2019 Vår

Start semester

70 303 Digital fabrication, technologies and processes

Credits:

Full course name in Norwegian Bokmål:

Digital fabrikasjon, teknologier og prosesser

Course code:

70 303

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

English

Year:

2019

Maximum number of students:

Person in charge

Steinar Killi

Required prerequisite knowledge

Passed foundation level (BA-level) courses at AHO or equivalent, 180 ECTS.

Prerequisite prior knowledge: Completed foundation education or equivalent. Basic prior knowledge in CAD tools such as Rhino, Solidworks, Alias, Blender etc. is required.

Recommended prior knowledge:

Prior knowledge of 3D printing and related technologies is recommended.

Course content

Digital fabrication is in rapid development and increasingly involved in design and architectural processes, as a tool for prototyping and construction. The course is meant for design- and architectural students at master's level, that seek a deeper insight in the utilization of digital fabrication, in their studies and elsewhere.

This course will give insight into use, limitations and possibilities with some of these technologies through practical, hands- on exercises. The course is meant for both design and architecture students who want a practice based understanding of existing and emerging digital fabrication technologies. The course will enable the students to explore many of these technologies through small workshops and exercises.

SUPPLEMENTIVE INFORMATION

The course is a collaboration between the academic staff at the Institute of Design, the Institute of Architecture and staff at the workshops at AHO.

Learning outcome

KNOWLEDGE

At the end of the course the students will

have knowledge about SLA, SLS, FDM, 3DP, lasercutting, knifecutting and 3D scanning.
have hands-on knowledge in how to run the different machines.
know how to evaluate the usefulness of the different processes.

SKILLS
With the completed studies the student will

be better equipped in utilizing the latent potentials of the technology in the setting of product-/interaction- and architectural design.
possess the necessary knowledge involved in preparation and pre-processing of digital CAD files.

GENERAL COMPETENCE
The student should be able to explain the choice of methods for realizing the tangible object, and why.

Working and learning activities

As with other elective courses the course will consist of weekly learning activities, lectures, material exploration and use of available digital fabrication processes through exercises in the workshops. The course culminates with an exhibition demonstrating selected outcome of the course.

Curriculum

Anderson, C. (2012). Makers: the new industrial revolution. Random House.

Hopkinson, N., Hague, R., & Dickens, P. (2006). Rapid Manufacturing: An Industrial Revolution for the Digital Age. John Wiley & Sons.

Thompson, R. (2007). Manufacturing processes for design professionals. Thames & Hudson.

Mandatory coursework	Courseworks required	Presence required	Comment
Exercise	5	Required	There are 7 small modules in the course, each with a deliverance. In order to pass the course at least 5 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The deliverances from each module and a final exhibition makes up the basis for assesment.

Workload activity	Comment
Attendance	100% attendance is expected for the whole course.

Start semester

2019 Vår

65 605 Lofoten Biosphere

Credits:

Full course name in Norwegian Bokmål:

Lofoten Biosphere

Course code:

65 605

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

English

Year:

2019

Required prerequisite knowledge

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

The course is part of the Tromsø Academy of Landscape and Territorial Studies and requiers that the students live in Tromsø for the duration of the course.

Recommended prerequisite knowledge: Working knowledge of hand-drawing/sketching, Adobe InDesign/Illustrator/Photoshop, CAD (Civil 3D). Basic 3D modelling and GIS experience an advantage

Course content

This studio takes the local Lofoten initiative to become part of the UNESCO Biosphere as a point of departure. The students will develop projects that can support and promote sustainable development in the region with a particular focus on ecology and practises in the landscape.

Launched in 1971, UNESCO’s Man and the Biosphere Programme (MAB) is an Intergovernmental Scientific Programme that aims to establish a scientific basis for the improvement of relationships between people and their environments.

MAB combines the natural and social sciences, economics and education to improve human livelihoods and the equitable sharing of benefits, and to safeguard natural and managed ecosystems, thus promoting innovative approaches to economic development that are socially and culturally appropriate, and environmentally sustainable.

The studio will run parallelly and collaborate closely with the new theory course «Ecology for landscape architecture». This combination will inform the students in defining their design programs within the scope of the studio. The teachers of the ecology course will also tutor in the studio- work and be part of group reviews.

The Arctic face climate and industrial changes that affect the ecosystems and the human settlements. The knowledge and know-how that is produced by studying these changes closely where they happen transfers to a more general range of landscapes across the world.

Learning outcome

Knowledge: Local knowledge and site-specific project work will provide and produce knowledge especially on ecology concerning spatial conditions and human practices in the landscape, with particular focus on sub-arctic conditions included the northern social and political context for the practice of landscape architecture.

Skills: The studio seeks to develop the students’ ability to acquire knowledge and develop their sensitivity to input from site, science and culture as well as the specific local context. The studio aims at training the skill to make this knowledge instrumental to the development of strong concepts and design proposals with artistic quality. The studio will work with drawing/sketching, digital tools, physical models and presentation/communication of ideas/designs.

General competence: The students are expected to learn how to use their knowledge and skills to conceptualize, coordinate and execute integral designs rooted in the specific local context and the knowledge of human-made and natural systems with special awareness of approaches to development that is ecologically sustainable and socially and culturally appropriate. The studio aims to develop an awareness and critical reflection on topics that contribute to the general professional and public discourse and to position their work in relation to this.

Working and learning activities

The students will work with chosen localities in Lofoten and the themes described above. The studio will work with models, mapping, visualisation tools and design development. The students will also be involved in on-site field investigations at localities in Lofoten with a planned study-trip/site visit during the cod-fishing season in February. This field-work will also include collaboration with the ecology teachers as well as other scientists at the University of Tromsø.

The studio will also include a ten-day study-trip to Canada where students will engage in fieldwork on ecological systems together with landscape architecture students from The University of Calgary. The trip is supported financially by funds from The Norwegian Centre for International Cooperation in Education.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	Group	Pass / fail	Final studio work is presented in group review evaluated by external sensors. Details on deliverables will be provided with the detailed studio plan but usually includes digital presentation and exhibition of model work together with printed posters/boards.

Workload activity	Comment
Excursion	Lofoten (NO) and Calgary (CA)
Attendance	Lectures, tutorials, workshops and group reviews have expected attendance at 90%. Mandatory hand in of all designated deliverables. Mandatory attendance to oral examination with external sensors.

Start semester

65 403 Ecology for Landscape Architecture

Credits:

Full course name in Norwegian Bokmål:

Ecology for Landscape Architecture

Course code:

65 403

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

English

Year:

2019

Required prerequisite knowledge

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

The course is part of the Tromsø Academy of Landscape and Territorial Studies and requiers that the students live in Tromsø for the duration of the course.

Course content

An introduction to ecology for landscape architecture.

The terms ecology/ecological will be examined and defined. The focus will be on how ecology as science has relevance for landscape architects as inspiration, information and qualification in their work and their design.

Fundamental ecological theories, terms and concepts describing different plant types or plant forms, including their traits, coupling to soil, soil organisms and ecological function, are central to the course. It will be emphasized how ecological function is linked to plant form and thus how design based on plant form has a link to ecological function.

The course will also introduce the term biodiversity, including examples of how biodiversity is an integrated part of ecosystems and essential for ecosystem services. Examples of naturally vegetated areas in cold climates and borders towards these will be given particular focus.

Teaching and learning are centred on lectures, oral assignments, small laboratory and phytotron-based project work and includes training in and introduction to:

What is ecology
How plant form and function is linked
How plants, soil and soil organisms are coupled
Design and ecological interpretation
Biodiversity
How biodiversity, ecosystems and ecosystem services are linked

In addition, a significant amount of the course will be focused on the interpretation of existing landscape architecture projects, how they have integrated ecology and how ecology can be integrated more.

The course will work in close collaboration with the parallel studio course “Lofoten Biosphere” and give ecological input applicable to the project. The integrative approach of both courses will be supported by tutoring and participation in group-reviews for the studio project by the teachers.

Learning outcome

Knowledge:

Definition and delimitation of the terms ecology and ecological
Basic knowledge of how exterior plant traits and form are linked to ecological function and how these change over a year
Basic knowledge of the relationship between plants and soil, with particular emphasis on:
- Ecological niche as a term and how an ecological niche is reflected in anatomy, physiology and basic living conditions for individual species
- The concept of ecological interaction and associated concepts such as competition, facilitation and symbiosis between species
- The concept of ecological processes and related concepts such as decomposition and nutrient cycling in soil
Definition of the term biodiversity
Knowledge of how biodiversity is an integral part of an ecosystem and ecosystem services

Skills:

Confident with the definition of ecology as a term
Can explain differences in anatomy, physiology and ecological function for different growth forms such as forbs, grasses, shrubs and trees, at a basic level
Can integrate abstract ecological concepts into the understanding of how plants and soil work together in a system
Can provide an interpretation of ecological function based on the plants present in a given landscape
Confident with the definition of biodiversity, ecosystem and ecosystem services as terms
Can identify how and to what extent ecology is integrated into existing landscape architecture projects

General competence:

Basic understanding of ecology as a relevant discipline for landscape architecture
Knowledge of the climate laboratory and experimentation with plants and soil
Know examples of ecological concepts applied to plants and soil
Know examples of how biodiversity is central to ecosystem services
Explain ecological content, written and orally
Ability to be inspired by ecological concepts and theory in the development of landscape architecture

Working and learning activities

Teaching will be provided in the form of lectures, seminars/workshops and lab/field work
Joint reviews where students submit individual or group work will be an important part of the training
The contact between teachers and students takes place in one-on-one discussions, in groups or in plenum.

Curriculum

The course responsible prepares the required reading list.

Form of assessment	Grouping	Grading scale	Comment
Report	Individual	Pass / fail	Written report to be discussed in an oral exam, assessed as passed/failed.

Start semester

70 403 Rethinking Development and Sustainable Design

Credits:

Full course name in Norwegian Bokmål:

Rethinking Development and Sustainable Design

Course code:

70 403

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Year:

2019

Person in charge

Håkan Edeholt

Required prerequisite knowledge

Passed foundation level courses (BA-level) at AHO or equivalent, 180 ECTS. Open to all study programs.

Course content

The elective course "Rethinking Development and Sustainable Design" is a reading course that takes a critical stance by scrutinizing both "Development" and "Sustainability", as public discourses typically seem to understand these two interrelated concepts today. The goal is to reveal and discuss what kind of developmental paradigm these discourses typically try to sustain and if there are other alternatives to be found that also could be promoted and acted on. The final deliverable is a reader containing reviews of literature read and discussions held.

Learning outcome

On completing the class, the students will have:

KNOWLEDGE

improved their knowledge about "Development" and "Sustainable Design".
knowledge about and experience in critical readings of texts.

SKILLS

developed their skills to write their own texts.
developed their skills to describe and discuss their own and others´ texts in an academic seminar setting.

GENERAL COMPETENCE

developed a critical and reflective stance towards society, trends, development and design.

Working and learning activities

The content of the class spans from practical work with texts to lectures, discussions, student presentations and the final Reader. Students are expected to deliver two reviews each of two books or other relevant sources; one being from the reading list and one that has been found through own research.

Curriculum

no value

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	-	Pass / fail	Self-assessment and assessment by; peer students, internal sensor and teachers in the course. Each student’s contribution to the course and how this relates to the expected “Learning outcome”. Together with active attendance this will be the main issues to be assessed. The final deliverable is e.g. a reader containing reviews of literature read and discussions held.

Workload activity	Comment
Attendance	Active attendance and involvement in producing the final Reader is expected.

Start semester

2019 Vår

80 611 AHO futures

Full course name in Norwegian Bokmål:

AHO futures

Credits:

Course code:

80 611

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Year:

2019

Maximum number of students:

Required prerequisite knowledge

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

Course content

Background

The Oslo School of Architecture and Design (AHO) currently resides in Maridalsveien 29. Since moving there in 2001 both the organisation and the number of students has increased by roughly 250 to a total of 650 people. The school, now filled to the brim with employees and students, has begun to feel an ever-increasing pressure upon its premises. In addition, politicians and authorities have for a long time made plans for a new art university, a merge between KHIO, AHO and Musikkhøyskolen. Some claim this scenario is put on ice, while other say it is just a matter of time before the schools are merged together.

Challenge- what's at stake.

A lot of work has been done to investigate how these challenges can be met. In order to broaden the discussion, AHO Futures- School of tomorrow wish to operate beyond the immediate needs of the school in and explore freely how the institution can change and adapt to the future. How can the premises be developed? How is the relation to the city.

Urban strategies: A part of the studio will be to develop urban strategies for the school. These will be translated into specific architectural proposals
Integration: The school’s location by Akerselva is in an environment of buildings and landscape with various levels of listing. The urban context is transformed and in transformation. How can the institution integrate (or not) architecturally and professionally, what components does it consist of? What and who is it relating to? Position in the city, separation vs unions of different professions.
Internal and external organization: We will develop alternative organigrams. Under this topic how architecture relate to pedagogics and aim for the role of the professions. What kind of spatial qualities and atmosphere should the future school of architecture and design have?

The goal is that this work can develop and establish visions for the future of the school through a variation of specific architectural responses.

Learning outcome

The course will provide skills/tools for formulating frames for a complex architectural proposal: What, for whom, where?

The course will provide tools for the translation from an overall intention to a more specific program for design; setting up a room program, controlling dimensions, relational diagrams, studying reference projects, identifying site specific conditions and possibilities.

Context: The course will provide experience in various contextual approaches: social, political, geographical, physical, energy, economy etc
Situation: The course will provide experience in several approaches to relationship between the project and place.
Program to project: The courses provide experience in translating program / intentions into architectural proposals with specific architectural qualities and atmospheres.
References: Students will during the courses become familiar with and analyse references.
Construction: Become familiar with constructive and technological principles and bring this into their proposals.
Process: Be familiar with various process tools, working methods and approaches.
Communication / presentation: The courses will provide experience in tools and techniques of presentation. Here, the development of narrative of the project will be crucial.
Multidisciplinary workshop: Be familiar on the input that may come from other disciplines. How do we involve both students and teachers from landscape and design

The courses will give experience in architectural representation relevant to the tasks at hand.

Working and learning activities

The course will be studio based. There will be teachers present at least 2 days a week and there will be individual and group tutorials, and course reviews.

The course will be divided in 2 parts:

1) FRAME(s) will deal with establishing the overall intentions. The intention is translated into specific ideas for interventions, choosing field of interest, programme, and setting up a world of relevant references both collectively and related to specific proposals.

2: PROPOSAL(s) Will deal with translation of FRAME into specific design proposals. In this phase there will be workshops with input and deliveries on specific topics: Intuitive models, Situation, Structure and Architecture, Material Philosophy, Essential detail.

The students may work in groups or individually.

Study trip:

Flight Rotterdam train Delft, Ghent, Paris, Nantes. Flight Paris – Oslo

Work to see(preliminary list) : Architect school Delft, Architect school Ghent, Versailles. School of architecture Nantes ENSA.

Curriculum

As part of FRAME we will study relevant theory/ readings in Workshopform.

Mandatory coursework	Courseworks required	Presence required	Comment
Presence required		Required	Attendance and participation in announced reviews, lectures, meetings, seminars and workshops is mandatory.

Form of assessment	Grouping	Grading scale	Comment
Project assignment	-	Pass / fail	The students may work in groups or individually.

Workload activity	Comment
Excursion	Those who do not have the opportunity to participate in excursion will receive a task / a project that replaces this.

Start semester

12 803

Credits:

Full course name in Norwegian Bokmål:

Diplom Landskapsarkitektur

Course code:

12 803

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

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

65 701

Credits:

Full course name in Norwegian Bokmål:

Pre-Diploma Landscape Architecture (Tromsø)

Course code:

65 701

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Required prerequisite knowledge

Successful completion of 60 credits. Last semester before diploma.

Course content

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

Learning outcome

∙ An understanding of the complexity of a chosen urban or landscape site and topic ∙ An ability to frame artistic and scientific research ∙ An understanding of the given natural, social, cultural and technological conditions that govern urban or landscape design work ∙ An awareness of the topic’s historical, societal, theoretical and methodological ramifications ∙ An ability to communicate ideas and plan work ∙ An understanding of one’s own individual position with the discipline

Working and learning activities

The course is an individual research assignment with group discussions and interim presentations of the different research components. It concludes with a pre-diploma report containing the following elements: - Topic description - Site presentation - Maps of selected issues - Reviews and discussions of relevant literature - Summaries and discussions of interviews with experts - Reference projects presentations and discussions

Form of assessment	Grouping	Grading scale	Comment
Report	-	-

Start semester

70 405 Design Driven Innovation in the Public Sector

Full course name in Norwegian Bokmål:

Design drevet innovasjon i offentlig sektor

Credits:

Course code:

70 405

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Year:

2019

Maximum number of students:

Person in charge

Simon Clatworthy

Required prerequisite knowledge

Passed foundation level (BA-level) courses at AHO or equivalent, 180 ECTS.

Recommend for Service Design students. Since much of the course is focused on a Norwegian context, knowledge of the Norwegian language is an advantage - but not a requirement.

Course content

The course will give an introduction to design for the public sector and the role, mandate and network of Norway's most important actors.

The course structure:

Lectures, cases and discussions with a broad variety of case owners from the public sector, and designers and others working within the public sector.

Individual tasks + reading between lectures

The course will cover themes such as:

Introduction to Public Administration (PA), New Public Management (NPM) and New Public Governance (NPG): Introduction to concepts and basic understanding of public administration and services. How are public services organized, delivered and funded? How do new services arise? How does the dominant governance paradigm (PA, NPM, NPG) affect the design and delivery of public services?

User orientation: What does this mean for government agencies? Who is the user?

What regulations does the government impose on management in terms of user orientation? Managing ethics and privacy in public innovation projects - including sensitive personal data and regulations in the healthcare sector.

User opinion: What do we know about users/citizens? How to develop and disseminate knowledge about users and public service interactions? What records exist for user data?

Instrument and public procurement: What actors are relevant (Innovation Norway, Difi, DogA, Research Council), how do they work together, what rules apply to public procurement in innovation, what promotes and inhibits this innovation and what role design can take.

Innovation in municipalities: Introduction to the Samveis methodology. Introduction to the evaluation of impact, and value creation and the intersection between this and service design.

Innovation management: Examples of the culture and traditions. An introduction to “Stimuleringsordningen” and the projects involved in this government funded service innovation initiative for the public sector in Norway.

Innovation in government: How design is used in the public sector internationally through, for example, labs (La27e Region in France, MindLab in Denmark, Policy Lab in the UK, Laboratorio de Gobierno in Chile, Grounded Space in Canada) to compare "the Scandinavian way" with other countries.

Digitization as a driver for innovation in the public sector, e.g. welfare technology.

Learning outcome

Students will gain an understanding of how public service development is taking place today, and how this differs from the development of commercial services. The role design can play in supporting policy making processes and in developing effective, sustainable and citizen-centred services will be explored during this class.

Working and learning activities

Lectures, cases and discussions with a broad variety of case owners from the public sector and designers and others working within the public sector.

There will be individual tasks and reading between lectures.

Curriculum

Literature

Design for Policy (Christian Bason, 2014)
Transforming Public Services by Design (Sabine Junginger, 2017)
Civic Service Design Tools + Tactics (City of New York, 2017): http://www1.nyc.gov/assets/servicedesign/index.html
Designing for Public Services (IDEO, Design for Europe & Nesta, 2016): http://5a5f89b8e10a225a44ac-ccbed124c38c4f7a3066210c073e7d55.r9.cf1.rackcdn.com/files/pdfs/Nesta_Ideo_Guide_DesigningForPublicServices_100117.pdf

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	The student will be evaluated on smaller tasks as well as participation and contribution to discussions throughout the course. There will also be a final presentation and written reflection on a self-chosen theme that shall be communicated using the vocabulary and highlighting the characteristics and potentials that are focused on in the public sector as a target audience.

Workload activity	Comment
Attendance	The students are expected to take active part and be present in the studio, attend lectures and groupwork throughout the whole course. They are expected to attend all presentations, workshops and formal counsellings.

Start semester

2019 Vår

80 412 asBuilt: Munchmuseet

Full course name in Norwegian Bokmål:

asBuilt: Munchmuseet

Credits:

Course code:

80 412

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Year:

2019

Maximum number of students:

Person in charge

Amandine Kastler

Erlend Skjeseth

Required prerequisite knowledge

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

The course is open for all students on Master level. Since most of the archive material is in Norwegian we will make a prioritization that ensures that a considerable part of the students command a Scandinavian language.

Course content

This elective will pursue archival research to investigate the building history of the Munch Museum in Tøyen, designed by architects Myklebust and Fougner and completed in 1963. The work will culminate in an asBUILT publication. The book will cover the entire life span of the building, from its inception, after Edvard Munch bequeathed his estate to the city of Oslo in the 1940’s, to its final phase through its fifty-five-year history as a museum and research institution. The book will use the building as a lens for investigating cultural and political decision-making in post-war Oslo. Moreover, as well as a commentary on the contemporary drive towards centralization of culture manifest in the decision to move the museum to Oslo’s newly developed harbour area in 2019. Just as other notable examples of post-war architecture in Norway, the Munch Museum stands on the threshold of an uncertain future and the book will aim to raise awareness of the qualities of the original design and the historical importance of the building.

The material available in the archives span the entire procurement and construction processes, including early tender documents; specifications; original and annotated drawings documenting extensions in successive interventions; correspondence between the architects, the city and the museum’s director, and extensive reference material from museums around the world. These physical and material archives are a treasure throve of historical evidence and offers a unique insight into how the building was conceived, amended, expanded and ultimately left behind in the political processes of the last decade.

Learning outcome

The course will provide students with the methodological tools for sorting and analysing large quantities of archival material, employing scholarly methods, writing about architectural history, curatorial conceptualization, exhibition history, analysing modernist architecture, as well as lending valuable insight into the processes of planning a publication.

Working and learning activities

The aim for the course will be to organize and disseminate the vast information embedded in the archives and attempt to present the most telling pieces of evidence. The course is seminar-based, involving lectures, presentations and discussions. The students will work individually with archival material, interviews, and investigations into the structure. Part of the deliverables for each student will be to write an essay and to create a tableau of items based on a selection of specific objects in the archive, to tell a story of the life of a building through forensic exemption of archival fragments. The course will also revisit the work produced by the Re Store Studio in the spring semester of 2017, which featured analysis of the building and its immediate context, as well as a multitude of visions for its potential future use.

Mandatory coursework	Courseworks required	Presence required	Comment
Excursions		Required

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

Workload activity	Comment
Attendance
Lectures

Start semester

2019 Vår

80 610 Re-store - Field Work

Full course name in Norwegian Bokmål:

Re-store - Field work

Credits:

Course code:

80 610

Level of study:

Master

Teaching semester:

2019 Spring

Assessment semester:

2019 Spring

Language of instruction:

Norwegian / English

Year:

2019

Maximum number of students:

Person in charge

Amandine Kastler

Erlend Skjeseth

Required prerequisite knowledge

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

Good understanding of written and spoken English.
Intermediate to good level of digital modeling and drafting.
Experience with and interest in building large-scale material models.

Course content

“In architecture books we are bombarded with statistics confirming the ubiquity of the urban condition,

while the symmetrical question is ignored – what are those moving to the city leaving behind?”

Rem Koolhaas, ICON Magazine September 2014: Countryside, “Koolhaas in the country”

This year’s Re Store studio course will continue to creatively analyze and transform existing buildings. The studio will move out of the city to investigate disused buildings in rural Norway. The countryside is a rapidly changing environment that is often overlooked by architects. Critiquing the tendency to romanticise abandoned buildings as nostalgic markers of a bygone era, students will delve into the subject’s material, spatial, and operational qualities. Forensic examination of obsolete architecture will be the first step to understanding the building´s value as an asset to its context. Engaging with the history of the site, both architectural and social, we will re-imagine a future use through deconstruction, repurposing and recycling. Re Store - Field Work studio will collaborate with Tristan Boniver from Rotor, a cooperative design practice based in Brussels that investigates the organisation of the material environment. (http://rotordb.org/)

Seen purely through the lens of the market driven economy, the Norwegian countryside is being kept alive on life support. The agricultural sector contributes to less than 1% of the gross national product and only 1% of the country’s working population is employed in agricultural industries. In Norway however, the countryside is a cultural anchor situated at the core of the nation’s origin myth and identity. Hence, the agricultural industry acts as a conduit for the funnelling of state funds from an increasingly centralised government to the periphery through subsidies. This in turn means that the vast majority of farms are sustained for a sociocultural purpose rather than for a commercial one. This situation is precarious and, financially speaking, unsustainable in the long run. Since the turn of the century, around a third of the agricultural businesses in Norway has closed down, leaving millions of square meters of buildings obsolete and vacant.

The studio will work with the most commonly found building across the Norwegian countryside, the ‘combined unit barn’ (Enhetslåve in Norwegian). The result of nationwide land reforms during the mid-nineteenth century, all these buildings were centrally designed by seven architects. Locally built and refined, the structures were initiators of modernity in rural areas of Norway. The barns were buildings that engaged with the landscape in the most direct way possible, as organisms receiving the growth of the soil and then converting it into fodder, which in turn went back into the fields as manure. This cyclical process, and its refinement over time, shaped the cultural landscape of Norway into its current form.

Designed as large mechanical operations with each floor of the building catering towards a specific part of the nutritional circle, these barns were in effect highly mechanized instruments for a more rational way of farming, resulting in a much greater yield. Advancements in industrialised farming through the twentieth-century led these agricultural structures to became superseded technology. Too expensive to maintain or demolish, today these places of production have come to a standstill. They are now (mere) objects in the landscape they previously formed. The studio will cultivate universally applicable approaches for re-use and transformation of these obsolete giants by activating their finely tuned relationship to the surrounding context and harnessing the potential in their tectonic composition.

The Enhetslåve at Billerud Farm in Toten, an area well known for its agricultural output and fertile soil, will serve as the case study for the studio. The building is a model example of the typology. The barn is not in active use and the studio will have access to it throughout the semester. The farm at Billerud is an old farm with houses dating back to the 18th century and the main manor house is a fully listed building containing wall murals by the landscape painter and decorator Peder Balke (1804-1887). The visionary painter was not only a romanticist but an interpreter of landscapes through memory and repetition. The studio will make use of a wide range of perspectives in its approach to Billerud Farm. From local history and natural history to the study of contemporary ideas concerning the development and future of the rural countryside. Students will reside in the area for several weeks throughout the semester and will actively be a part of the ongoing discussions with local stakeholders about the future of the building. The studio will address the question of how history, mythology and memory can inform the transformation of well-known architectural structures.

Learning outcome

Approaching the re-use and transformation of existing structures at varying scales.
Formulate individual architectural proposals based on close observation and analysis of present conditions.
Analyze and adapt existing infrastructure to develop operational forms of architecture.
Utilizing precise surveying technology in both analogue and digital form.
Engaging actively with real stake holders including community groups, local municipality, and heritage authorities.
Learning how to navigate and write requirements and regulatory framework.
Experiencing historic craft methods and Scandinavian vernacular building tradition.
Reading basic theory on typology and preservation.

Working and learning activities

The studio will lend considerable attention to to understanding context through fieldwork. Students will be expected to stay in Toten and work on site for parts of the semester, including but not limited to, one week at the beginning of the semester and two weeks during the studio excursion week. The region is around one and a half hours’ drive north of Oslo along the largest lake in Norway, Lake Mjøsa. The local municipality will be a stakeholder in the project and will contribute with lodging, work facilities and local expertise.

The studio does not consider research to be a separate exercise from propositional thinking, rather, it asserts that the act of surveying is propositional by nature and therefore inherent to design thinking. The studio will work with precise structural and material analysis of the existing building. The initial survey assignment will combine physical sampling with digital recording.

The analysis will lead to the making of a physical fragment of the building at a detailed scale. The fragment model is a physical and material manifestation of an essential component or junction. The fragment interprets the primary modular node in the structural logic of the building, an intersection containing the main material ingredients or a composition which captures specific tectonic qualities.

Projects for the re-use of the Enhetslåve will be developed through large-scale material models and architectural drawings throughout the semester. Learning from what has already been built, traditional craft will inform contemporary construction methods. Rather than looking for the answers in niche programming, the studio will aim to develop applicable and universal approaches.

The designs will be informed by reading contemporary theories on the current cultural and political development of rural areas and the countryside. There will be a lecture series running through the whole semester on preservation and the history of agricultural systems.

The studio will work with other architects, archaeologists, historians, agronomists, planners and engineers. Workshops on digital surveying and building in historic environments will be held with Architect Jacob Schroll from Gamle 3 Hus (https://gamle3hus.no/). Writer Tore Engelsen Espedal and Artist Johannes Engelsen Espedal (http://www.johannesespedal.com/) will also be active participants.

When in Oslo, students are expected to work in the studio. Teaching will consist of twice-weekly desk tutorials, seminars, pin-ups and reviews with invited critics. Students are expected to be active participants, to attend all trips, studio meetings, pin-ups and reviews, while keeping up with a rigorous level of production. The studio will be evaluated by assignments and participation, and judged as “passed” or “not passed” (according to AHO regulations for master studies).

Curriculum

The curriculum will be given out closer to the start date.

Form of assessment	Grouping	Grading scale	Comment
Portfolio assessment (Vurderingsmappe)	Individual	Pass / fail	Pass/Fail, based on the following criteria in relation to the given assignments: The final grade in the course will be given based on: - Attendance and design production for twice-weekly studio meetings: 30% - Mid review and Interim review presentation: 30% - Final review presentation: 40% The oral presentation is a part of the portfolio assessment. Mid review, Interim review and Final review: Work presented for the Mid review, the Interim review and the Final review will be evaluated according to the following criteria: - Conceptual Clarity: Students should demonstrate proactive engagement with the material and self-motivated intellectual pursuits that enhance their own design ambitions. Students are expected to clearly articulate their ambitions and the intellectual underpinnings of their work in pin-ups and desk crits. - Technique: Students are expected to execute all assignments with care and precision. Assignments will be evaluated not only on the basis of the ideas, but also to a large degree on the quality of the execution. Students are responsible for planning sufficient time for developing appropriate and thorough representations. Portfolio: The care taken in the compilation and design of the portfolio the presentation of physical models will be considered in the final assessment. The portfolio is to be formatted and printed at A2 or larger. Each student will also be required to design a portfolio booklet at A3 to accompany the printed portfolio.

Workload activity	Comment
Group work	Students are expected to regularly 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. Students are expected to keep the studio space orderly and to and to collectively organise and maintain a large table and wall space for group meetings and pin-ups. Students are expected to work independently and to show initiative in locating the resources and supplies they need to complete their work. Since this course involves site visits outside of the school, students are expected to behave maturely and respectfully when dealing local communities.
Individual problem solving	Deadlines and required deliverables are indicated on the syllabus and on individual project assignments and are not negotiable. Students must complete assignments by the given deadline. Students are responsible for managing their own print schedules and for backing up files. Loss of data will not be considered a valid justification for submitting incomplete project work. Deadlines can only be extended in cases of illness or special circumstances, and requests for extensions must be submitted to the tutor before the deadline in writing, accompanied by a medical certificate when necessary.
Attendance	Students are expected to be present and working during all studio meetings, which occur twice a week. Students are also expected to be present during all seminars and reviews. Absences for social engagements, holidays, etc. will not be accepted. Absences from studio meetings and reviews will affect the final grade and multiple unexcused absences will result in course failure.
Excursion	The studio will travel to Palermo, Sicily with Tristan Boniver to visit Rotor´s project for Manifesta 12 titled From up here, it’s a whole other story. (http://m12.manifesta.org/monte-gallo/). The studio will also take a trip to Belgium for a workshop with Rotor in Brussels. There will be visits to places of interest along the way.

Forventet arbeidsinnsats:

Workload activity:

Group work

Comment:

Students are expected to regularly 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. Students are expected to keep the studio space orderly and to and to collectively organise and maintain a large table and wall space for group meetings and pin-ups.

Students are expected to work independently and to show initiative in locating the resources and supplies they need to complete their work. Since this course involves site visits outside of the school, students are expected to behave maturely and respectfully when dealing local communities.

Workload activity:

Individual problem solving

Comment:

Deadlines and required deliverables are indicated on the syllabus and on individual project assignments and are not negotiable. Students must complete assignments by the given deadline.

Students are responsible for managing their own print schedules and for backing up files. Loss of data will not be considered a valid justification for submitting incomplete project work.

Deadlines can only be extended in cases of illness or special circumstances, and requests for extensions must be submitted to the tutor before the deadline in writing, accompanied by a medical certificate when necessary.

Workload activity:	Attendance
Comment:	Students are expected to be present and working during all studio meetings, which occur twice a week. Students are also expected to be present during all seminars and reviews. Absences for social engagements, holidays, etc. will not be accepted. Absences from studio meetings and reviews will affect the final grade and multiple unexcused absences will result in course failure.

Workload activity:	Excursion
Comment:	The studio will travel to Palermo, Sicily with Tristan Boniver to visit Rotor´s project for Manifesta 12 titled From up here, it’s a whole other story. (http://m12.manifesta.org/monte-gallo/). The studio will also take a trip to Belgium for a workshop with Rotor in Brussels. There will be visits to places of interest along the way.

Form of assessment:	Report
Grouping:	-
Grading scale:	-
Comment:

Languages

2019 Vår

Start semester

70 303 Digital fabrication, technologies and processes

Start semester

65 605 Lofoten Biosphere

Start semester

65 403 Ecology for Landscape Architecture

Start semester

70 403 Rethinking Development and Sustainable Design

Start semester

80 611 AHO futures

Background

Challenge- what's at stake.

Start semester

12 803

Start semester

65 701

Start semester

70 405 Design Driven Innovation in the Public Sector

Start semester

80 412 asBuilt: Munchmuseet

Start semester

80 610 Re-store - Field Work

Pages

Mandatory coursework:	Exercise
Courseworks required:	5
Presence required:	Required
Comment:	There are 7 small modules in the course, each with a deliverance. In order to pass the course at least 5 of these must be delivered. There will be a mandatory exhibition of the modules at the end of the course.