and extreme seasonal variations will play an additionally important role in the design development, and the studio pedagogy will include strategies (rule of thumb/digital tools) that can enable an architectural response to weather data.

The studio will take part in the cross institute project Balanced, Circular and Shared - Strategies for stewardship in the Norwegian Arctic, an initiative to collaborate the efforts to turn Svalbard into a sustainably managed territory and where the full range of AHO´s expertise is brought together. In relation to this, Janike Kampevold Larsen from Institute of Urbanism and Landscape, will be part of the teacher team.

Local collaborators are LPO Arkitekter, Longyearbyen Lokalstyre and Stor Norske Spitsbergen Kullkompani.

Background

The Arctic region represents a unique area among Earth´s ecosystems and is the area where the ongoing climate changes are most prominent. With the ice melting follows new opportunities as well as severe challenges, and the region has these days got massive global attention.

The origin for settlements at Svalbard - the Norwegian archipelago in the Arctic Ocean - dates back to the 16th and 17th century when the international whaling industry was at its peak. In the beginning of the 20th century, coal was found and mining companies established more permanent communities at several locations. In 1920 the Svalbard Treaty was established (followed by the Svalbard Agreement in 1925), giving Norway sovereignty to the territory, still leaving it a free economic and demilitarized zone. There are in 2019 five operative settlements at Svalbard: Barentsburg (Russian settlement, coal industry and tourism), Pyramiden (Russian settlement, post coal industry, today tourism), Svea (coal industry, being phased out these days), Ny Ålesund (research station), Isfjord Radio (old radio transmission station, today tourism) and the administrative center Longyearbyen (coal industry, local authorities (LL), The Governor of Svalbard/Sysselmannen, UNIS, tourism). Longyearbyen has approximately 2300 inhabitants.

The Norwegian coal industry at Svalbard is recently decided phased out, while well-established academic research institutions (UNIS) as well as a tourism continue to grow. Longyearbyen is experiencing a process of transition on many levels with the aim to strengthen the basis for Norwegian sovereignty. One of the major shifts is the one from 100% fossil energy dependent to a society based on renewable energy sources. This means an increased focus on energy efficiency as well as utilization of the building mass and existing infrastructure to produce and distribute electricity. Seasonal energy storage is then the next big step to make the green shift happen in this particular location (technology available, but a matter of investment). The other big shift, interrelated and running in parallell, is to implement strategies for a “circular” management resources to minimize expenses and emissions related to the import og materials and export of waste The studio framework will let us work with all of the above mentioned (politically delicate) topics in a future based scenario where technical and economical solutions are at hand!

Climate-Responsive

To fully understand how architecture can improve both the physical and social living conditions, we need to understand the impact of local climate like wind, snow and sun, as well as the benefits of daylight and view, and implement this knowledge as design parameters. A conscious relation to climatic parameters will strongly influence the programming, the spatial startegies and material palette, help minimize heat loss, guide development of energy concepts and optimize for energy harvesting. The studio will implement lectures and provide tools to allow the students to reach a basic understanding of how climate analysis can materialize in a design response.

Carbon-Neutral

To reach 100% carbon neutrality, a building is dependent only on renewable energy sources throughout all stages in it´s lifecycle in addidion to demonstrating a circular model for material recycling (zero emission, zero waste). With the living standard in mordern society today this is not acheivable, still the UN goal for limiting by 2050. To stabilize the temperature we are also dependent on technology for carbon capture and storage (CCS) for all burning of waste and biomass after 2050. Insight in this callenging situation is mandatory to make adequate decisions as planners, architects and designers for the years to come, and the studio will provide lectures and build up a foundation for this knowledge to develop.

Learning outcome

Knowledge:

On the natural and cultural landscapes in the Arctic region seen in a historical perspective,
On the impact of human activity on the ecosystem at large, focusing on Svalbard as a case.
On form-finding-processes that seeks to actively respond to and utilize the local climate.
On design development based on strategies for a circular economy.
On which tools are available to assist the design process based on the above parameters.
On best-practice examples of architecture striving for a minimal environmental footprint.

Skills:

To be able to critically engage in the discussions on defining architectural concepts within the constraints of "the green shift" and the "circular society".
To be able to utilize local climate parameters to design well adapted spaces for both outdoors and indoors activities, also reflecting the topics of energy efficiency and production.
To 3D print models as part of architectural exploration and documentation.
To use 2D projection drawings as a tool for planning.
To use refined techniques for communicative visual and written presentations.
Team work based problem solving.

General Competence:

To plan and design a medium-sized building for public use.
To understand the interrelation of architectural strategies and the impact on energy use, material use and related emissions.
To realize the design through form, materials and details.
To develop an individual position to where the students can actively question and debate the ongoing societal changes and see how they relate to the field of planning, architecture and design.

Working and learning activities

Pedagogy

The studio encourages both qualitative and quantitative evaluations and investigations during the form-finding-process. 3D printing and digital tools are paired with sketches, text and analog models.

The learning approach is project-based. The students develop architectural projects proceeding from the scale of site analysis (1:1000/1:500), through plans and sections (1:200) to construction details (1:50/1:1). The first half of the semester the effort is split into four separate Tasks: Conditions, Context, Climate and Construction. The understanding of the topics are supported by lectures and courses from a wide range of expertice. The second half will focus on design development of the specific project, letting the above introduced parameters become active in the iterative process of decision making. Due to the complexity implemented, the studio is well suited for team work.

Course organization and teaching methods

The design studio work will conclude in a realistic architectural proposal, documented with 2D drawings, 3D models – both digital and analog.

The course will include:

Introductory tasks that generate a common knowledge base for the studio.
Design task/main project.
Tutoring in the studio.
Lectures and workshops by AHO staff and invited architects and specialists
Study trip to see relevant architecture in the Oslo region.
Field trip to Svalbard (week 10)
Plenary reviews

The studio will be bringing in resourses from the following fields of expertice:

Research environments at AHO that are involved in the Artic region.
Expertice and consultancy within the building industry on designing with principals for a circular economy (re-use/re-cycle/up-cycle/design for disassembly/minimum waste etc)
Expertice and consultancy within the building industry with knowledge on the use of climatic simulations (CFD - Computational Fluid Design/Solar radiations/Daylight)
Local politicians, architects and stakeholders to ensure relevance in the choice of program, site, material supply and building technique.

Curriculum

1. Thermal Delight in Architecture
Author: Lisa Heschong
https://www.amazon.com/Thermal-Delight-Architecture-MIT-Press/dp/026258039X/ref=pd_sim_14_2?_encoding=UTF8&pd_rd_i=026258039X&pd_rd_r=N7MNKPGYNX04QCCTVG05&pd_rd_w=lhd7z&pd_rd_wg=kF2uK&psc=1&refRID=N7MNKPGYNX04QCCTVG05

2. Anne Britt Børve: publikasjon om snødrift og lokalklima (i forbindelse med doktorgrad)
https://snl.no/Anne_Brit_Børve

3. Sun Rhythm Form

MIT Press. (1981, Paperback ed. 1985) ISBN 9780262110785
Author: Ralph Knowles

4. Ritual House: Drawing on nature’s rhythms for architecture and urban design. Island Press. (2006) ISBN 9781597260503
Author Ralph Knowles

5. How buildings learn
Author: Stewart Brand
https://en.wikipedia.org/wiki/How_Buildings_Learn

6. Operating manual for Spaceship Earth
Author: Buckminster Fuller
https://en.wikipedia.org/wiki/Operating_Manual_for_Spaceship_Earth

7. Sun, Wind, and Light: Architectural Design Strategies 3rd Edition
Author: Mark de Kay, G Z Brown
https://www.amazon.com/Sun-Wind-Light-Architectural-Strategies/dp/0470945788/ref=sr_1_1?s=books&ie=UTF8&qid=1530272688&sr=1-1&keywords=wind+sun+light

8. Cradle to Cradle: Remaking the way we make things
Author: Michael Braungart, William Mc Donought
https://www.amazon.com/Cradle-Remaking-Way-Make-Things/dp/0865475873/ref=sr_1_1?s=books&ie=UTF8&qid=1530272924&sr=1-1&keywords=cradle+to+cradle

9. Sustainability in Scandinavia – Architectural Design and Planning
Author: Ali Malkawi, Marius Nygaard, Anne Beim, Erik Stenberg
https://www.amazon.com/Sustainability-Scandinavia-Architectural-Design-Planning/dp/3869050128/ref=sr_1_1?s=books&ie=UTF8&qid=1530273178&sr=1-1&keywords=sustainability+in+scandinavia

10. Zero Emission Buildings
Author: Anne Grete Hestnes, Nancy Lea Eik-Nes
https://www.fagbokforlaget.no/Zero-Emission-Buildings/I9788245020557

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

Start semester

2020 Vår

40 633 ACDL: Space

Emnenavn på Norwegian Bokmål:

ACDL: Space

Credits:

Course code:

40 633

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Søren S. Sørensen

Course content

Studio title: ACDL:Space

The ACDL studio in the spring semester of 2020 will focus on Space, following the present studio on Place. Our ambition is to investigate fundamental architectural topics, and we plan for the following semester to focus on Time. Besides a given typology or site the emphasis of the studio will be on the design process from analog to digital in an iterative way. The topics of the studio narrow the focus, while allowing the students to do in-depth investigations simultaneously. The intention is to help the students to develop their own design methodology while bridging analog processes and digital tools. While architects traditionally rely on intuition and experience to solve design problems, computational design aims to enhance that process. Our aim is to equip the students with the knowledge, skills and tools to achieve their architectural design.

Studio description:

The studio is project-based and the assignment is to design a medium scale bath facility.

The students will be given a reference program and a site. Following a week of intense research on the history, typology and precedents of baths the students are encouraged to formalize the programmatic focus of the design.

Prior to starting any design, the students will be asked to conduct a site analysis and simultaneously reflect on the sociological and psychological aspects of built environments and their influence on human beings. The architectural site analysis will look at issues such as site location, size, topography, vegetation, climate, traffic conditions and any future developments within the area. When working on the site analysis the students will be asked to consider the buildings placement, orientation, form and materiality, and how it can influence its structure, sustainability, etc. In the architectural design, students must consider local building culture, local climate, building materials, technology integration and relation to the outdoors and local landscape.

The studio will focus on an iterative design process to test and evaluate performative aspects of designs in relation to spatial and functional inquiries. This is done through a range of computational parametric analysis that is based on the focus of each design project in the studio.

Pedagogy:

The learning approach is project-based. The students develop architectural projects, with tasks given and advised by the staff through studio supervision. Lectures and workshops focusing on selected themes will contribute to knowledge and skills relevant for the project.

The ACDL studio foregrounds research by design with strong emphasis on computational design. Therefore all material produced by the students during the semester will be considered in the final evaluation. This focus on process and methodology throughout the semester allows the analog and digital to be considered together as part of a holistic approach.

In the studio, students will work independently and at times in small teams through workshops to enable lateral exchange of knowledge and skills.

Learning outcome

Knowledge:

of the architectural and computational design themes pursued by the studio.
of associative modelling.
of tools for analysis and simulation relating to building performance.
of successful built examples of equivalent projects.
of Virtual and Augmented Reality for architectural visualization and design.

Skills:

in computational design in architecture.
in utilizing associative modelling systems for architectural design.
in using simulations, analysis tools and advanced visualization as part of the design process.
Reflective thinking and evaluation as a tool for developing design ideas within the design process.

Competence:

The ability to develop designs based on specific performative criteria in an integrated manner from the conceptual stage to the material articulation through computational design.
The ability to set up and follow through a design process that leads to the desired result.
The ability to utilize design as a method of research in architecture that facilitates the conception of novel architectural designs.

Working and learning activities

The studio will be organized in three main phases:

1st Phase: Research and analysis. Program: formulation of the design idea (concept) prompted by reflections on spatial qualities. To be presented in delivery 1.

2nd Phase: Development of the design; Iterative process in which spatial solutions, materials and technical aspects are considered and evaluated. Analysis of the project performance. To be presented in delivery 2.

3rd Phase: Consolidation; Finalizing the design and development of details. To be presented in delivery 3.

There will be a final period for quality check of the project material to be delivered.

Mandatory coursework	Courseworks required	Presence required	Comment
Annet - spesifiser i kommentarfeltet		Required	Attendance and participation in announced reviews, desk-crits, lectures, meetings, seminars, workshops and the 3 interim deliveries and presentations is mandatory.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Individual	Pass / fail	Final delivery; architectural project: Deliverables: Research and analysis - Research report on the history, typology and precedents of baths - Site analysis Design process - Process journal including hand sketches - Physical models: work models and rapid prototypes - Screen shot documentation of the design development Digital presentations - Program diagrams - Concept diagrams - Site plan (level of detail: 1/500) - Landscape plan (level of detail: 1/200) - Plans of the building (level of detail: 1/100) - Sections with or without surroundings (level of detail: 1/100) - Elevations with surroundings (level of detail: 1/100) - Typical construction details (1:50 / 1:20 – dependent on each project: type, number and scale of the details) - Structural diagrams (if applicable) - Materiality - Renderings and animations - Other axo drawings and diagrams - Standalone executable VR visualization Printed delivery - Presentation boards to include most relevant drawings, diagrams, renderings and project description. - Booklet with additional information to complement the boards. Shared delivery - Drone data collection and photogrammetry - 3D-model of site - Site model with animated projections (level of detail: 1/500) Individual, graded as pass or fail. Exchange students will be given ECTS-grades.
Exercise	Individual	Pass / fail	Students are expected to present their projects at the 3 interim deliveries during the semester. Deliveries are mandatory.
Oral presentation	Individual	Pass / fail	Interim deliveries and final delivery to be presented.

Workload activity	Comment
Attendance	Attendance and participation in announced reviews, desk-crits, lectures, meetings, seminars, workshops and the 3 interim deliveries and presentations is mandatory. It is recommended that all work be done in the studio on a daily basis.

Start semester

2020 Vår

40 631 Multistory Buildings

Emnenavn på Norwegian Bokmål:

Multistory Buildings

Credits:

Course code:

40 631

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

Norwegian / English

Year:

2020

Maximum number of students:

Person in charge

Bente Kleven

Course content

Teaching team: Bente Kleven, Bjørn N.Sandaker og Astrid Rhode Wang

The most important issue about making architecture sustainable is to design and build buildings capable to adapt to changing users and programs over time. That is not always the case nowadays. Lots of buildings are being demolished because of lack of adaptability to new users and programs. Practicing architects with their clients should always consider a holistic building design that takes care of durable solutions so that a building can last as long as possible framing the activity of different users to different times. The Multistory buildings course will therefore focus on the architectural potential of various structures as a framework for good architectural spaces with general usability over time. An important aim for the course is to explore, study and play with the architectural potential of the loadbearing structure of a building in terms of materiality, design and how the structure can play an active role in framing good spaces for different use. Another issue is to study and explore is the impact of a building's internal vertical infrastructure with concerns to building structure, multi-story spaces for stairs, lifts and shafts for service and technical equipment. The building envelope do for sure also play an important role for a holistic architectural quality concerning daylight, indoor climate, materiality and how the architecture of a building fits into the actual surroundings. The climate shell will always deal with rough impact due to weather conditions and need special investigation and care in an architectural design process. The first part of the semester will deal with investigation and research of actual structural materials and configuration of loadbearing elements for multistory buildings. These studies will include interesting historical examples, projects from architectural competitions and student projects. The students will also investigate possible structural configurations in physical and digital model studies. The second part of the semester the students will choose an actual plot and further investigate architectural ideas for a holistic multistory building in or near Oslo, and prove through sketches the adaptability for different users and programs (living- , working- and public use spaces). The students have to choose specific topics that their own project will specially concentrate on.

Learning outcome

Knowledge about:
- how to explore, create and organize good architectural space for different programs in a given context.
- how to deal with different structural materials and loadbearing principles
- different principles for organization and design of vertical communication space and space for service-/technical equipment
- different building envelopes physical structure and materiality
Skills:
Being able to discuss, consider and explore:
- spatial and tactile qualities within a holistic architectural concept.
- various structural materiality and principles impact on architectural quality customized for different use and program for a building over time.
- architectural qualities and possibilities of different organization and design of vertical communication space for users and service
- a building envelope design
- architectural expression and materiality in relation to an actual location context.
Being able to document and present a conclusive and comprehensive and sustainable architectural project on an actual plot through excellent illustrations and a physical model.

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

Working and learning activities

The studio will be carried through with a main emphasis on architectural projects to be completed in groups of 2 students. Project material is expected to be detailed using digital tools, as well as small and largescale models. Preliminary sketching and development of ideas is to be done using analogue tools.
Otherwise, the course includes various activities:
• initial subtasks on current topics
• theme-oriented lectures
• private and group input / lectures and discussions
• inspection of relevant local projects
• a foreign excursion (to be decided before course presentation)
• reviews every second week
It is possible to inform the study administration by an e-mail the name of your fellow student you plan to co-work with when you sign up for the course.
Oppmøte til undervisning
A general attendance of minimum 80% is required.
- Attendance at lectures is required.
- Participation in individual or group supervision is required, adapted to individual needs.
- Participation in workshops and reviews is required to pass.
- Development, presentation, and review of a completed project design is required to pass.
The student must attend all project reviews. Final project presentations will be assessed as passed/failed by an internal and external examiner after a final review. There will be made a written evaluation.
Mandatory attendance at all project reviews and active participation in discussions around the course different topics at lectures and other arrangements.

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required		Required	A general attendance of minimum 80% is required. - Attendance at lectures is required. - Participation in individual or group supervision is required, adapted to individual needs. - Participation in workshops and reviews is required to pass. - Development, presentation, and review of a completed project design is required to pass. The student must attend all project reviews. Final project presentations will be assessed as passed/failed by an internal and external examiner after a final review. There will be made a written evaluation. Mandatory attendance at all project reviews and active participation in discussions around the course different topics at lectures and other arrangements.

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

Start semester

2020 Vår

40 630 Universals IX - Civic Theater

Emnenavn på Norwegian Bokmål:

Universals IX - Civic Theater

Credits:

Course code:

40 630

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Espen Vatn

Required prerequisite knowledge

Passet base education

Course content

The ninth iteration of Universals will concern itself with the relationship of theatricality and literalism in architecture through the design of a small theatre building in Norway. As a way into an architecture that is imaginative, yet direct and rational, we will begin with a study of the national romantic modernism of Bjercke & Eliassen (1914-1960).

Universals series

The studio series Universal Architecture seeks to develop projects with qualities which goes beyond the singular condition. The studio series seeks to develop projects which can address larger cultural issues and be meaningful in society, working from within the discipline of architecture.

One can say Architecture emerged as a discipline in the Renaissance, the moment it established a critical relationship to the past. The studio aims to establish such critical relationships to the past, and precedents are an important part of the studio series. Every studio begins with a critical evaluation and understanding of a precedent, either as something to learn from or an opportunity to make an oppositional argument. The role of the precedents in the studios are not that of a celebratory, canonical linear study of preceding architecture, but the buildings studied are seen as cultural artefacts from the history of architecture.

The studio series rejects metaphoric architecture, and sees it as a discipline with history, theory, layered embedded intelligence in built artefacts and practical inherited knowledge with the capacity to provide universal qualities.

Universal IX - Civic Theater -

Brede seil over Nordsjø går

Brede seil over Nordsjø går;

høyt på skansen i morgnen står

Erling Skjalgsson fra Sole, —

speider over hav mot Danmark:

«Kommer ikke Olav Trygvason?»

From Olav Trygvason by Bjørnstjerne Bjørnson, 1861

This years iteration of Universals will focus on the theater as a type, and work on developing the relationship of the internal collective spaces and the theatre in the city with its adjoining public spaces.

The design of a theatre will bring to the forefront a discussion about the relationship of form and content. What is an architecture can absorb such a wide array of changes and new imaginaries? Perhaps an architecture which serves as a frame that has tolerance for change and conversion is an answer.

The studio will also be concerned with the theatrics and choreography of construction, thinking of the building of the building as a process which holds the potential to be significant in the final result.

This is also relevant in a bigger societal discussion about architecture, where the neoliberal economy has broken down the relationship between form and content, as projects are planned and built with an unstable future where the twists and turns of global economy render an accurate projection of occupation difficult. In this world of speculation and rapid transformability, there is a potential for shifting the focus of architecture away from symbolic image making and into a literal domain: Building is just building and the structural frame, details, materials and manufacturing is the architecture which allows for contemporary life to unfold.

The sites will be defined by the individual students interest and research, but should be limited to Norway.

Precedent studies

The starting point of the studio will be a collective research into Bjercke og Eliassen´s public works across Norway in breaking point between national romanticism and modernity. The work of Bjercke Eliassen may provide new insights into our search for universal qualities in architecture, in the gravitas, the heroism, and melancholy in their work.

Expectations

Throughout the semester participants can expect exercises with pin-ups every two or three weeks, working individually. Students are expected to work in the studio and to be active participants in the collaborative studio environment. Sharing knowledge, techniques, and ideas with your fellow students is incredibly important to your own creative development and to your success in this studio.

Active participation in reviews, class meetings and lectures is an integral part of gaining a deeper knowledge of the subject matter and is strongly encouraged.

Failure to attend and meet requirements at midterm and final review will lead to course failure, and is only excused with a doctors notice.

There will be one project task throughout the semester. The final project delivery consists 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.

Learning outcome

After successful completion of the semester students can expect to have designed a small to medium sized building down to relative detail (1:20 / 1:10). Students can expect to work on and develop ideas on what a public building should and could be today, and manifest such ideas in the structure of the building.

Working and learning activities

Method

The questions the studio raises will be addresses from within the discipline of architecture by working with form, notation, material qualities and construction.

We will work on structural systems, architectural elements, technical installations and address the civic dimension of the projects. In addition to the development of a design proposal, the studio will deal with the historical and literary dimension of architecture through a parallel study of selected texts and films and conversations with guests.

Students will be encouraged to write throughout the entire semester to formulate precise theoretical positions.

Curriculum

Syllabus with excerpts from these and other books:

Lawrence Wallen and Thea Brejzek, The Model as Performance: Staging Space in Theatre and Architecture

Aldo Rossi, Architecture of the City

Mark Linder, Nothing Less Than Literal

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

Start semester

2020 Vår

60 617 On Ice. Designing Architectures of Water in Greater Oslo

Emnenavn på Norwegian Bokmål:

On Ice. Designing Architectures of Water in Greater Oslo

Credits:

Course code:

60 617

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Sabine Muller

Milja Tuomivaara

Required prerequisite knowledge

CAD 2D and 3D (Rhino), Adobe Suite, hand drawing, analogue and digital model making, GIS. Interest and experience in design at the intersections of landscape, urbanism and architecture

Course content

On ice.

At the turn of the 19thcentury, Norway exported more than 1,000,000 tons of ice each year, with vessels going to Northern Europe, the Mediterranean, Constantinople, Africa and even as far as India. Britain was the primary market for Norwegian ice, especially when London summers were hot.

This Norwegian ice, world-famous for being crystal clear, was not simply harvested but were goods manufactured in a complex production economy. To meet the growing demand of natural ice for export, creeks were dammed and ponds were constructed in agricultural areas that already had a functioning shipping infrastructure for heavy loads, such as South Norway and the Oslo region. Ice export proved a perfect complement to the existing economic structure of these areas. Exploiting the links between timber, shipping and ice, sawdust from the timber industry was used for insulation during transport. Ice-mining, including draining and cleaning the lakes from reeds, ploughing the lakes from snow, became an in-between income for local farmers and the shipping crews, with winters being the idle periods. Timber ice houses were built to store the ice blocks. Alone in Asker Kommune, there were 22 constructed ice lakes. The skating rinks of Ila and the bob slides of Holmenkollen surfaced as the social side effect of the ice economy.

The first world war and its blocking of sea routes marked the end of the Anglo-Norwegian ice trade. By then, the science of thermodynamics had facilitated cooling machines, and piping water streams were seen as a hygienic advancement. When refrigerators and freezers gradually became common from the 1950s, also local business gradually disappeared. Water was buried and seasons were rendered invisible. Today the ice lakes are overgrown, filled or have been turned into ponds in public parks.

Why follow up with this gone landscape of ice-making?
In general terms, the ice lakes reflect that ever since, the balancing of both seasonal differences and geographical allocation of resources have been a driver of cultural landscapes.
The gone landscape of ice lakes was multi-scalar and interweaves the spheres of geological, hydrological, seasonal, social, technological, financial, and economic conditions. It was a productive, highly artificial landscape embedding the time and labour of channelling and damming water flows, draining the resulting water bodies, cleaning their grounds and edges, waiting for the winter to perform its freezing action, cutting the thick and heavy layer of cold and solid water, storing or transporting, using the expertise developed in timber export, always with the risk of melting.
The ice lakes are a case for medium-scale modifications on water flows taking up agency in economic infrastructure. They embody the fusion of natural conditions and flows with man-made forces into an “organic machine”. They deliver “ecosystem services”, while serviced and maintained. It is their hybrid character of orchestrating natural, social and economic dynamics that forges an “environmental imagination” relevant to our times.

In local terms, the ice lakes’ case could be seen as a model to cope with the challenges of the Oslo region in our age of urbanisation and climate change.
Greater Oslo is a growing region. Historically a water-rich area, weather extremes question the functionality of the cultural landscapes present in the Oslo region. While flooding and its impact on traffic, real estate and water quality in intensively used areas start to be addressed in municipal planning, recently occurring droughts shift attention to water supply and agriculture - and with it to the rather extensively used, wider “support” territory. From a water perspective, the levelling of seasonal peaks asks for new cultural landscapes. The need to re-design water flows, their storage, and distribution could be taken as a kick-off to re-imagine the region beyond inevitably short-falling city-nature dichotomies.

In this context, the studio is a call for the imagination of Greater Oslo. In search for exploitation of the almost inexhaustible social and atmospheric potentials of water for the enhancement of the urban landscape’s quality, and with the aim of re-positioning the hydrosphere towards a fundamental role in planning, the studio will explicitly explore how water can both be a structuring and a productive element within a socially conceived territory, and envision landscapes, architectures and a series of figures that act within, mark and organize the wider field of territorial flows while, as Vittorio Gregotti would demand, “giving meaning to the whole environment through its stronger characterization and definition”.

Learning outcome

The design and research studio will provide students with the conceptual categories to address the interrelated issues of sustainability in an urbanising regional context. Based on a systemic view on the environment a focus of the studio will be a hydrological perspective on design, and the understanding of landscape as infrastructure. Tied to a performative approach, form will be discussed in relation to theories of usage, performance and place.

Concretely, students will develop skills to envision transformation processes of cultural landscapes under development pressure with the goal to ensure adaptability to climate change and to draw on heritage while continuing to be dynamic. Research-driven, multi-layered and multi-scalar in its scope, the studio involves building the capacity to conduct a layered and perceptive analysis of the territorial/ regional context, the ability to reference precedents, to fuse technical and aesthetical aspects of form giving, and finally to frame and argue for a well-resolved design proposal anchored within the scale of the territory.

The studio’s underlying thesis will encourage the rethinking of urban, social and environmental challenges as opportunities to develop place-specific, lived and just spaces for the future. The studio’s main competence goal is to equip students with the ability to state ideas, translate these into form, and to apply theoretical and technical background in project work. Students will develop the adequate background knowledge to frame their projects in a larger socially and environmentally relevant context, as well as to use the project as an investigative vehicle to address professional and disciplinary questions.

Both individual and group work will be trained, as well as the learning and sharing from other cultures abroad.

Working and learning activities

Individual and group work (2-3 students) is organized around 5 phases.

These will be supported by input lectures and readings to facilitate contextualisation and familiarization with discourse and state of the art in theory and practice.

Mapping: Constructing the context through field and map work, 3D modelling and research (1:20 000)
Precedent analysis/excursion: Understanding cultural landscape techniques to modify water flows
Scenario: Development of strategic transformation scenarios and territorial figures on a watershed scale, based on precedent studies and an in-depth understanding of the geographical context, its problems and potentials. (1:10.000)
Project: Elaboration of the design strategies into individual public space, landscape and architectural proposals, understood as a systemic object (1:1000 - 1:50)
Communication: Visualization and “telling” the proposals to communicate to a broader audience. Production of an exhibition and studio booklet that can serve to advance the imaginary on the Oslo Region as a sustainable territory.

The studio will travel abroad to research how water infrastructures constitute landscapes. The excursion will be accompanied by an expert on water management and permaculture. This trip allows for a great learning possibility between countries that are used to dry seasons, and a new situation in European temperate zones facing draughts.

Curriculum

Bell, Simon. 2004. Elements of visual design in the landscape. London: Spon Press.

Bell, Simon. 1999. Landscape: pattern, perception and progress. London: Spon Presss.

Bélanger, Pierre. 2009. “Landscape as Infrastructure”. In: Landscape Journal, pp.79-95.

Burckhardt, Lucius. 2013. Rethinking Manmade Environments. Politics, Landscapes & Design. Vienna: Springer

Carlson, D. 2013. “The Humanity Of Infrastructure: Landscape As Operative Ground”. In: Scenario 03: Rethinking Infrastructure, 2013.

Corboz, Andre. 1983. “The Land as Palimpsest”. In: Volume: 31 issue: 121, pp. 12-34.

Dee, Catherine. 2001. Form and fabric in landscape architecture: a visual introduction. London: Spon Press.

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

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

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.

Gregotti, Vittorio.1966. ”The Territory of Architecture”. In: McGrath, Brian. 2013. Urban design ecologies reader. Chichester, West Sussex: Wiley

Hough, M. 2006. “Urban Ecology. A basis for shaping cities” Chapter 1. In: Cities and natural process : a basis for sustainability. London: Routledge, pp. 5-32.

Loidl, Hans, and Stefan Bernard. Opening Spaces. 2014. Basel: Birkhäuser.

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

Picon, A. 2005.”Constructing landscape by engineering water”. In: Adam, Hubertus. Landscape architecture in mutation: essays on urban landscapes. Zürich: Gta Verlag.

Purdy, Jedediah. 2018. After Nature: a politics for the anthropocene. Boston: Harvard University Press

Reed, Chris, and Nina-Marie E. Lister. 2014. Projective ecologies. Cambridge, Massachusetts ; Harvard University Graduate School of Design : New York, New York ; Actar Publishers

Sarté, Bry and Morana Stipisic. 2016. Water infrastructure Equitable Development of Resilient Systems. New York: Columbia GSAPP.

Smithson, Robert. 1967. A Tour of the Monuments of Passaic, New Jersey. In: Smithson, Robert, and Jack D. Flam. 1996. Robert Smithson, the collected writings.

Smithson, Robert. 1973. Frederick Law Olmsted and the dialectical landscape . In: Smithson, Robert, and Jack D. Flam. 1996. Robert Smithson, the collected writings.

Spirn, Anne Whiston.1984. “Urban Nature and Human Design: Renewing the Great Tradition”. In: Stein, Jan M. 1995. Classic readings in urban planning: an introduction. New York: McGraw-Hill.

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

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The work will be evaluated through oral and graphic presentations as well as digital hand-ins (moodle/box) at the end of each of the different studio phases, with a final presentation of the whole project’s narrative. Final grade will be based on an assessment of all the hand-ins (portfolio assessment), with a strong emphasis on design work (50%). Presence and presenting at 80% of the presentation dates (pin-up and reviews) is mandatory to pass the course.

Workload activity	Comment
Attendance	The building of a body of collective knowledge and the exchange of ideas are essential to the studio. All students are expected to work in the studio, not off-school. Studio days are Mondays, Wednesdays, Thursdays and Fridays. All students will have a desk-crit of research or design-work at least once a week. New work to discuss is expected for each desk-crit. Presence and discussing work at at least 80% of the desk-crits is mandatory to pass the course.

Workload activity

Comment

Attendance

The building of a body of collective knowledge and the exchange of ideas are essential to the studio. All students are expected to work in the studio, not off-school. Studio days are Mondays, Wednesdays, Thursdays and Fridays. All students will have a desk-crit of research or design-work at least once a week. New work to discuss is expected for each desk-crit. Presence and discussing work at at least 80% of the desk-crits is mandatory to pass the course.

Start semester

2020 Vår

60 616 Friction & Fire - On Oslo waterfront

Emnenavn på Norwegian Bokmål:

Friction & Fire - On Oslo waterfront

Credits:

Course code:

60 616

Level of study:

Master

Teaching semester:

2020 Spring

Assessment semester:

2020 Spring

Language of instruction:

English

Year:

2020

Maximum number of students:

Person in charge

Gro Bonesmo

Halvor Weider Ellefsen

Required prerequisite knowledge

Completed 3 year cycle.

Course content

The studio focus on the development of a large scale architectural project and civic buidling on one of three possible sites along Oslo's Fjord City.

After two decades in the making, the "Fjord City," describing Oslo extensive harbor front and its different development projects, has established itself as a brand and destination in the city. Framed by its extensive recreative promenade and “cultural axis” of high-profile culture institutions within iconic buildings, the area is on the verge of becoming almost a caricature of turn of the century harbor fronts of the European City.

In spite of the obvious qualities and spectacle of the fjord the waterfront development provides the city’s population, we can’t help but wonder whether this effective but rather generic vision of leisure, recreation and exclusive housing is the ultimate answer to the 21st century city’s challenges...

However, the Fjord City is not complete: Several areas and plots are yet to be developed, and here lays an opportunity to explore a different side of city commons and civic architecture, based on other parameters for success than exposure, iconicity or symbolic value. This studio explores these spaces of opportunity, aiming towards developing architectural projects that in form, organization and program provide added value for the city, seen in context of the geographic and ecological context of the blue green harborfront and the Oslo fjord landscape.

The studio obtains a holistic approach to urban development based on the city’s actual needs, and rooted in the existing resources, potential synergies and incentives of a selection of three strategic sites along the fjord. Here, the studio will explore how new and innovative architectural interventions can improve the Fjord City’s performance – beyond leisure.

The studio will focus on developing robust, multi-purpose civic building structures and facilities for the city. Possible projects includes the design of Oslo's new fire-station and the transformation of industrial facilities of Filipstad. The emphasis lays on combining public facilities and urban infrastructure with new commons. Such commons can include new indoor and outdoor public facilities and services that utilizes the harbor front's and fjord landscape's inherent but yet unrevealed potential.

The course aims to articulate large and complex but precise architectural proposals that can contribute to broaden and shed light on possible futures for the “Fjord City”, and present alternative strategies for urban development of the area. The studio will both maintain an approach that discuss and develop the area autonomously within the studio framework, while simultaneously being informed from the events and development processes of the actual sites and involved actors.

Additionally, the Studio has a "Sibling Studio" from ETSAB Barcelona, working with architecture in a complex urban context in Oslo. The studio will visit Oslo and AHO in January, while we will conduct a study trip to Barcelona and visit ETSAB in march.

Learning outcome

The studio trains students to develop and design large scale architecture within dense, complex and often contested urban environments. Students will learn to utilize mapping tools to gather, interpret and translate the different historical, political, economic, cultural and ecological layers of the city and distill them into clear and legible architectural schemes.

The studio focus on developing design-strategies through combining hands on, in-situ knowledge of site and context with curated discussions on specific architectural problems to be specified in the course curruculum.

Ultimatly, the learning outcome of the studio is to equip student of architecture with the tools and knowledge to design high performance buildings with added vaule for the urban realm, and to develop the skills that empowers architects to take active, leading roles in how urban space is developed and shaped.

Finally, the studio teachers beileves that the production of knowledge of an architectural studio inherently is a collective venture, and expect course participants to take active part in course discussions.

Working and learning activities

Main tools:

The studio's main working tool is large scale physical models, where architectural design are explored and discussed throughout the semester.

The methodology of the studio is based on four main topics:

· The Oslo context, its current development strategies -and patterns, the Norwegian building industry, and historical and current takes on large scale housing in Oslo.

· Emphasis on large scale architecture, and its role within urban planning and development.

· Analysis of the sites and possible infrastructural and morphological futures for the area.

· Analysis of large scale architectural reference projects and organization principles.

Presentations and reviews:

· Main presentations vary in length and content, from shorter group work assignments to individual project development critiques. Main presentations are compulsory.

· Pin ups are group sessions of 4 students or teams, two teachers and 15 minute presentations.

· Des-crits in studio takes place weekly and/or on demand

Phases and progress

The Studio is divided in five phases that adress specific aspects of the design process, supported by a curated curriculum of texts and documents addressing particular arhcitectural problems and challenges in context of working with complex urban environments.

The first phase is initiated by a "first take" workshop that develops spatial and programmatic "claims" for the sites, where we conceptualize and explore the site through massing studies, and discuss the morphological and programmatic interfaces between architecture and city. What densities, what typologies, what kind of distribution? And what kind of spaces, programs, infrastructure and their distribution should be can be applied to create added value for the city?

The second phase of the studio will relate to the site and the Oslo context, including discussions with relevant developers and a representative from Oslo´s building authorities, namely Andreas Vaa Berman, head of area development in PBE (Oslo's buidling We will discuss the quality and profile of current strategies for downtown development, conducting a due diligence of the properties and discuss first responses from the individual students. Are there morphological, phenomenological, programmatic or typological features of particular interest in site and adjacent areas? And are there alternative narratives to the current mode of development defining Oslo’s central areas?

The third phase includes the study trip, where we visit and study harbor front development, strategic planning and architecture in Barcelona, and conduct sessions of disciplinary exchange and discussions with teachers and students at the Escola Tècnica Superior d'Arquitectura de Barcelona.

The fourth phase will focus on articulating a coherent architectural project within an individual specific framework and approach, the development of a limited selection of drawings, and a model in 1:200/1:500 of the student projects, along with a project description addressing a relevant problem or topic related to the work produced.

The fifth and final phase is related to representation and mediation of the individual projects in an exhibition, as well as the studio as a whole.

Curriculum

Curriculum: Tba.

Teachers:

Course responsible is Professor Gro Bonesmo. Gro is partner of Space Group, educated at Columbia University NY, with substantial knowledge and experience of architectural and urban development in Oslo.

Associate professor Halvor Weider Ellefsen has a master from the School of Architecture at the Royal Danish Academy of Fine Arts in Copenhagen and a PhD in harbor front developments from AHO. Halvor is a trained architect with experience from different, practices, as well as a researcher and academic at the Instiute of urbanism and landscape.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail

Mandatory coursework:	Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:	Required
Comment:	2 mid term reviews

Form of assessment:	Exercise
Grouping:	-
Grading scale:	Pass / fail
Comment:	Hovedmodell og potteklare plansjer, samt abstract 1-4 A4-sider med tekst og bilder. Etter denne innleveringen kan studenten kun jobbe med formidling av prosjekt, ikke utvikling.

Form of assessment:	Exercise
Grouping:	-
Grading scale:	Pass / fail
Comment:	Oppheng av prosjekt og innlevering av skissebøker, utstillingsmateriell, prosessmateriale etc. Ved teoretisk prosjekt leveres trykket utgave.

Mandatory coursework:	Annet - spesifiser i kommentarfeltet
Courseworks required:
Presence required:	Required
Comment:	2 mid term reviews

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

Languages

2020 Vår

Start semester

12 802 Diploma Design

Start semester

12 803

Start semester

12 804 Diploma Tromsø

Start semester

70 141 GK4 Methods and technology in the design process

Start semester

40 632 In Balance

Start semester

40 633 ACDL: Space

Start semester

40 631 Multistory Buildings

Start semester

40 630 Universals IX - Civic Theater

Start semester

60 617 On Ice. Designing Architectures of Water in Greater Oslo

Start semester

60 616 Friction & Fire - On Oslo waterfront

Pages

Workload activity:	Attendance
Comment:	Attendance and participation in announced reviews, desk-crits, lectures, meetings, seminars, workshops and the 3 interim deliveries and presentations is mandatory. It is recommended that all work be done in the studio on a daily basis.