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2021 Vår

Start semester

80 418 Collecting Architecture: Warburg models II

Emnenavn på Norwegian Bokmål: 
Collecting Architecture: Warburg models II
Credits: 
6
Course code: 
80 418
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
5
Person in charge
Tim Ainsworth Anstey
Mari Lending
Required prerequisite knowledge

This is a course that is useful for pre-diploma students planning thesis work and for students who want to understand about research and curatorial practice. It is open for students that participated in the Warburg elective in the autumn 2020.

Course content

The primary focus is on Warburg exhibition history and exhibition making. 

 

Studiepoeng: 6

Emnenavn på English: Collecting Architecture: Warburg Models II

Emnekode: 80 317

Studienivå: Syklus 2

Undervisningssemester: 2021 Vår

Eksamenssemester: 2021 Vår

Undervisningsspråk: Engelsk

Maksimum antall studenter: 3–4 (the course is a continuation of Collecting Architecture. Warburg Models, autumn 2020)

Emneansvarlig: Tim Ainsworth Anstey and Mari Lending

 

Forkunnskapskrav

This is a course that is useful for pre-diploma students planning thesis work and for students who want to understand about research and curatorial practice. It is open for students that participated in the Warburg elective in the autumn 2020.

 

Om emnet

The primary focus is on Warburg exhibition history and exhibition making. 

 

The elective forms part of an ongoing project to produce an exhibition to be displayed at Blaker gamle Meieri outside Oslo in April/May 2021, travelling to Hamburg and London in 2022. The exhibition will explain the building history of one important cultural institution, the Warburg Institute, which is part of the University of London. 

 

The Warburg Institute is a research library that contains a collection of books about cultural memory. Between 1923 and 1958 the Institute commissioned six architectural projects that all tied ideas about architecture to ideas about classifying knowledge. In them, architectural organisation in plan and section reflected the categorical organisation of the contents. The Warburg Models exhibition will explain these relationships through displaying the six architectural models that were produced by the students in the autumn, 2020.  

Learning outcome

After this course the student will have:

  • Demonstrated how the knowledge they already have in using drawing as a means to analyse architectural situations can be applied to historical material in order to produce vibrant new design propositions in a new context
  • Practiced conceptual thinking about the communicative potential of architectural models and architectural exhibitions
  • Learnt research techniques based on using archival information
  • Developed precise writing techniques to caption an exhibition display
  • Developed ideas about cultural memory and the transfer of tradition
Working and learning activities

The exhibition, with the working title “Re-inscribing the Warburg Institute”, will contain a mixture of architectural models, drawings, archive photographs and exhibited artefacts. The student project is to complete work on models commissioned at AHO, to develop a design for and to produce the first prototype for the exhibition to be exhibited at Blaker. The elective forms a continuation of the Warburg Models elective, autumn 2020 and provides a chance for students wishing to complete individual studies around Warburg models to further research the subject. This seminar will be more research driven than the autumn seminar, with activities based on weekly seminar discussions both on Aby Warburg and the Institute’s exhibitions since the Hamburg period, and around exhibition production in situ, at Blaker. New students joining the elective will have access to the resources, lectures and other materials gathered so far. An introduction one day seminar will allow students in the existing seminar to present and introduce the subject, together with experts associated with the project.

Collaborators:

The exhibition is being developed with the Warburg Institute, University of London, the Warburg Haus, Hamburg and Blaker gamle Meieri, Blaker.

Curriculum

The curriculum will be supplied close to the introduction date. The course will consist of regular Tuesday seminars. The intention is to focus work in situ at Blaker gamle Meieri.

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:

Start semester

80 417 Reversing Thresholds

Emnenavn på Norwegian Bokmål: 
Reversing Thresholds
Credits: 
6
Course code: 
80 417
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
15
Person in charge
Lina Elisabeth Broström
Sareh Saeidi
Course content

The architectural  threshold is a (physical/ mental) space encapsulating a change; it initiates movement or a change in a state of mind to another; affecting the experience of architectural space. The idea of threshold has been an operative metaphor across disciplines among which are architectural, urban, social, and artistic studies. Historically, thresholds, in their various forms and definitions, played a significant role in both function and integral experience of architecture.

 

A threshold is a space of transition from one state to another that could imply a sense of contingency. It is indeterminate and carries a sense of temporality. Its domain of presence spans over the experience of the sequence of movement through built spaces, to leftover spaces or voids, or to the natural environment. A threshold is the vestibule of experience.

 

Instant connections and rapid movement are the intellect of the era and for many, slowness and contemplation that transitive spaces provide is considered a time sink. As a result, transitional spaces are losing their value and meaning by the over-emphasis on spaces that accommodate main functions in cities and buildings, or by being treated as service areas. Evidently, this also minimizes their scope of spatial experience.

 

The course attempts to redraw attention to thresholds that derive from relations and interrelations between built space and its natural surrounding environment. The course  consists of comprehensive reverse readings of  selected thresholds together with the reinterpretation and reconstruction through the learnings gained from the reverse readings. We will be working on various techniques from photography and drawing to model making and a well-crafted short descriptive text, as complementary to the scaled model, for the final review.

 

The elective is organized around a set of analytical and critical readings. The readings consist of a selective number of texts from literature and theory of architecture that successfully capture the significance of the notion of threshold and transition. The analytical works include investigations on selected thresholds that span from critical analysis of an integral experience of the threshold to studies on the spatial and structural elements which constitute  it (i.e. materials’ properties, positions, and relations). Through the understanding gained, students will  investigate  the tectonics and atmosphere of that threshold through collage visualization and scaled models.

Learning outcome

 

  • Understanding the notion of threshold in architecture through their observations, and the reflective and analytical studies of those observations. These studies allow them to learn building a critical and explorative approach through a comprehensive reverse reading of their “selected” threshold

  • Gaining knowledge of the existing key perspectives on the notion of threshold in (contemporary) theories of architecture followed by extended reflective knowledge built in the class through roundtable discussions

  • Learning how to visually and poetically communicate analytical explorations through a collage visualization

  • Learning how to reinterpret and reconstruct spatial qualities of a threshold through model making and explorations of that threshold’s materials and tectonics

Working and learning activities

We will conduct critical and analytical studies on selected thresholds between the built and the natural environment. These will be reinterpreted  and reconstructed through abstract collage drawings and a 1:20 scale model by selecting moments of interest with spatial and structural logic.

 

We recommend the students to incorporate a part of their studio design project in the course.

Curriculum

The syllabus will be distributed at the start of the course.

 

Relevant literature:

Leatherbarrow, D. (2009). Architecture Oriented Otherwise.

Leatherbarrow, D. (2015). Building In and Out of Place. Architectural Design, 85(2).

Leatherbarrow, D. (2002). Uncommon Ground: Architecture, Technology, and Topography.

Eyck, A. van. (2008). Writings. Collected articles and other writings 1947-1998

Fjeld, P. O., Chan, E. A., Vistica, S., & Zingmark, U. (1987). Analysis and re-designof the interstitial spaces considered as acual links in the structure, on which it is necessary to act with priority when re-structuring the built complex. International Laboratory of Architecture and Urban Design.

Kurokawa, K. (1997). Each One a Hero: The Philosophy of Symbiosis.

Mukherji, S. (2013). Thinking on Thresholds: The Poetics of Transitive Spaces.

Tschumi, B. (1996). The pleasure of architecture.

Tanizaki, J. (2001). In praise of shadows.

Basho’s Haiku: Selected Poems of Matsuo Basho (D. L. Barnhill, Trans.).

Ingold, T. (2020). Correspondences.

Ingold, T. (2000). The perception of the environment: Essays on livelihood, dwelling & skill. Routledge.

Morton, T. (2019). Being ecological.

Haraway, D. (2016). Staying with the trouble

Guattari, F. (2014). The three ecologies (I. Pindar & P. Sutton, Trans.).

Latour, B. (2019). Down to earth (Catherine Porter, Trans.).

Evans, R. (1996). Translations from Drawing to Building and Other Essays.

Pallasmaa, J. (2013). Encounters 2—Architectural Essays.

 

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:

Start semester

80 615 Field stations: Lightweight architecture II

Emnenavn på Norwegian Bokmål: 
Field stations: Lightweight architecture II
Credits: 
24
Course code: 
80 615
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
12
Person in charge
Lina Elisabeth Broström
Andrea Pinochet
Required prerequisite knowledge

Prerequisites

— Good understanding of written and spoken English.
— Intermediate to a good level of draughtsmanship.
— Good attitude towards group work.

Course content

Course content

Field Stations — New Agenda for Times of Crisis
Often located in an outlying area or an area where research or a venture is under way, a field station is by definition a post, camp or place intermittently occupied to accommodate activity.

Understanding the field station as a small open structure that seeks to witness, sample and host recurring activities, we will work with the design and construction of a COVID testing and immunisation pavilion in Oslo.

With the current pandemic our existing life patterns have come to halt and a demanding a change in our behaviour and the way we inhabit the city. While the world is locked home, waiting for the promise of a vaccine, we will use the space of the studio to reflect on the current situation and practice practice.

The course will set up an interdisciplinary collaboration with the nursing school at OsloMet and SiO Health, which are currently supporting the testing effort of Oslo Kommune with two temporary test stations located at UiO (Blindern) and OsloMet (Bislett).

Lightweight Architecture
The studio will continue to work with lightness as a framework to build and challenge more permanent and static building solutions. Another way of understanding the concept of lightweight in architecture is to think about ephemeral building —everything that minimizes construction material, doesn't weigh much and, therefore, has special properties.

With this concept in mind, the studio seeks to understand the complexity of a building’s life cycle, trying to anticipate not just how it will be built and used, but also how it will be maintained and disassembled; and investigating the full potential of certain materials that have a low environmental impact or that are responsive to the environment.

Learning outcome

Learning outcome

The project will be looking at how building with an ephemeral or lightweight  mindset can guide us towards durable choices regarding the full building process from the extraction of raw material, production of elements, transportation, building technology and how a building can be dismantled. 

The design questions raised by the studio will be addressed through an investigation of material technology and environmental politics, letting form emerge from an understanding of the material properties, both physical and aesthetic. 

Through an in-depth study of materials and technological developments, participants will gain an understanding of the complexity involved in the realisation of a simple work of architecture. 

Working and learning activities

Working and learning activities

The studio will focus on the execution of a pavilion, devoting most of the semester to the detail work, project management and the design of a construction process.

Throughout the semester participants can expect a series of fast-paced exercises, working in groups and individually. All students are expected to be active participants in the collaborative studio environment.

Scouting for lessons in the past, the studio will address the topic of stations for scientific research and environmental politics through a historical and technological lense. We will work with analytical drawing, embracing drawing lists, technical systems, schedules, budget sheets and logistic plans. Material samples and detailed models and discussions around division of labor will be an important component of the course.

​Workshops with OsloMet students, paramedics from SiO and other local experts will take place. 
More information regarding the collaboration with OsloMet and SiO will be made available in January.

Curriculum

Curriculum
Syllabus will be distributed on the first day of class.

Teaching Team
Andrea Pinochet
Lina Brsotröm
Ane Sønderaal Tolfen

Literature 
Revised literature list will be distributed closer to semester start:

  • Architect As Organizer Or The Way The World Works, Eeva-liisa Pelkonen, 2012.
  • Practicing Practice, Peggy Dreamer, 2011.
  • Risk: Excerpts from the Environmental Division of Labor, Reinhold Martin, 2016.
  • Hints for a Neo-Humboldtian University, Lecture by Bruno Latour, 2016.
  • Learning From The Virus, Paul B. Preciado, 2020.
  • Introduction to Forensic Architecture, Eyal Weizman, 2016.
  • The New Less is More, Werner Sobeck, 2009.
  • Working with Industry, An Engineer Imagines, Peter Rice, 1998.
Form of assessmentGroupingGrading scaleComment
Other assessment method, define in comment fieldIndividualPass / failThe final grade in the course will be given based on: — Design production and participation in studio meetings: 30% — Mid-review and Interim review presentation: 30% — Final review presentation and portfolio assessment: 40%
Vurderinger:
Form of assessment:Other assessment method, define in comment field
Grouping:Individual
Grading scale:Pass / fail
Comment:The final grade in the course will be given based on: — Design production and participation in studio meetings: 30% — Mid-review and Interim review presentation: 30% — Final review presentation and portfolio assessment: 40%

60 619 Make Do Water Do. Water-sensitive urban development within Greater Oslo

Emnenavn på Norwegian Bokmål: 
Make Do Water Do. Water-sensitive urban development within Greater Oslo
Credits: 
24
Course code: 
60 619
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
20
Person in charge
Sabine Muller
Required prerequisite knowledge

Mandatory for 2nd semester Landscape Master students, open to Architecture Master students.

CAD 2D and 3D (Rhino), Adobe Suite, hand drawing, analogue and digital model making, GIS. Interest and experience in urbanism and landscape “materials” such as water, soil, plants.

Course content

Oslo: Blue, green, and the city in-between.
This marketing rhyme is constantly challenged with Oslo being at the very centre of a growing region. To accommodate the influx of inhabitants municipalities re-zone agricultural land for the development of urban districts, often using boulevards and city blocks as their formal repertoires. Civil opposition, understandably riding the arguments of ecology, history and connectivity, are the consequences – while the cultural reservations towards compact urban development remain forceful but less explicit drivers. 

What if we radically reverse the approach of urban development? And start from the water and vegetal structures to generate contemporary forms of dwelling?
There are reasons enough. 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, the recently occurring droughts shift attention to water supply – 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. To be bold: Could urban development be the incentive of the required hydrological and ecological transformation?
Oslo: Blue, green, and the city in-between. The rhyme would then mean both to intertwine urban life into concise and perceptible landscape structures and to have human settlement play an active role in the re-adjustment of the hydrological cycle to the changing climate. 

Make Do with Water – Make Water Do.
In this context the studio subscribes to an oscillating mode of action: Make Do with Water – Make Water Do. “Make Do with” means to get along with what is available, to manage with the limited or even inadequate means available. It means to adapt to and to creatively accept the given. For urban development (rain) water is one of those available means, an enabling and limiting resource at hand. On another take, to “Make s.th. Do” means to enable, to empower, and have s.th. do the job. Urban and landscape practices actively change and modify water flows and cycles. Can urbanism team up with water’s active role in structuring space, regulating climate and creating opportunities for cultural practices? The studio proposes a shift from water as a passive resource to an agent taking part in developing a future cultural landscape.

Both modes of action – passive and active – require an aesthetic position along with the functional and performative imperatives. Make Water Do is finally a call for projects that support an environmental imagination in which urbanism and ecology are informing each other. 

In sum, the studio explores landscape-based, water-active urbanism within the Oslo Metropolitan Region. In face of climate change with its increasing risks of draught and flooding, and continuing urbanisation pressure the studio proposes blue-green infrastructure at the very basis of new low density settlements. It engages the functional requirements of adaptation to changing environmental conditions as much as the spatial and environmental aesthetics of flowing and cycling water as an agent of urbanism. 

The studio is thus an inquiry into future cultural landscapes beyond perceived city/countryside or culture/nature or planned/unplanned dichotomies, and how these contribute to an idea of dwelling within urban nature.

Learning outcome

Knowledge: 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. Form will be discussed in relation to performance as well as to space and place.

  • Acquaintance and discussion of notions of watershed, region, cultural landscape as a spatial product of geological and climatic forces as well as cultural, political and economical interests and practices layered in time 
  • Basic knowledge of urban-regional metabolism as a concept to describe the flows of substances and energy between and within cities and landscapes; in particular: urban hydrology and integrated watershed management (retain, clean, reuse) 
  • Basic knowledge of landscape as a productive, performative layer in human systems: ecological infrastructure, ecosystem services, and regenerative agriculture; in particular: historical precedents of water management 
  • Advanced knowledge of form and urban form: emergent patterns, figures and fields, dissolution and abstraction
  • Basic knowledge of form as “informed” related to processes, both as a passive result of processes, and as an active modifier or catalyst of processes and flows
  • Basic knowledge of an actor perspective and user-centered design practice: “everyday urbanism”

Skills: Concretely, students will develop skills to envision urbanisation projects as cultural landscapes with the goal to ensure adaptability to climate change and promote participation. Research-driven, multi-layered and multi-scalar in its scope, the studio builds the capacity to conduct a layered and visual analysis of the territorial/ regional context, the ability to reference precedents, to fuse technical and aesthetic aspects of form giving, and finally to frame and argue for a well-resolved design proposal anchored within the scale of the territory. 

  • Research: Capacity to select and sort, and evaluate data from greater information quantities; ability to conduct precedent analysis and transfer
  • Analysis: ability to carry out landscape and urban analysis based on map work (GIS and morphological analysis) and field work (photography, interviews); description of a territory through a synthesis of mapping, drawing, diagramming, and photography, with a special attention to hydrological systems
  • Strategy: capability to develop scenarios for a watershed, development of propositions related to water flows and cycles for concrete case areas and programmes out of the strategic approach 
  • Iterative design process: trial and error to find adequate solution, successive and interrogative usage of drawings (section and plans), physical and digital models, as well as texts variants, to test and develop proposals, in favour for “unsafe” experimental approaches
  • Interrogative design: explicit discussion of a formal question, such as grids and figures organizing a spatial field; explicit discussion of an aesthetical question,
  • Design resolution: ability to work out a territorial approach on a detailed level, including grading, planting, surfaces and textures
  • Representation: capability to illustrate design through compelling plans, sections, and 3-dimensional images such as elevational perspective and collage, as well as digital and physical models
  • Communication: problem definition, framing of a task within the given context of the studio; skill to verbally and visually argue for a project through telling of a compelling narrative

General competence: 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.

Working and learning activities

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

These phases 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 and Research: Constructing the context through field and map work (1:20 000), hand drawing of landuse, topographical and hydrological pattern, 3D modelling, and archival research. 

Scenario: Definition of water-relevant strata and sites, and possible water-building strategies within the examined watershed. Group work. (1:10.000)

Precedent Analysis/Excursion: Understanding of cultural landscape techniques to modify water flows; acquaintance with historical landscape-based urban models. Group work.

Project: Elaboration of the water-building strategies into site-specific blue-green infrastructures as a basis for urban projects. Elaboration of landscape and architectural proposals with a focus on public spaces (1: 5000, 1:2000 - 1:50). Individual work. 

Communication: Visualization and “telling” the proposals to communicate to a broader audience. Production of an exhibition or website; and a studio booklet that can serve to advance the imaginary on the Oslo Region as a sustainable territory. Group work.

Curriculum

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

Bell, Simon. 1999. Landscape: pattern, perception and process. London: Spon Press.

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

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

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 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.

Ingegnoli, Vittorio. 2011. Landscape ecology: a widening foundation. Berlin: Springer.

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

Lobeck, A. K. 1939. Geomorphology, an introduction to the study of landscapes. New York: McGraw-Hill Book Company, Inc.

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

Marsh, William M. 2010. Landscape planning: environmental applications. Hoboken, NJ: Wiley.

McHarg, I. L. 1995. Design with nature. New York: John Wiley.

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

Motloch, John L. 2001. Introduction to landscape design. New York: John Wiley & Sons.

Morton, Timothy. 2007. Ecology: Without Nature. Rethinking Environmental Aesthetics. Cambridge, Mass: Harvard University Press.

Parrotta, John A., and Ronald L. Trosper. 2012. Traditional Forest-Related Knowledge Sustaining Communities, Ecosystems and Biocultural Diversity. Dordrecht: Springer Netherlands.

Petschek, Peter. 2008. Grading for landscape architects and architects. Basel: Birkhäuser.

Pollalis, Spiro N. 2016. Planning sustainable cities: an infrastructure-based approach. Routledge (filter, barrier, source, sink, conduit)

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. 

Tvedt, Terje, Terje Oestigaard, and R. Coopey. 2010. A history of water. London: I.B. Tauris.

Tvedt, Terje. 2016. Water and society: changing perspectives of societal and historical development.

Viganò, Paola, Angelo Sampieri, and Viviana Ferrario. 2011. Landscapes of urbanism. Quaderni Del Dottorato Di Ricerca in Urbanistica / Universita IUAV Di Venezia, Dipartimento Di Urbanistica. Roma: Officina.

Spirn, A. W. 2010. The granite garden: Urban nature and human design. New York: Basic Books.

Wöhrle, Regine Ellen, and Hans-Jörg Wöhrle. 2008. Designing with plants. Basel: Birkhäuser.

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:

80 416 Re-Store: Values

Emnenavn på Norwegian Bokmål: 
Re-Store: Values
Credits: 
6
Course code: 
80 416
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Maximum number of students: 
15
Person in charge
Erik Fenstad Langdalen
Course content

In a time when architects have to reorient towards the reuse of existing buildings, there is a pressing need to discuss the premises upon which the discipline operates. We need to rethink our methods, working techniques and terminology, and raise the question of how we evaluate our cultural heritage. This elective course on experimental preservation aims to interrogate the theoretical and conceptual frameworks used (historically and contemporarily) to approach the preservation and reuse of buildings, cities, and landscapes.

 

Different categories of value permeate our culture, and are prescriptive for the ways in which society perceives its material framework. A heritage object’s importance, worth,or usefulness is subject to fluctuating opinions and practices, as is its mere status as a ‘preservation-worthy’ object. But what, exactly, are the values that prompt the preservation of a monument, regulate its reuse, and allows for its continued existence? Where are these values grounded, and by whom are they defined? 

 

Value is an abstract term with a myriad of denominations. This seminar examines the multiple aspects of “value” that each, in its way, condition the preservation, use, longevity and estimation of monuments and material heritage. 

 

Examples of categories for valuation:

  1. Age value 

  2. Authenticity (and its subcategories; processual, material, etc)

  3. Useability

  4. Occurrence and uniqueness 

  5. Pedagogical value

  6. Symbolic value

  7. Representative value (memory, identity, ideology)

  8. Anecdotal value

  9. Exchange value, market value, material value

  10. Labor cost

  11. Newness-value, zeitgeist and fashion

  12. Imposed values (herein colonialism and postcolonial critique)

  13. Contested values, permanence and flux 

  14. Zoom -- the scalar sensitivity of values, and the perceptions of value at different scales (urban, architectural, material)

Learning outcome

The course will familiarize students with the history of preservation and its current discourse. Students will develop analytical, interpretive, critical, and creative skills essential to work with preservation projects. Through individual studies and group discussions, participants will be encouraged to examine their own disciplinary position, and be equipped with the critical and communicative abilities necessary to participate in the public discourse on the field.

Working and learning activities

Drawing from a diverse pool of canonical, experimental, academic, poetic, speculative, contemporary, and historical texts, the students will be assigned readings relating to the week’s topic for discussion. Each session will begin with a contextualizing introduction by the instructors, including a relevant case study. This will form the basis for a student-led discussion, informed by the predefined topic, the assigned readings, and the set case study.

In addition to the readings, the course will have weekly deliverables in the form of a word/image diptych (a short text coupled with visual media). These will, by the end of the semester, form a collective “catalog of values”.

Students are expected to attend all course days and be active participants in the seminar activities. 

Evaluation

Evaluation of "catalogue" with written and visual material 

Form of assessmentGroupingGrading scaleComment
Portfolio assessment (Vurderingsmappe)IndividualPass / failThe portfolio contents both written and graphical material.
Vurderinger:
Form of assessment:Portfolio assessment (Vurderingsmappe)
Grouping:Individual
Grading scale:Pass / fail
Comment:The portfolio contents both written and graphical material.

Start semester

60 618 Out of House - Nationalteatret- Staging temporalities, circularities and the city

Emnenavn på Norwegian Bokmål: 
Out of House - Nationalteatret- Staging temporalities, circularities and the city
Credits: 
24
Course code: 
60 618
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
English
Year: 
2021
Person in charge
Gro Bonesmo
Course content

A strategic building block of an emerging national identity, The National Theatre of Oslo  – also known as the home of Ibsen with the Enemy of State as its opening act – was already too small at its inauguration in 1899.  After discussions of expansion and upgrading since the 1930ies, governemntal support is finally in place and a feasability study on planning and programming is currently in process. The overdue rennovation and rebuilding is set to start in 2022.

As a consequence; the National Theatre will soon be out of house in need of a temporary stage - estimated to last for 6 years or more.

A period just long enough to question; at what point and to what degree can the temporary become the new permanent?

The studio will use this pocket of opportunity to investiate the notions of temporality, circularity and the city.  This new theatre, its position and the public interior as idea and large scale project will be our area of study, experiments and architectural manifestation.  

 

The THEATRE

From Palladios Olympic Theatre to Prices Fun Palace, via Lina Bo Bardis Teatro Oficina and Teatro del Mondo by Rossi. From the classical to the avantgarde, from abstraction to reality, from street theatre and japanese Noh to the technologically advanced,

The evolution of the stage and theatre as archetype, through temporary and permanent models of scenic arrangements and spaces of public display - will be widely studied through historic and contemporary precedents.  

Scenography will be studied as a paralell field of information – setting the stage inside out. The recurrance of plays, reinterpreted through significant yet ephemeral spatial arrangements and manipulations of stage sets - will be evaluated through degrees of temporality and permanence  forming a collective resource bank for our experimental approach to a new stage in the city.

Programming and analysis of needs will take place through close communication and collaboration with the Nationaltheateret.

 

The CITY
Located in the axis of the Parliament, framed by the Royal castle and University,  the National Theatre by architect Bull holds a strategic position of the representative layer in the city of Oslo. For its temporary relocation, Tøyen, Filipstad, Vulkan and Tullinløkka is proposed as alterative sites. An evaluation of these options ( and more) related to morphology and role in the city will be seen in a larger urban perspective, including options of transforming existing structures.  

 

On collectively selected sites, our final resolution will be on the level of a detailed architectural project with clear definitions of program, spatiality, materiality, and structure in a 1:200 / 1:100 drawingsset.

A model, a 1:500 siteplan and an axonometric section of the public interior will be key drawings.

Learning outcome

The studio trains students to develop and design large scale architecture within dense, complex and often contested urban environments. Through quantitative and qualitative research, 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 curriculum.

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 value for the urban realm, and to develop the skills that empowers architects to take active, leading roles in how urban space - interior and exterior - is developed and shaped. 

Finally, the studio teachers believes 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:

Individual work, desk crits and presentations of each assignment will run throughout the semester. A combination of studio work and virtual arrangements will follow AHOs Covid-19 regulations and restricions.

The studio's main working tool is large scale physical models, where architectural design are explored and discussed in context throughout the semester.  If needed due to Covid 19, this will be replaced by digital models.

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

·         The Oslo context, its current development strategies - and patterns and potentials.

·         Emphasis on large scale architecture, in particular the cultural institutions, as new commons and its role within urban planning and development. 

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

·         Analysis of typological reference projects and organizational principles into synthesis of architectural project. 

Presentations and reviews:

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

Mid term and final crit will be based on pre defined deliverables /formats and have external critics.

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

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

Phases and progress

The Studio is divided in phases of research and design assignments 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. 

Each phase will be organized in group work of two students, with an optional choice of individual project development.

1.phase. The  National Theatre in the city; a critical review of the history and status quo – evaluation process of needs, site options and expanded potentials.

Conclusion: One or more site selections.

2. phase: Research on Theatre precedents, temporary and permanent, local and international contexts, historic and contemporary, scenography and plays.

Conclusion: Programming and organizational principles of the new theatre. Relationship between the permanent and the temporary – and concepts of circularity.

3. phase:  Articulation of coherent architectural projects 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 the relevance and resilience related to the work produced. 

Conclusion; Final architectural project of the new theatre.

4.  phase:  representation and mediation of the individual projects as well as the studio as a whole in an exhibition, digital or physical.

 

Conclusion: AHO WORKS

Curriculum

TBA

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:

40 140 Public building

Emnenavn på Norwegian Bokmål: 
GK4 Offentlig bygning
Credits: 
18
Course code: 
40 140
Level of study: 
Bachelor
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Espen Surnevik
Hans-Kristian Hagen
Required prerequisite knowledge

Bestått studiodelen av GK1 og GK2. 

Gjennomført (dvs. fått godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) øvrige emner i GK1 og 2, samt hele GK3.

Course content

Andre året, i Arkitekturprogrammet, bygger videre på forkunnskapene gitt i førsteårets; Introduksjon til Arkitektur, og skal forberede for tredjeårets; By og Arkitektur. Læringsmålene i andreåret er å oppøve evne til integrasjon av hovedelementer i arkitekturprosjektering av komplekse byggverk. Gjennom oppgaven må studentene utvikle et prosjekt for offentligheten, hvor man selv ikke nødvendigvis skal bruke bygget. Prosjekteringen strekker seg gjennom hele semestrene, og tilstreber en lineær utvikling fra oppgavestilling og frem til komplett besvarelse. Det blir lagt særlig vekt på utvikling av egen arkitektonisk idé, og dens forhold til rom, konstruksjoner, materialer og teknikk.

GK4-oppgavene omhandler utvikling av offentlige byggverk sett i lys av sosiale, kulturelle, økonomiske og politiske hensyn. Disse hensynene, i tillegg til byplankontekst, historisk kontekst, byggeteknikk og økonomi er alle elementer som samvirker i utviklingen av semesterbesvarelsene. Gjennom kurset skal studentene undervises i bygningsfysisk prosjektering og detaljering av byggverk. Denne gang med vekt på større konstruktive spenn enn ved GK3. Kurset diskuterer kulturell/sosial kvalitet, så vel som fysisk kvalitet, holdbarhet og bærekraft, i morgendagens offentlige arkitektur.  

Learning outcome

Kunnskap

∙ Kunnskap om Offentlige byggverk (planer, bygningsorganisering, intern- ekstern sirkulasjon - konsepter)

∙ Kunnskap om Tomteanalyser (bebyggelsesstruktur, historisk kontekst, arkitektonisk kontekst - etc.)

∙ Kunnskap om Konstruksjoner (prinsipper for konstruksjoner i komplekse byggverk)

∙ Kunnskap om Klimaskall (bygningsfysikk, dagslys, energi, bærekraft)

∙ Kunnskap om Materialer (arkitektoniske roller, konstruktiv rolle, egenskaper/holdbarhet og bærekraft)

∙ Kunnskap om Teknikk (Akustikk, brann/rømning, ventilasjonsteknikk)

Ferdigheter

∙ Ferdigheter i Projeksjonstegning (videreutvikle nødvendig evne til å projisere korrekte plan, snitt og fasader)

∙ Ferdigheter i Framstillingsteknikker (videreutvikle manuelle og digitale illustrasjonsevner)

∙ Ferdigheter i Modellbygging (videreutvikle evne til modellbygging, i ulik målestokk, og av komplekse bygninger)

∙ Ferdigheter i Prosjektering (videreutvikle evne til å sammenstille informasjon fra oppgave til ferdig prosjekt)

∙ Ferdigheter i Kuratering (videreutvikle evne til å velge ut/evaluere eget prosjektmateriale til presentasjon)

∙ Ferdigheter i Argumentasjon (videreutvikle evne til å begrunne løsninger og berettigelse av eget prosjekt)

Generell kompetanse

∙ Ferdighet til å føre en kompleks byggeoppgave frem til et ferdig studentprosjekt. Dette på et nivå som kan sammenlignes med et komplett konkurranseutkast, eller et forprosjekt (uten kostnadskalkyle) i arkitektprofesjonen utenfor skolen.

Working and learning activities

Andre året arbeider med et hovedprosjekt som strekker seg gjennom hvert av de to semestrene. Det legges til grunn at studentene benytter tilgengelige deler av arbeidsuken på tegnesalen, viet utvikling av sitt prosjekt. Høstsemesteret (GK3) arbeider studentene individuelt. Vårsemesteret (GK4) samarbeider studentene i par.

Konstruksjonsundervisning (Konstruksjoner-1 og 2) er lagt til mandager, mens historieundervisning (Arkitekturhistorie-2 og Norsk arkitekturhistorie) er lagt til fredager. Onsdager forbeholdes arkitekturforelesninger knyttet til hovedkursene; GK3 og GK4. Tirsdager og Torsdager er fritatt obligatoriske forelesninger og er dermed utelukkende viet studentenes arbeid med kursprosjektene. Øvrige ukedager, utenom forelesninger, forutsettes anvendt til kursprosjektene. Studentene veiledes på tegnesalen tirsdager og torsdager. Det legges også opp til oppøving av «sidemannskritikk» der studentene fungerer som diskusjonsparter for hverandre. Mellomgjennomgang avholdes i mindre eller større grupper gjennom semesteret. I slutten av semesteret avholdes «sluttgjennomgang». Her legger studentene frem sitt prosjekt, og får en dyptgående muntlig felles tilbakemelding fra lærer-teamet på kursene.

Ved GK3 inngår praktisk murworkshop, mens det ved GK4 avholdes praktisk stålworkshop.

Øvrig lærerkrefter: 

  • Atle Leira
  • Hans Bjørn Holther
  • Anna Zeuthen Andersen
  • Kathrine Næss
Curriculum

 

GK4 har ikke obligatorisk pensum.

 

Anbefalt litteratur er:

Words and Buildings. A Vocabulary of Modern Architecture. Adrian Forty. Part 1: Kapittel 1: The Language of Modernism. Part 2: "Context". "Function". "Structure". "Form". "Flexibility".

The Architecture of the City. Aldo Rossi. Kapittel 1: The Structure of Urban Artifacts.

Complexity and Contradiction in Architecture. Robert Venturi.

The Scenes of the Street and Other Essays. Anthony Vidler. Essay: The Idea of Unity and Le Corbusier's Urban Form.

The Architecture of the Well-tempered Environment. Reyner Banham.

The Feeling of Things. Adam Caruso. Essays: Cover Versions. In Good Faith. Towards an Ontology of Construction.

Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualPass / fail
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:Pass / fail
Comment:
Workload activityComment
Lectures
Attendance
Forventet arbeidsinnsats:
Workload activity:Lectures
Comment:
Workload activity:Attendance
Comment:

80 162 History of Architectural Theories

Emnenavn på Norwegian Bokmål: 
GK6 Arkitektureorienes historie
Credits: 
6
Course code: 
80 162
Level of study: 
Master
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Mari Lending
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, GK4 og hele GK5.

Course content

The course outlines main tendencies in the history of architectural theory, moving backwards in time from the present to antiquity. It is organized as a lecture series with parallel mandatory reading seminar

Learning outcome

The students shal attain an overview over key theoretical currents in the history of architecture. They will learn how to engage in theoretical discourse through academic writing, reading, and discussions

Working and learning activities

Lectures, reading seminars, and essay writing.

Curriculum

Compulsory texts will be posted on Moodle.

Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualA-F
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:A-F
Comment:

40 141 Constructions 2

Emnenavn på Norwegian Bokmål: 
GK4 Konstruksjoner 2
Credits: 
6
Course code: 
40 141
Level of study: 
Bachelor
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Bjørn Normann Sandaker
Required prerequisite knowledge

Bestått studiodelen av GK1 og GK2. 

Gjennomført (dvs. fått godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) øvrige emner i GK1 og 2, samt hele GK3.

Course content

Kursets målsetting er å gi grunnkunnskaper om de fundamentale konstruksjonstypene vi benytter i arkitekturen; hvordan konstruksjoner reagerer på belastning, forholdet mellom form og konstruktive begreper som styrke, stivhet og stabilitet, likheter og forskjeller mellom konstruktive egenskaper til ulike materialer. Videre vil kurset gi en oversikt over byggeteknikken i de mest vanlige konstruksjonssystemene i små og store bygninger, samt illustrere og diskutere konstruktive konsepter i anerkjente arkitekturverker.

Learning outcome

Kunnskaper og ferdigheter: 

Ved gjennomført studium skal studenten; forstå konstruktive systemers formgivning og detaljering, forskjellene mellom ulike materialers respons på belastning og hvilke konsekvenser dette har for konstruksjonsformen, samt anvende denne kunnskapen til å utvikle og fremstille prosjekter. Videre skal studentene kunne reflektere over konstruksjonens betydning for arkitekturen.

Generell kompetanse:

Ved gjennomført studium skal studenten; ha fått et overblikk over de mest vanlige konstruktive systemene brukt i moderne norsk byggetradisjon, samt ha innsikt i enkelte mer spesialiserte konstruksjonsmetoder.

Working and learning activities

Kurset består av ca 10 forelesninger, samt øvinger. Praktisk forståelse av stoffet skal vises i prosjektoppgavene i GK4 Offentlig bygning. Kurset er litteraturbasert og forutsetter aktiv lesning parallelt med deltagelse på forelesninger. Øvingene er analytiske verktøy som trener studenten i å gjenkjenne og forstå konstruktive grep i konkrete arkitekturverker. Diskusjoner om konstruksjoner og byggeteknikk som studenten forutsettes å delta aktivt i, vil dessuten være sentrale elementer ved prosjektveiledninger og gjennomgåelser i kurset GK4 Offentlig bygning. 

COVID-19:

Det må påberegnes at all undervisning og veiledning legges digitalt i tråd med gjeldende Covid-restriksjoner. Digitalt oppmøte er forventet på lik linje med fysisk tilstedeværelse.

Mandatory courseworkCourseworks requiredPresence requiredComment
Exercise Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Exercise
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Other assessment method, define in comment fieldIndividualPass / failKalkulator med trigonometriske funksjoner tillatt under eksamen
Vurderinger:
Form of assessment:Other assessment method, define in comment field
Grouping:Individual
Grading scale:Pass / fail
Comment:Kalkulator med trigonometriske funksjoner tillatt under eksamen
Workload activityComment
Attendance
Forventet arbeidsinnsats:
Workload activity:Attendance
Comment:

80 144 Norwegian Architectural History

Emnenavn på Norwegian Bokmål: 
GK4 Norsk Arkitekturhistorie
Credits: 
6
Course code: 
80 144
Level of study: 
Bachelor
Teaching semester: 
2021 Spring
Assessment semester: 
2021 Spring
Language of instruction: 
Norwegian
Year: 
2021
Person in charge
Kolbjørn Nesje Nybø
Required prerequisite knowledge

Bestått studiodelen av GK1 og GK2. 

Gjennomført (dvs. fått godkjent eventuelle arbeidskrav, ha oppfylt eventuelle krav til oppmøte og levert inn besvarelse til vurdering) øvrige emner i GK1 og 2, samt hele GK3.

Course content

Den norske arkitekturhistorien.

Learning outcome

Ved gjennomført studium skal studenten ha fått en oversikt over holdninger og sentrale arkitekter i den norske arkitekturhistorien. Studenten skal også ha lært å skrive et vitenskapelig essay med fotnoter og litteraturliste og være i stand til å presentere en arkitekt, en sak eller et arkitekturverk på en vitenskapelig måte i en historisk og arkitektonisk kontekst.

Working and learning activities

Kurset består av en rekke forelesninger om norsk arkitekturhistorie, litteraturoppgaver og ekskursjon tilpasset koronasituasjonen.

Det må påberegnes at noe undervisning og veiledning legges digitalt i tråd med gjeldende Covid-restriksjoner. Digitalt oppmøte er forventet på lik linje med fysisk tilstedeværelse.

Curriculum

Pensumslitteratur

  • Brekke, Nils Georg. Nordhagen, Per Jonas. Lexau. Siri Skjold. Norsk arkitekturhistorie. Fra steinalder og bronsesalder til 21. århundre.  Det Norske Samlaget Oslo  2003. 
  • Christensen, Arne Lie. Den norske byggeskikken : hus og bolig på landsbygda fra middelalder til vår egen tid. Oslo : Pax, 1995. Sidetall:318 s. : ill. ISBN:82-530-1735-9 (ib.), AHO 72.03(481) CHR
  • Gunnarsjaa. Arne. Norges arkitekturhistorie. Abstrakt forlag a/s 2006. ISBN 82-7935-127-2
  • Gunnarsjaa, Arne. Norsk arkitekturleksikon. Abstrakt Forlag a/s 1999. ISBN 82-7935-007-1

Støttelitteratur

  • Aarønes, Lars. Norsk Funkis. J.M.Stenersens Forlag a/s 2007. ISBN 978-82-7201-435-2
  • Affentranger, Cristoph. Neue Holzarchitectur in Skandinavien / New Wood Architecture in Scandinavia. Birkhauser Verlag fur Architectur 1997. ISBN 3-7643-5458-5
  • Amundsen. Kari m.fl. Complet færdige huse – Strømmen trævarefabrik, ferdighusproduksjon 1884-1929. Forlaget Bonytt 2002. ISBN 82-7039-057-7
  • Anker, Peter. Stavkirkene – deres egenart og historie. J.W.Cappelens Forlag 1997. ISBN 82-02-15978-4
  • Bing, Morten & Johnsen, Espen Red. Nye hjem – Bomiljøer i mellomkrigstiden. Norsk Folkemuseum 1998. ISBN 82-90036-62-0
  • Brænne, Jon m.fl. Arne Korsmo – Arkitektur og design. Universitetsforlaget 2004. ISBN 82-15-00209-9
  • Bugge, Gunnar /Norberg-Schulz, Christian. Stav og laft i Norge. Early wooden architecture in 
  • Christie.Håkon Middelalderen bygger i tre. Universitetsforlaget 1974. ISBN: 82-00-01395-2
  • Christensen, Arne Lie. Det Norske landskapet – Om landskap og landskapsforståelse i kulturhistorisk perspektiv. Pax Forlag a/s Oslo 2002. ISBN 82-530-2298-0
  • Donnelly, Marion C, Architecture in the Scandinavian Countries. Massachusetts Institute of Technology 1992. ISBN 0-262-04118-9
  • Dobloug, Margrethe. Bak verket – Kunnskapsfelt og formgenererende faktorer i nyttearkitektur 1935-1985. Arkitektur- og designhøgskolen i Oslo 2006. ISBN 82-547-0173-3
  • Drange.Tore, Aanensen.Hans Olaf, Brænne.Jon. Gamle trehus. Historikk, reparasjon og vedlikehold. Universitetsforlaget AS 1992, ISBN 82-00-21389-7
  • Erichsen, Jon. Drømmen om Norge – Norske huse i Danmark gennem 250år. Christian Ejler`s fForlag 1999. ISBN 87-7241-881-8
  • Findal, Wenche. Funksjonalismens boliger – form, funksjon, comfort. Pax Forlag A/S, Oslo 2007
  • Findal, Wenche. Nordisk Funksjonalisme – det internasjonale og det nasjonale. Ad Notam Gyldendal 1995. ISBN 82-417-0504-2
  • Findal, Wenche. Norsk Modernistisk Arkitektur – om funksjonalismen. Cappelens Forlag a/s 1996. ISBN 82-02-16296-3
  • Foreningen til norske Fortidsminnesmerkers bevaring.  Årbok 1992. ISBN 82-90052-40-5
  • Grønvold, Ulf. Frederik Konow Lund – arkitekten som moret seg. Norsk Arkitekturforlag 1989. ISBN 82-7532-000-3
  • Holan. Jerry. Norwegian wood: Tradition of building / Foreword by Christian Norberg-Schulz New York: Rizzoli, 1990. : 280s. Ill. AHO 72:691.11(481)HOL
  • Horgen, Jan E. Norske Prestegårder – folk og hus. A/S Landbruksforlaget 1999. ISBN 82-529-2399-2
  • Lexau, Siri Skjold. Kongens Byer – Den internasjonale bakgrunnen for Christian 4s byplanlegging i Norge. Fagbokforlaget Vigmostad og Bjørke A/S 2007.ISBN 978-82-450-0454-0
  • Lending, Mari. Omkring 1900 – kontinuiteter i norsk arkitekturtenking. Pax Forlag 2007. ISBN 078-82-530-3079-1
  • Losnegård, Gaute & Losnegård, Rolf. Peter Andreas Blix – I strid for vern og vekst. Selja forlag a/s & Skald 2001. ISBN 82-91722-16-1
  • Norberg-Schulz, Christian, Postiglione, Gennaro. Sverre Fehn – samlede arbeider. N.W.Damm & søn 2003. ISBN 82-496-0852-6
  • Norberg-Schulz, Christian. Nattlandene – Om byggekunst i Norden. Gyldendal Norsk Forlag a/s 1993. ISBN 82-05-21897-8
  • Nybø, Kolbjørn Nesje. Husa våre. Arkitekturarven i Sogn og Fjordane. Selja forlag 2019.
  • Rapoport, Amos, House Form and Culture, Prentice-Hall, Inch 1969. 
  • Seip, Elisabeth (red.). Grosch – Arkitekten som ga form til det nye Norge. Pax Forlag 2001. ISBN 82-92238-01-8
  • Sørby, Hild. Klar ferdig hus – Norske ferdighus gjennom tidene. Ad Notam Gyldendal 1992. ISBN 82-417-0175-6
  • Thiis-Evensen. Thomas. Europas arkitekturhistorie. Fra ide til form. Medarb: Kolbjørn Nesje Nybø. Gyldendal Norsk Forlag 1995
  • Thiis-Evensen, Thomas. The Postmodernists Jan&Jon. Universitetsforlaget A/S 1984. ISBN 82-00-06825-0
  • Torvanger, Åse Moe. Kristian Bjerknes – bevarer og fornyer. Messel Forlag a/s Oslo 2001. ISBN 82-7631-061-3
  • Valebrokk, Eva. Risåsen, Geir Thomas m.fl. Norske slott herregårder og gods. Andresen og Butenschøn 2003. ISBN 82-7694-125-7
Mandatory courseworkCourseworks requiredPresence requiredComment
Presence required Not required
Obligatoriske arbeidskrav:
Mandatory coursework:Presence required
Courseworks required:
Presence required:Not required
Comment:
Form of assessmentGroupingGrading scaleComment
Project assignmentIndividualA-F
Vurderinger:
Form of assessment:Project assignment
Grouping:Individual
Grading scale:A-F
Comment:
Workload activityComment
Excursion
Forventet arbeidsinnsats:
Workload activity:Excursion
Comment:

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