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2024 Høst

Start semester

60 538 Post-growth: designing for transitional societies in a climate altered world

Studiepoeng: 
24
Full course name in English: 
Post-growth: designing for transitional societies in a climate altered world
Emnekode: 
60 538
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Anders Ese
Forkunnskapskrav

Admission to master in architecture or landscape architecture at AHO and successful completion of three years bachelor level studies (180 ECTS).

Om emnet

The studio course series investigates how climate change and its many connected crises will demand radically different futures, and how these will require an equally radical restructuring of our societies and not least our professions. Climate change is the greatest threat humanity is facing. Yet, other crises like wars, repression, political instability, and growing economic disparities are often given priority. But these crises are not separate. At their core they all connect to how we distribute and consume resources and how our societies are currently locked into extractive growth models, overshadowing environmental and social concerns. The course explores transitional strategies such as degrowth as solutions, challenging the narrative that such approaches would lead to societal collapse.

Each year, this studio course series engages students in using interdisciplinary approaches to provide strategies and designing concrete interventions for post-growth development. The studio works across diverse contexts, from the Nordic to the global, each with its unique set of challenges.

 

This semester, we will be envisioning a climate altered post-growth future in Ukraine, in collaboration with the Kharkiv School of Architecture, focusing on Lviv and the Levandivka, Pryvokzalna, and Klepariv districts. With the ongoing war, Ukraine is faced most acutely with humanitarian suffering and destruction of built and natural environments. Through the lens of post-growth, you will investigate whether the devastation of the war can be used as a starting point to foster a transition society, critically reassessing the way we build communities, how we live in them, use environments, and interact with landscapes. Levandivka, Pryvokzalna, and Klepariv are characterised by housing, as well as disbanded railway infrastructure and production plants. In an uncertain future, localised production and distribution can help foster resilience. But this needs to happen in ways that build on climactic, ecological, and social stability.

 

Climate change requires that we take our skills beyond business-as-usual models, reclaiming the future through new ways of living on a damaged planet. What can we bring with us into the future in terms of spatial practices, cultural heritage, social norms, and structures, what will be left behind, what will have to be different, and how will it all need to be reassembled? Through your education at AHO you are trained to envision things that are not yet. You are trained to be expert storytellers, dreaming up bold new possibilities, providing hope within an increasingly limited future. We will explore spatial strategies to foster a transitional society and visualise what these may look like. Can radical realities be envisioned that are acceptable to people who are concerned with immediate needs? What options do we have when we must respond to inevitable climate change? Despite slow action, there is agreement in government, municipal, and private sectors that climate change and its complexity demand increased climate preparedness and more interdisciplinary solutions. This means that we need to work together across fields and geographies through strategic processes to suggest real life interventions that matter. This course will provide you with concrete tools, ways of thinking, and deliverables to take on such tasks.

 

Læringsutbytte

Knowledge:

  • Acquire an in depth understanding of how transitional thinking applies to our fields, and how it can be applied differently in a variety of contexts.
  • Assess ways in which to approach complexity, ambiguities, and severe situations and suggest interventions.
  • Recognise the connectedness between climate change, landscapes, built environments, political instability, and social disparities.
  • Put into perspective the roles of architects, urbanists, landscape architects, and designers in crisis situations and preparedness building.

 

Skills:

  • Gather, analyse, and present complex data and information. Defining concrete problems in complex settings, creating interdisciplinary strategies for tackling such problems, and producing concrete, contextual design outputs.
  • Apply theories of transition discourse, climate justice, Southern and global urbanism, and post humanism in concrete suggestions for moving beyond the current state of affairs.
  • Learn to use scenarios building methods.

General competence:

  • Develop the ability to learn from, communicate, and collaborate with a range of actors, working in interdisciplinary teams to strengthen own profession and build on these towards new solutions.
  • Work in other cultures and in radically different futures.
  • Develop an understanding of changes that are increasingly affecting communities and natural landscapes across the globe including Nordic regions.
Praktisk organisering og arbeidsmåter

During the fall of 2024 The Kharkiv School of Architecture (KhSA) will be running a sister course for their students focusing on the Levandvika, Pryvokzalna, and Klepariv sites and new forms of production in the city. Running our courses in parallel allows for an exchange of knowledge, ideas, and insights. Due to the ongoing conflict we will not be able to travel to Ukraine, so our study and interaction will happen remotely. We will be having regular Zoom exchanges with the Ukrainian students and their sister studio course to showcase our respective work and receive important feedback from one another. The course is divided into four modules.

Module 1: Imagination without limitation

  • Suggesting an immediate design proposal: What might a climate altered post growth future in Lviv look like?
  • How does scenario building work?
     

Module 2: Knowledge building

  • What does climate research tell us about the future, and what are the drivers behind climate change? Lightning intervention 1: Revisit your design proposal.
  • What does post-growth mean, and what are its consequences? What other transition discourses exist? Lightning intervention 2: Revisit your design proposal.
  • What are the historical and current trends that have shaped Ukraine? Lightning intervention 3: Revisit your design proposal.
     

Module 3: Scenario building

  • Constructing a database
  • Defining a matrix
  • Building scenarios
     

Module 4: Designing radical realities

  • Strategies for future societies
  • Rethinking design proposals

Students will be assessed on their active participation and contribution in all four modules. As the course teaches students a process for how to work, it is necessary to complete a module before moving on to the next. All assignments are team based.

Students are required to present their work at the end of each module as a team, in addition to keeping an up-to-date process sketchbook showcasing their individual contribution to the interdisciplinary collaboration through each module.

 

VurderingsformGrupperingKarakterskalaKommentar
Vurderingsmappe-Bestått / ikke beståttFinal assessment of work carried out in all four modules based on the student’s ability to investigate and analyse, ability to communicate, discuss with others, and work in an interdisciplinary environment, and ability to respond and produce collectively on the basis of analysis.
Vurderinger:
Vurderingsform:Vurderingsmappe
Gruppering:-
Karakterskala:Bestått / ikke bestått
Kommentar:Final assessment of work carried out in all four modules based on the student’s ability to investigate and analyse, ability to communicate, discuss with others, and work in an interdisciplinary environment, and ability to respond and produce collectively on the basis of analysis.

Start semester

40 565 TAP - 3 buildings

Studiepoeng: 
24
Full course name in English: 
TAP - 3 buildings
Emnekode: 
40 565
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Beate Hølmebakk
Forkunnskapskrav

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

Om emnet

he main goal of the studio is to give students systematic disciplinary training as well as design skills. The studio will be oriented towards the professional practice, focusing on architectural design of a given brief within a tight schedule.

During the course, the students will develop three individual projects. Each project will be reviewed in a final presentation at the end of each project period. Thus, the studio will demand intensive work throughout the entire semester.

The three projects will require different approaches and working methods and thus give the students varied experience with architectural conceptualization. Each of the three projects will have a specific brief formulated by the studio teachers. The briefs will be fully developed before the beginning of the semester.

Læringsutbytte

Knowledge:

- Responsible building production

- Design methodology

Skills:

- Architectural conceptualization

- Architectural argumentation

- Architectural representation

General competence:

- Definition of design criteria

- Curation of architectural process

- Communication of architectural proposal

Praktisk organisering og arbeidsmåter

There will be a set semester schedule and a detailed program every week: Mondays: Lecture and plenum discussions based on relevant texts.

Wednesdays: Individual desk crit according to schedule.

Fridays: Pin-up where students are encouraged to engage in each other’s work.

Each project will be reviewed collectively with an external critic. There will be different critics for each project, each chosen for their relevance to the project theme.

Students will be evaluated on the development and architectural quality of their building proposals, the final curation and presentation of their projects, and on their participation in lectures, reviews and discussions.

VurderingsformGrupperingKarakterskalaKommentar
ProsjektoppgaveIndividuellBestått / ikke bestått
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:Individuell
Karakterskala:Bestått / ikke bestått
Kommentar:

Start semester

40 564 Ecoperformance in Architecture: Vessels & Crafts

Studiepoeng: 
24
Full course name in English: 
Ecoperformance in Architecture: Vessels & Crafts
Emnekode: 
40 564
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Rolf Gerstlauer
Forkunnskapskrav

Admission to master in architecture or international master in landscape architecture at AHO and succesful finalizing og 180 ECTS on bachelor lever studies.

Om emnet

Body and Space Morphologies (B&SM) is a research-based teaching program in the Building Art department. Dedicated to Phenomenology in Architecture, the program offers Trans-Disciplinary master studios in explorative – architectural, pre-architectural and post-architectural - making, sensing and thinking.

We aim at preparing and enabling students to conduct their own interest driven investigation into Architectural Phenomenology understood as Research Creation; a working mode creating an inspired, process focused and reflective Material Practice. We consider this to be the Artistic Parallel to both Traditional Scholarly Research and Common Architectural Design Practice.

Based on performativity and affordance theories, performance and performance studies, disability and neurodiversity studies as well as phenomenology and perception theories, the B&SM Studio Works investigate primal and/or prearchitectural material/processes/phenomena/conditions and develop or perform a series of experienced distinct objects that behave relational, that inspire imagination, that provide new knowledge, strong architectural interests and/or architectural narratives or identities.

2023 marked the start of the second cycle of the B&SM course series - structured into spring and autumn modules:

  • The spring semesters - a series of courses on Acting and The Collective in a More-Than-Human World - are dedicated to the topic on Animism in Architecture - studied and worked through a discourse on the various ideas, movements and awareness created in current ecoperformance, ecopoetic, ethnopoetic and ethnofiction works.

 

  •  The autumn semesters - a series of courses on Acting and The Acted in a More-Than-Human World - investigate actual Ecoperformance in Architecture studied and worked through a discursive design practice that seeks to establish porous architectural infrastructures which understand environment and body as inseparable dimensions of performative creation

 

 

 The fall 2024 semester works on Ecoperformance in Architecture through a focus set on Vessels & Crafts:

Ecoperformance understands environment and body as inseparable dimensions of performative creation. In an ecoperformance, the environment constitutes a living and interactive play of presences and forces. The performer is not the central agent, but one of the play’s components. At the same time as an ecoperformance experiments with environmental interactions as a performative event, it configures itself an environmental process. Ecoperformance can take place in any landscape, natural or urban, and may, among other possibilities, question, honor and reaffirm human being/environment interconnections. It may serve to raise the awareness of the harmful environmental impact of human actions, and, eventually, become a vehicle of political denunciation.

What is Ecoperformance? – retrieved from https://www.ecoperformance.art.br/about-ecoperformance

Læringsutbytte

Knowledge of:

• Ecoperformance introduced as a multidisciplinary intuit approach to making, sensing and writing with environments.

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

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

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

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

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

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

Skills in:

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

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

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

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

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

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

General competence in:

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

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

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

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

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

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

Praktisk organisering og arbeidsmåter

The studio meets for every Wednesday and Thursday from 10:00 to 17.00 for lectures, screenings, reviews, and worktable talks. Fridays from 13:30 – 15:30 are reserved for Studio Commons (student driven events or discussions etc.).

We have five public mid-term reviews and prepare at the end of the semester a work-display. The exhibition allows for the students to display their complete works (all objects and artefacts – found or made) together with a book and/or film or video containing a written and/or otherwise illustrated experience of their making and that what the making had connected to. An external examiner will study the exhibition, books, and/or video/films and then give feedback and critique on the individual work but also on the studio as a whole.

The Body & Space Morphologies diploma thesis candidates are integrated in the studio and work in the same space. We recommend master course students to attend the diploma mid-term reviews (between four or five during the semester).

Sustainability commons & goals of the B&SM studios:

  • The studio shares the responsibility to create an inclusive learning and working environment in which all of us seek to accommodate another, and in which we strive to reduce waste by ways of working circular processes.
  • Ecoperformance in Architecture is a topic that requires a creative discursive approach and/or advanced experimental architectural design practice that potentially can contribute to all the 17 sustainable development goals. - The students and teachers are aware that they take an active stance regarding the above stated two B&SM sustainability commons, thus they focus their

design initiative & process as well as feedback-culture accordingly.

 

Excursion
For week 40 we plan a study & event trip to the Lista-peninsula in Southern Norway.

Presence requirements
20 weeks full-time study. The work must be conducted and performed in the studio - the working material is present at any time. You are expected to be present at weekly talks, lectures, and studio discussions, frequent work reviews, a workshop in book making, the final exhibition, and a final review with invited guests-critics.

Pensum

Recommended course literature will be available in Leganto. Compulsory reading list (syllabus) is made available on moodle at the start of the course

VurderingsformGrupperingKarakterskalaKommentar
ProsjektoppgaveIndividuellBestått / ikke beståttThe course is assessed based on a semester project; the individual studio work on
your own selected project developed throughout the course and critically
reflected / presented on a final deliverable. This entails practical and theoretical
exercises, visual and verbal project presentations, and the making of a final
exhibition including a process book with a text/essay (5-10 000 words).
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:Individuell
Karakterskala:Bestått / ikke bestått
Kommentar:The course is assessed based on a semester project; the individual studio work on
your own selected project developed throughout the course and critically
reflected / presented on a final deliverable. This entails practical and theoretical
exercises, visual and verbal project presentations, and the making of a final
exhibition including a process book with a text/essay (5-10 000 words).

Start semester

40 563 MSB- Co-living at Tøyen

Studiepoeng: 
24
Full course name in English: 
MSB- Co-living at Tøyen
Emnekode: 
40 563
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Bente Kleven
Forkunnskapskrav

Admission to master in architecture at AHO and successful completion of three years bachelor level studies (180 ECTS). The prior knowledge must correspond to the same knowledge level as obtained after the first 3 years at AHO.

Students must master the use of Rhino and Autocad

Om emnet

The overall intention of the semester assignment is to explore relevant topics and conduct feasibility studies for multi-storey housing project in Oslo. The studies will be concluded in an elaborate and detailed project that emphasizes architectural qualities that make the building attractive to future users in the longest possible time perspective.

The actual plot where the student projects are to be explored and investigated is located along Finnmarksgata with impact from heavy traffic noise.

Building in noise polluted areas has been a topic for many years and is especially relevant in these times of densification. A few years ago, it became accepted to build housing in noise-exposed areas in Oslo, which concerned the government’s goal of decreasing the number of people affected by noise-pollution by 10% within 2020.

The first task of the course consists of a broad survey of the context and build a common physical model of the area around the plot.

Then the course will concentrate on studies of relevant reference housing projects in urban areas with a focus on different topics.

The main semester task will be studied in three phases:

Feasibility studies of a concept, studies of the main structural system including stairs, lifts and bathrooms with technical shafts. Finally, a detailed study of the climate shell.

Housing units and common areas must be studied and developed into good living spaces. The ground floor should be facilitated for common areas for the inhabitants, workplaces or public use- in relation to the outdoor areas.

The design process of the area should pay attention to sustainable use of building materials.

The students will work in groups of 2.

 

Læringsutbytte

Knowledge about:

  • How to develop, organize and design good residential living spaces in an urban noise polluted area
  • How to develop a main loadbearing structure that can last as long as possible.
  • How to create a sustainable climate shell which can contribute with good daylight into the architectural spaces inside and at the same time deal with sun screening and heavy rainwater and traffic noise impact
  • how to deal with general sustainable material use and reuse
  • how strategies of fire security and acoustic implications can inform structural organization of different spaces and detailing of architectural building elements.

Skills:

Being able to discuss, consider and explore:

  • spatial and tactile qualities within a holistic architectural concept.
  • various structural materiality and principles impact on architectural quality customized for residential use over a longtime perspective.
  • architectural expression and materiality in relation to an actual location context.
  • Being able to document and present a conclusive and comprehensive and sustainable architectural project through excellent illustrations and physical models

General competence:

On various considerations and studies that must be carried out in case of feasibility studies for housing in an urban noise polluted area

Praktisk organisering og arbeidsmåter

The studio will be carried through with a main emphasis on architectural projects to be completed in groups of 2 students. Project material is expected to be detailed using digital tools, as well as small and largescale models. Preliminary sketching and development of ideas is to be done using analogue tools.

Otherwise, the course includes various activities:

• initial subtasks on current topics

• theme-oriented lectures

• private and group input / lectures and discussions

  Studies and discussions on reference projects

• inspection of relevant local projects

• an excursion

• reviews every second week

• contribution with text and illustrations to a MSB course book in the end of the semester

 

Excursion TBD

 

Attendance and workload

A general attendance of minimum 80% in the actual AHO studio space is desirable.

- Attendance at lectures is desirable.

Participation in individual or group supervision is required, adapted to individual needs.

Mandatory attendance at all project reviews and active participation in discussions around the course different topics at lectures and other arrangements are desirable.

It`s required to follow the course schedule regarding completion, presentation, and discussion of partial assignments.

VurderingsformGrupperingKarakterskalaKommentar
Prosjektoppgave-Bestått / ikke bestått
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:-
Karakterskala:Bestått / ikke bestått
Kommentar:

Start semester

40 567 Transformation in Practice: Infill

Studiepoeng: 
24
Full course name in English: 
Transformation in Practice: Infill
Emnekode: 
40 567
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Amandine Kastler
Erlend Skjeseth
Om emnet

This semester, the Transformation in Practice Studio will focus on the densification of small cities by proposing an apartment block for a historic centre in rural Norway.

 

Different from European cities, small town centres in rural Norway lack the long urban tradition found on the continent. Often related to the emergence of industry or proximity to waterways, small towns appear as stations along the railway, at the intersection between highways, or nodes between trading routes. Towns frequently grew around clusters of farms in advantageous locations, which are now embedded into the urban fabric like relics of the past. Large farms took on the role of uniform and well-established town centres in Europe, where the type and expression often seamlessly incorporate new developments through strict control.

 

On the other hand, Norway looks more like the Wild West, a free-for-all version of the US, defined by sprawl, sudden densification, and a variety of facade expressions. Through the advent of industry in the 19th century, these town centres developed rapidly and with little planning. In postwar Norway, increased wealth further accelerated this expansion, and the few pockets of urban fabric established as a homogenous type in the late 19th century or early 20th century were often partly demolished and replaced by modernist structures. Combined with car-based town planning, the market-liberalist and developer-led policies of the last 40 years has led to places that struggle with fragmented scales of buildings and undefined urban spaces. The architecture is a hotchpotch mix. At best, there is a richness in its diversity, but too often, it is defined by low cost and poor-quality housing.

 

These developments starkly contrast sustainability strategies for increasing density by adding residential units within already built-up areas to diminish the need for cars, reduce CO2 emissions, and protect green spaces in urban environments. Current governmental planning policies advocate for the so-called knutepunktfortetting to breathe life into small-town city centres for greener and more sustainable living. The aim is to make efficient urban knots that bind together commercial infrastructure and housing with short distances between daily functions and synergies that reduce carbon footprint. Meanwhile, in the familiar terms of planning regulations, buildings should be 'in keeping'. Pitched roofs, dormer windows, and variations in the façade are prescribed qualities that, once scaled up, will test the line between fitting in and standing out. Traditional timber town city centres were dominated by domestic types adapted to become commercial buildings, leaving few precedents for the scale of construction needed.

 

The question of scale and translation is central. It often needs to be clarified whether a small town can absorb a big building, and if so, what characteristics it should take on. Nevertheless, there is precedence for large timber buildings in Norway, and the resurgence of timber as a sustainable construction material makes them pertinent case studies to revisit. At the end of the 19th century, trade centres like Arendal were small cities that required functions that greatly exceeded the construction possibilities of a single log. Local architects pushed the technology of the notched log and designed timber megastructures. The scale of these buildings prompted translations of buildings on the continent. Sand mixed with paint translated timber into stone. With little precedent locally, new building types that now seem perfectly integrated into the city were designed. We will again have to break new ground in places like this, and precedent must be found far and near.

 

Working within this context, the studio will ask the following questions:

What does it mean to design contextually in our times?

How do we design urban scale housing in a historical and non-urban context?

 

The output of the studio will consist of well resolved projects with distinctive formal qualities built on clear intentions. In groups students will be assigned a site in a historic town centre within a radius of 150 km of Oslo. The sites will be assigned according to certain common parameters of size, history, type of urban fabric and zoning plans that advocate further densification. The students will visit local planning offices, understand the development plans, and design a residential building within that plan. Depending on the site, projects will engage with the transformation, connection and extension of existing buildings, as well the design of autonomous new additions. Ideally, projects will include a mix of apartments and commercial spaces.

Through sampling existing qualities in the built environment, the proposals should aim to have an expression that speaks to and with the place without falling for the pastiche or romantism. The translation of material and form transcends the classifications of new and old, modern, and traditional. Plurality in building and the metamorphosis of one material into another is almost as old as construction itself.

The relationship between façade and plan will be essential. The conflict between cost, contemporary technical requirements and traditional features will be explored. Sustainable construction will be key, from the reuse of existing structures to the use of contemporary timber technology. Just like older buildings cannibalized their own through the reuse of elements and parts, the proposals will actively work with the repurposing of recycled elements.

Læringsutbytte

Knowledge:

  • Document and interpret the current condition, both quantitative and qualitative, of an existing building or site using architectural drawing convention.
  • Formulate individual architectural proposals based on close observation and analysis of existing conditions and identify the architectural qualities in one's own work that demonstrate a relevance to the field. 
  • Understand the basic regulatory frameworks that govern architectural projects, such as zoning plans and heritage guidelines, assess their impact on one’s own architectural project.
  • Convey through oral presentation and writing an understanding of the key terms, definitions, and concepts of preservation and situate them relative to with to one’s own architectural project.

Skills:

  • Introduced to methods for research driven approach to working with existing buildings, through working in archives and fieldwork.
  • Independently undertake a precise measured survey of a site, using analogue and digital surveying technology.
  • Design and build large scale material models as an approach to transform existing buildings and places.

General competence:

  • Students will learn to practice as an architect within the fields of building transformation.

 

Praktisk organisering og arbeidsmåter

The studio does not consider research, in any form, to be a separate exercise from ‘propositional thinking’, rather, it asserts that the act of reading, observing, surveying and fabricating new artifacts is all propositional by nature and therefore a powerful asset within design thinking.

 

The studio will be organised into three parts:

 

Survey: The studio will lend considerable attention to understanding context through fieldwork and surveying. Students will work on-site for parts of the semester to study variations in building culture, style and typology.

 

Artefact: The survey will be the foundation for the artefact, a large-scale material model that starts the inverted design process from fragment to building. The model is a physical and material manifestation of an essential component or junction found in your survey, translated into a three-dimensional piece at a detailed scale.

 

Proposal: Students will work iteratively to find an appropriate and feasible way of constructing an architectural project that has contemporary relevance and engages with the existing building and town centres. Building on close observations of the context, students will develop their own architectural and technical agenda based on an understanding of current challenges.

 

Projects will answer to the specifics of the building whilst being relevant to the broader discourse on the future of this type of building. The architectural proposal will be developed through large-scale material models, both analogue and digital, and architectural drawings. Craft will inform contemporary construction methods and material exploration by learning from what has already been built.

 

The different work phases will be supported by workshops and seminars.

 

Case studies will form a collective repertoire international examples of built housing developments inserted into historic town centres with a range in scales and character.

Travel week will be in Norway - destination tbd

Students will be expected to work on site for parts of the semester. Teaching will consist of twice-weekly tutorials, seminars, peer to peer feedback sessions, pin-ups and reviews with invited critics. 

VurderingsformGrupperingKarakterskalaKommentar
Prosjektoppgave-Bestått / ikke bestått 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. Absences from studio meetings and reviews will affect the final grade and multiple unexcused absences can result in course failure.
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:-
Karakterskala:Bestått / ikke bestått
Kommentar: 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. Absences from studio meetings and reviews will affect the final grade and multiple unexcused absences can result in course failure.

Start semester

Start semester

40 562 ACDL; Innovation HQ

Studiepoeng: 
24
Full course name in English: 
ACDL; Innovation HQ
Emnekode: 
40 562
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Søren S. Sørensen
Forkunnskapskrav

Preliminary skills in computational design is advised.

Om emnet

The ACDL studio is part of a series running since 2014, placing a strong emphasis on computational tools as part of the design process and communication of ideas. The studio is research and practice based, with an experimental approach to environmentally-conscious architectural design, design processes and methodologies. Through a series of engaging lectures students will delve into the intersection of computation and architecture to develop innovative design solutions for the built environment. Artificial intelligence in concept development will be investigated and included in critical discussions.

 

The project assignment:

Design a cutting-edge Headquarters (HQ) building that establishes a strong presence within the cityscape. The project should  integrate sustainable principles, new materials, and technology in a suitable and innovative manner.

The HQ building should feature a spacious entrance lobby open towards the public ground. The office spaces should be designed with flexible layouts to accommodate evolving work styles and technological advancements and promote collaboration and innovation. Aim to create diverse workspaces, with a focus on healthy, environmentally friendly work environments.

The building must be accessible to all individuals, including those with disabilities,

by incorporating universal design principles.

The program should also integrate shared or rentable areas for mixed-use purposes. Ensure the building accommodates future office needs while also incorporating spaces for retail, cafes, and community facilities to enhance urban connections.

Explore mixed-use opportunities to promote diverse activities and interactions, fostering community engagement and urban vitality.

The project should include outdoor areas and roof terraces that serve as dynamic extensions of the workplace, offering opportunities for relaxation, collaboration, and social interaction.

The project is  to be developed through an iterative process of analysis, simulations and design generation, refining spatial organization, building program, comfort zones and activity distribution.

 

Central themes for the studio are performance oriented; site specific climate analysis as part of the research and basis for design, - and various simulations to analyze and optimize design and performance as part of the architectural design process. Parametric computational modeling will be introduced, and used in an iterative manner incorporating design generation and analysis to refine the associative model that defines spatial organization, required building program and activity distribution.

Throughout the course, emphasis will be placed on the iterative design process, encouraging students to experiment with computational tools and analog techniques to iteratively refine their architectural proposals. By fostering a collaborative studio environment, participants will have the opportunity to exchange ideas, critique each other's work, and push the boundaries of design innovation.

 

Læringsutbytte

Knowledge:

- of the architectural and computational design themes pursued by the studio.

- of parametric design.

- of tools for analysis and simulation relating to climate and building performance.

- of successful built examples of equivalent projects.

- of advanced architectural visualization.

- general insight in artificial intelligence as process tools.

Skills:

- in utilizing associative modeling systems for architectural design.

- in utilizing analysis tools, simulations and real-time visualization as part of the 

  design process.

- reflective thinking and evaluation as a tool for developing design ideas within the design process.

General competence:

- the ability to develop designs based on specific performative criteria in an integrated manner, from the conceptual stage to the material articulation through computational design.

- the ability to set up and follow through a design process that leads to the desired result.

- the ability to utilize design as a method of research in architecture that facilitates the conception of novel architectural designs.

Praktisk organisering og arbeidsmåter

Project studio; lectures and studio supervision. Toolbox series of seminars introducing relevant computational analysis, simulation and design systems.

Intermediate deliveries / presentations and attendance at workshops are compulsory.

Excursion not decided.

 

VurderingsformGrupperingKarakterskalaKommentar
Prosjektoppgave-Bestått / ikke bestått
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:-
Karakterskala:Bestått / ikke bestått
Kommentar:

Start semester

40 561 Subject matter:The Stone Building, Reconsidered

Studiepoeng: 
24
Full course name in English: 
Subject matter:The Stone Building, Reconsidered
Emnekode: 
40 561
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Norsk/Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Thomas McQuillan
Forkunnskapskrav

Recommended for students near end of education

Om emnet

The courses that make up the Subject Matter series are intended to explore what it means to use materials in architecture today, in a time we call the Anthropocene. The Anthropocene is a proposed geological epoch where human activities are understood to significantly impact Earth's ecosystems.

Ecosystem thinking suggests that materials are not fixed entities, but rather flows that have histories. When we extract materials for use in architecture, we interact with these histories and change them. In this way, the construction of architecture is intertwined with the ecosystems from which it is extracted.

For millennia, stone was the material of choice for buildings meant to last. While its use required a commitment with respect to its cost, it repaid this investment in durability and stability. But the use of stone in building fell out of fashion in the early 20th Century with the rise of reinforced concrete — itself just a stone crushed and fired: a sort of stone goop.

While concrete offers great formal freedom, its many stages of manufacture and placement distances it from its origins in the earth, producing a great deal of carbon emissions in the process. Stone, on the other hand, remains closer to the ground. With effective and minimal processing, it represents an intriguing environmental calculus, especially in contrast with materials such as concrete, brick, or metals, but also with respect to wood, whose environmental consequences are increasingly complicated.

Recently, there has been an upswing in the interest in stone building in Europe, both for these environmental concerns but also for the humanistic and aesthetic pursuit of an architecture of some nobility. In England, France, Switzerland and Spain, research into the use of massive and load bearing stone has made significant advances. This course seeks to contribute to this ongoing discussion by studying the design of a prototype contemporary stone building.

The course will include a study of a selection of 20th Century architects whose work in stone can inform our investigation. These include the work of Pol Abraham, who rebuilt the center of Orléans in the aftermath of the Second World War with stone prefabrication, Fernand Pouillon’s system of pre-cut stone that allowed him to build very rapidly in both Paris and Algiers, or the theory of Rudolf Schwarz, whose 1949 book Von bebauing der Erde (or ‘On Building the Earth’) describes architecture as a continuous process of extraction and construction, in which human history and the physical landscape are in a constant state of mutual transformation.

This research is in the service of an architectural proposal for a prototype stone building. Working with architectural elements such as wall, window, lintel, entry, stair, and courtyard, students will be asked to develop a proposal for the use of load bearing stone in building today.

The studio relies on the basic tools of architectural thinking: drawing and model making. We avoid using the screen to present and discuss work, infinitely preferring the presence of the physical model and the hard printed line.

Læringsutbytte

Knowledge

Knowledge of how a stone comes about

Knowledge of the historical uses stone

Knowledge of the environmental impact of stone

Skills

Ability to conduct research

Ability to design with and specify stone

General Competence

Competence in presenting ideas in word, image and artifact

Praktisk organisering og arbeidsmåter

Working and learning activities:

The teaching methods reflect the learning objectives and the form of assessment. The course is organized as collaborative studio in which student participation is essential. The weekly schedule includes a Monday forum, in which we discuss architecture and attend lectures, and a Thursday plenum, in which we discuss the ongoing design work.

Excursion:

 We believe that the study trip is an essential part of architectural education and see it as integral to the development of spatial and material awareness. This is especially true in the study of stone. There are several options for a destination. A final choice will be made by the course as a whole at the start of the semester.

Compulsory work or attendance requirements:

Attend and present work each week.

VurderingsformGrupperingKarakterskalaKommentar
ProsjektoppgaveIndividuellBestått / ikke bestått
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:Individuell
Karakterskala:Bestått / ikke bestått
Kommentar:

60 308 Exploring the city through walking

Studiepoeng: 
6
Full course name in English: 
Exploring the city through walking
Emnekode: 
60 308
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
16
Emneansvarlig
Jonny Aspen
Forkunnskapskrav

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

Part of course series: Urban theory

The course is open to students from: Architecture, Design and Landscape Architecture

Om emnet

This is a course exploring practices of walking as a way of knowing and engaging with the city. Most of us experience our neighbourhoods and cities through walking. Walking is thus a crucial part of living in a city, but is an experience that is given little attention in urban planning and architectural practice. This course digs deeper into that. The overall aim is to explore what kind of insights practices of walking can produce and how these might add to more established forms of knowledge within architecture and design, urbanism and landscape. This is amongst others important as cities are increasingly planning for walkability and the joys of walking. The course will also take up issues of walkability as a feature in discussions about sustainable cities. 

The theoretical component of the course will consist of readings on the history of urban walking, as well as introduction to tools and methods for recording and documenting explorative practices of urban walking. The more practical component of the course will consist of a set of explorative urban walking sessions combined with testing out ways of recording and documentation. 

Læringsutbytte

Knowledge: The students will acquire theoretical and practical knowledge about urban walking as a tool for learning the city.

Skills: The students will acquire skills in various methods and techniques for both documentation and reflection on practices of urban walking as a tool for exploring the city.

Competence: The students will acquire competence in the history and theory of urban walking that prepares them to write up an essay on urban walking as a tool for engaging with the physical, architectural and social environments of cities.

Praktisk organisering og arbeidsmåter

The course will be organized as a combination of seminars (first part of the day) and more concrete fieldwork in terms of urban walking sessions in different parts of Oslo (second part of the day). The seminar sessions will consist of a series of lectures, discussions of (weekly) readings, and reports on ongoing fieldwork. Some of the seminars will be organized as outdoor events and combined with urban walks. The more concrete fieldwork sessions will be organized both as collective events, group work and individual work. In the last part of the semester the students will write up an essay based on their fieldwork into practices of urban walking.

Pensum

Course literature will be available in Leganto.

The curriculum consists of a selection of articles that will be avilable on Moodle from the beginning of the semester.

Obligatorisk arbeidskravPåkrevde arbeidskravOppmøte påkrevdKommentar
Øvinger PåkrevdStudents are expected to read a selection of the curriculum for each weekly session. The students will also be given the task of preparing seminar presentations (1–2 times throughout the semester) based on the curriculum. They are also expected to carry out shorter field work assignments (3–4 times throughout the semester).
Obligatoriske arbeidskrav:
Obligatorisk arbeidskrav:Øvinger
Påkrevde arbeidskrav:
Oppmøte påkrevd:Påkrevd
Kommentar:Students are expected to read a selection of the curriculum for each weekly session. The students will also be given the task of preparing seminar presentations (1–2 times throughout the semester) based on the curriculum. They are also expected to carry out shorter field work assignments (3–4 times throughout the semester).
VurderingsformGrupperingKarakterskalaKommentar
ProsjektoppgaveIndividuellBestått / ikke beståttThe students are expected to write up a final paper (8–10 pages) over an optional theme within the overall course topic.
Vurderinger:
Vurderingsform:Prosjektoppgave
Gruppering:Individuell
Karakterskala:Bestått / ikke bestått
Kommentar:The students are expected to write up a final paper (8–10 pages) over an optional theme within the overall course topic.
AktivitetKommentar
OppmøteStudents are expected to attend all course days and be active participants in the seminar activities.
Forventet arbeidsinnsats:
Aktivitet:Oppmøte
Kommentar:Students are expected to attend all course days and be active participants in the seminar activities.

Start semester

70 308 Service Design tools for wicked problems. Mess Mapping to Blueprint

Studiepoeng: 
6
Full course name in English: 
Service Design tools for wicked problems. Mess Mapping to Blueprint
Emnekode: 
70 308
Studienivå: 
Syklus 2
Undervisningssemester: 
2024 Høst
Eksamenssemester: 
2024 Høst
Undervisningsspråk: 
Engelsk
År: 
2024
Maksimum antall studenter: 
24
Emneansvarlig
Mari Suoheimo
Forkunnskapskrav

Passed foundation level (BA-level) courses at AHO or equivalent, 180 ECTS. Open to all programs at AHO. Students who have taken courses in service design, systems oriented design or interaction design will have priority.

Recommended previous knowledge:

  • Service design concepts, tools and methods
  • User-centred design methodologies
  • Qualitative and practice-based research and analysis
  • Visualisation
  • Systems thinking or systems-oriented design
  • Experience on working with projects
Om emnet

The course objectives are to learn principles of wicked problems and tools that have been designed for them. The stronger focus will be on the Mess Mapping tool created by a Stanford emeritus researcher Horn (Horn & Weber, 2007). Wicked problems are complex problems such as unemployment, immigration, childhood obesity, sustainability to name a few (Suoheimo et al., 2020). Design tools to address wicked problems are limited (Suoheimo, 2016; 2019), however, Mess Mapping in one of them. This is a central tool of the course that will capacitate students to grapple what different complexities in service design. The aim of the course is for students to learn Mess Mapping and how to apply the approach to service design projects. Together with learning the basics of Mess Mapping students will also consider, via Service Blueprints (or other tools), how the macro level understanding could be brought down to micro and meso levels of services. Students will create and design recommendations on what to consider when making a service blueprint. These recommendations could be designed in a form of a leaflet, video or any other creative way that are contextually relevant in a specific case. There will be discussion and reflection on whether blueprint is the best tool for conveying findings during mess mapping or for context, or if indeed other service design tools could be used to take the macro level down to the service level.

The aim of the course is for students to learn how the mess mapping tool will aid in understanding the macro level of the service design problems that can be wicked, political, involve multiple stakeholders, have several policies and laws that need to be considered. The tool will aid in understanding the root causes, causalities, and interconnectedness of the wicked problems in question, and in turn aid in the dialogue and understanding of the stakeholders that share the challenges or problems in common.

During the mapping sessions, students will learn facilitation skills and how to listen and give space for people to talk and participate. In the end students will learn synthesizing and questioning the complexity in question and understand what possible domino effects an intervention in the system may cause. It will require students to learn to be comfortable with the uncomfortable, not knowing what the end result or deliverables will be but to trust in the process. It is essential to understand that wicked problems have taken decades if not centuries to form and for this reason might need longer timeframes than current service design practice to unmake them or better mitigate the challenge. For this reason, we will touch on ‘transition design’ principles.

With the course being short, we will only make a partial Mess Map, but this will allow for an understanding of the principles of Mess Mapping. Students will create recommendations on how the information gathered could be transferred into practice via Service Blueprinting (or other tool, if found to be more appropriate for the case) in a real context. Students will also learn skills of working in groups and running a design project in a complex context.

The course will consist of group work, where the mapping tool will be experimented with together with external stakeholders (if possible). There will be reading assignments and each student will write a learning diary of the activities they learn during the course.

Læringsutbytte

KNOWLEDGE

  • Recognize, understand and explain what wicked problems are.
  • Define what the existing tools (and strategies) are for wicked problems.
  • Understand principles of transition design for services.

SKILLS

  • Illustrate a wicked problem via Mess Mapping via facilitating workshops and learn how to apply it to their service design projects.
  • In the mapping sessions, students will learn facilitation skills and how to listen and give space for people to talk and participate.
  • Students will learn synthesizing and questioning the complexity in question and understand what possible domino effects an intervention in the system may cause.
  • Create and design recommendations what to consider when making a service blueprint or other way of putting the knowledge in service design practice.

GENERAL COMPETENCE

  • Deal with uncertainty.
  • Collaborate with stakeholders and facilitate workshops.
  • Understand interconnections of a wicked service context.
  • Take ownership, autonomy, independence in group to manage and lead the project in a complex context.
Pensum

Buchanan, R. (1992). Wicked problems in design thinking. Design issues8(2), 5-21.

Ritchey, T. (2013). Wicked problems. Acta morphologica generalis2(1).

Rittel, H. W., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy sciences4(2), 155-169.

Horn, R. E., & Weber, R. P. (2007). New tools for resolving wicked problems. Mess Mapping and Resolution Mapping Processes. [online accessed April 2016] http://www. strategykinetics. com/New_Tools_ For_Resolving_Wicked_Problems. pdf.

Suoheimo, M. (2019). Strategies and visual tools to resolve wicked problems. The International Journal of Design Management and Professional Practice13(2), 25.

Suoheimo, M., Vasques, R., & Rytilahti, P. (2020). Deep diving into service design problems: Visualizing the iceberg model of design problems through a literature review on the relation and role of service design with wicked problems. The Design Journal24(2), 231-251.

Suoheimo, M., & Lusikka, T. (2020, August). Process for mapping challenges of cross-border mobility in the Barents region. In International Conference on Design Creativity (pp. 168-177). Design society.

VurderingsformGrupperingKarakterskalaKommentar
VurderingsmappeIndividuellBestått / ikke bestått The course will consist of one design projects with group and individual deliverables that
will receive qualitative assessment to identify strengths and weaknesses.

The students will be assessed on the quality of submitted deliverables throughout the course. The student must submit all assignments in the course to receive final assessment. Students are assessed individually also in the group works.
The student’s progression throughout the course will be assessed by means of:

• Mini Mess Map
• Recommendations how to apply the knowledge in a service (blueprint) in a form of a
leaflet, video or any other creative way that will make sense in the specific case.
• Workshops
• Learning diary
• Final presentation that will capture the process and the outcomes of the project
• PowerPoint or PDF slides for your personal professional portfolio of the case in
question
• Project management and working/collaborating in groups

If a student does not submit these deliverables for whatever reason (medical absences etc.), or if the delivery is too weak, the student can deliver an improved project later in the semester, but must deliver before the end of the course (unless they have obtained an extension from administration).

The project will have a final presentation, that will be assessed in pass or fail by an external sensor and the course leader.


Note:
Whilst group work will be assessed as a whole as to the quality of their deliverables, individuals will be assessed in their contribution to this whole. Students who fail to contribute or show limited contribution or engagement will not pass this course. Therefore, assessment of group dynamics and collaboration will be ongoing throughout the course.
Vurderinger:
Vurderingsform:Vurderingsmappe
Gruppering:Individuell
Karakterskala:Bestått / ikke bestått
Kommentar: The course will consist of one design projects with group and individual deliverables that
will receive qualitative assessment to identify strengths and weaknesses.

The students will be assessed on the quality of submitted deliverables throughout the course. The student must submit all assignments in the course to receive final assessment. Students are assessed individually also in the group works.
The student’s progression throughout the course will be assessed by means of:

• Mini Mess Map
• Recommendations how to apply the knowledge in a service (blueprint) in a form of a
leaflet, video or any other creative way that will make sense in the specific case.
• Workshops
• Learning diary
• Final presentation that will capture the process and the outcomes of the project
• PowerPoint or PDF slides for your personal professional portfolio of the case in
question
• Project management and working/collaborating in groups

If a student does not submit these deliverables for whatever reason (medical absences etc.), or if the delivery is too weak, the student can deliver an improved project later in the semester, but must deliver before the end of the course (unless they have obtained an extension from administration).

The project will have a final presentation, that will be assessed in pass or fail by an external sensor and the course leader.


Note:
Whilst group work will be assessed as a whole as to the quality of their deliverables, individuals will be assessed in their contribution to this whole. Students who fail to contribute or show limited contribution or engagement will not pass this course. Therefore, assessment of group dynamics and collaboration will be ongoing throughout the course.
AktivitetKommentar
OppmøteThis is an intensive course and it demands consistent and hard work from the participants. Although the projects are often developed in groups, individual deliverables will also be required during the projects.

Students are expected to attend at least 90% of the main course events described in the detailed calendar for each project, in order to be able to pass the course. This includes workshops, lectures, group sessions and tutoring sessions. The course leader will take attendance 15 minutes after the beginning of each session. The course leader will inform the students if they are close to failing the course, due to lack of attendance.
Forventet arbeidsinnsats:
Aktivitet:Oppmøte
Kommentar:This is an intensive course and it demands consistent and hard work from the participants. Although the projects are often developed in groups, individual deliverables will also be required during the projects.

Students are expected to attend at least 90% of the main course events described in the detailed calendar for each project, in order to be able to pass the course. This includes workshops, lectures, group sessions and tutoring sessions. The course leader will take attendance 15 minutes after the beginning of each session. The course leader will inform the students if they are close to failing the course, due to lack of attendance.

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