Arts Design & Architecture

Publication Search Results

Now showing 1 - 10 of 101
  • (2007) Segal, Arlene
    Conference Paper
    Adopting an empirical teaching/working experience against an urban design theory backdrop, this paper investigates ‘Design Thinking’ from a personal view. It explores the interplay between the different design disciplines and offers an interpretation on how the lines between them blur and how they may connect(ED) through teaching programs. A brief history of urban design introduces the subject, demonstrates the dynamic forces of the city, touches on the ongoing tussle for definition of Urban Design and ultimate recognition of it’s distinction from Architecture, Planning & Landscape Architecture as an independent profession. Once the lines are drawn, it is time to move on and acknowledge the indispensable value of crossing the lines & connecting design fields, a function that recognises; ‘…that designing is a multi-layered thing, to be learned slowly, layer by layer, but designers must combine all the layers at once, and understand their interaction…’ (Venturi2004) It is this layering that requires a learning experience and the input of a ‘thousand designers’ in order to create rich and meaningful built environments. With the advent of information technology the design process has been accelerated and the sharp lines of separation between the design disciplines are blurring. A powerful common visual tool has been created that encourages a cross communication of design ideas and broadens the scope for discovery, invention and connection. The educational imperative is determined through a program aimed at a holistic approach to urban design, available to students across the design disciplines in the Faculty of the Built Environment. The philosophy is based on communicating new visual insights, through an interactive participation program that draws on the valuable contribution of personal experiences of students on the course. The program, as a Seminar offers an appreciation of the complexity of the subject through understanding the parts; as in-situ investigations, readings, discussion, drawing, debate & presentation. The focus is the fascination of urban design interventions in the 21st Century and the propensity for rapid change as part of the dynamic process of cities. Intrinsic to the program are primary links to Planning, Architecture and Landscape Architecture in addition to diverse design associated activities. ‘…the new millennium will depend on the creation of bridges that unite conservation technology with an earthcentric philosophy and the capacity of designers to transform these integrated forces into a new visual language’ (Wines 2000: 236).

  • (2007) Misawa, Fumiko; Hirota, Kiko
    Conference Paper
    This paper discusses a new approach to an education program about timber architecture for a sustainable future and rehabilitation in relation to the forestry industry, the community as well as architectural education. Due to global concerns of environmental sustainability, forestry and timber architecture have been chosen as key building environments. However, in Japan, there is a knowledge gap in the education program for more than 30 years relating to a specific aspect of timber architecture. In 1995, design problems of modern Japanese timber architecture were revealed in the aftermath of the Hanshin Awaji Great earthquake. Gifu Academy of Forest Science and Culture decided to adopt a new type of timber architecture curriculum for “Learning with Forests”, consisting of three major projects. They are: 1) self-build project, 2) local project and 3) intensive design studio project. In these projects, four major characteristics of timber architecture were selected as core educational focuses, in addition to community partnership and local culture. They are: structure, materials, space and function. This methodology has already been applied to local projects in Japan and the collaboration design studio with The University of New South Wales (UNSW). This paper highlights the final project of this intensive design studio and documents the outcome of this novel approach to modern timber architecture program in terms of environmental, social and cultural sustainability.

  • (2007) MacMahon, William
    Conference Paper
    Since the year 2000 Matthew Johnson, artist, and myself, Bill MacMahon, architect and lecturer in the Interior Architecture program at UNSW, have been collaborating upon the incorporation of artworks into buildings. Such multidisciplinary work is having a direct outcome upon my architectural design practice and my work in design studio with Interior Architecture students. As interior architects often work in collaborative teams involving the development of their ideas designs within the work of architects so the work of Matthew and myself might act as a model for Interior Architecture practice. Lessons learnt in the negotiations of changes to architect’s designs can be taught to students of Interior Architecture. It offers lessons in the contextualization of design.

  • (2007) Alic, Dijana
    Conference Paper
    This paper discusses the relevance of historical studies to the ways that architects and architecture students approach the issue of interpretation and representation of "Other". It examines how an architect's "placement" informs the construction and reproduction of architectural knowledge. Adopting a flexible historical framework the paper explores three selected cases of cultural encounters between architects and the historic precinct of Baščaršija, the Ottoman established core of the city of Sarajevo. With the objective of gaining a historically grounded awareness of the complexities of cultural identities the paper considers: (1) The design studio teachings of the well-known Slovenian architect and academic Jože Plečnik who advocated the study of historic architecture as an essential part of an architect's education. (2) The attempts by Plečnik's student and colleague Dušan Grabrijan to open up the terms of engagement with history and allow for a more fluent interpretation of what constituted an understanding of place and its history by introducing the ideas of space, volume and culture. (3) The positions taken by the two architects are finally considered in their relationship to the understanding of the cultural and historical context of Baščaršija presented by the third and fourth year architecture students at UNSW, Sydney Australia in their design of the Town Hall building in Sarajevo. The students' physical and cultural distance from the specifics of the site led to the simultaneous promotion and contestation of the relevance of the historic studies and context analysis.

  • (2007) Ward, Stephen
    Conference Paper
    Industrial designers use various types of drawings, computer illustrations and physical models to represent the things they are designing. These representations are used not only to communicate a design to others but also for the designer to evaluate and stimulate their own thinking. A design process is usually facilitated by movement between different types of representations to explore different aspects of the design. Sometimes, however, student industrial designers appear to become stuck in their design process, favouring one type of design representation and not using another that may have been more informative at the time. In particular, we have noticed students making inadequate use of scale drawings to check the size and arrangement of the elements of a design. This paper presents two examples of teaching and learning scale drawing that are intended to emphasise its role particularly within the early, exploratory stages of a design process. In the first example students were required to measure the external shape of an existing product and then make a 3D model that represents the shape through a sequence of crosssections. A scale drawing of the surface contours of the original object was a necessary step in this process. In the second example students used 2D CAD to make a technical drawing of an object with some moving parts. The drawings were then developed into a sequence to make a “flip book” animation of the movement. In both cases the intention was to create a design project in which measurement and scale drawing were a necessary step towards achieving a successful outcome. The principles underlying the development of these learning experiences are discussed in this paper.

  • (2007) Murray, Peter
    Conference Paper
    The practice of architecture is a complex undertaking drawing on knowledge of and skills in history, theory, environment, human behaviour, services, structure, materials, construction, communications, law, management and more. Professional accreditation requires that all architecture programs recognize and address this diversity of topics within their curricula although the order, emphasis and content detail may vary widely between programs. However this material is dealt with, it is in the design studio that, ideally, all will be manifest in the work students present. Assuming a sound knowledge and understanding of architectural technologies are essential to the creation of successful architecture it is suggested that these are seldom sufficiently acknowledged in the design studio. Based on survey data from University of New South Wales (UNSW) architecture graduands, the first part of the paper reviews factors perceive by students to be significant to their performance in the design studio. In particular it draws attention to the role of the tutor and a perceived lack of recognition given to architectural technologies. In the context of the survey findings, the second part of the paper reflects on two specialist elective technology/design courses available to senior students. The projects are specifically designed to achieve a greater recognition of structural and construction issues in both the design outcome and course assessment.

  • (2007) Bernabei, Rina; Walsh, Christopher
    Conference Paper
    This paper describes a collaborative introductory design studio experience, designed and coordinated by staff from the Faculty of the Built Environment- University of NSW. The aim of the one day event was to introduce students from diverse programs such as Landscape Architecture and Industrial Design to each other, design as a whole, the local environment and the importance of human interaction. The students understanding of design was enriched through a selection of short wide-ranging workshops. The work undertaken in this event was later used in the normal studio, and exhibited to their peers in a group exhibition. In addition to describing the event and its outcomes, this paper aims to capture students reflections.

  • (2007) Serle, Sue; Mate, Kirsty
    Conference Paper
    The Faculty was invited to participate in ‘Dining Design’, an international exhibition which explored ideas of dining culture in different international cities and proposed future possibilities. This paper looks at an independent learning, interdisciplinary approach to teaching, using a real project with an interface between education, industry and design practice.

  • (2007) Ramirez, Mariano Jr
    Conference Paper
    This paper presents examples of projects in a third-year Industrial Design studio course which expose students to a deeper understanding of sustainable design principles, by considering products and systems that promote community cohesiveness, enable user participation, help overcome barriers to sustainable behaviors, reduce lifecycle impacts, and so on. These studio activities foster, among others, a respect for ethical practice and social responsibility, a graduate attribute that most Australian universities aim to desirably develop through students’ learning encounters. The experiences gained from these sorts of projects show that students appreciate the challenging nature of briefs with aspects of sustainability, and their reflections point toward a growing desire to be more responsible future practitioners in the industrial design community.

  • (2007) Ramirez, Mariano Jr
    Conference Paper
    This paper presents the results of student workshops on “Designing Sustainable Futures” conducted in tertiary design institutions in Ahmadābād, Běijīng, Hong Kong and Manila. The diversity of the culturally-referenced solutions – which can be categorized as being either “product oriented”, “use-oriented” or “result-oriented” – is interesting. Students often get pleasantly surprised that sustainable and less material-intensive product service systems exist in their cultures, and which could be used as drivers and inspiration for culturally-appropriate innovation and sustainable solution development.