Design Assessment Skills

This subject has the following teaching availabilities in 2009:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability

This subject will be offered again in 2009.

The semester is structured into 3 key phases of understanding how to successfully assess design:

• Weeks 1-4:

[Design] Skills: understanding basic principles of design, the appropriate language and developing effective visual recognition skills. Key skills gained will be comprehending drawings, context analysis and building assessment.

• Weeks 5-9:

Translation: interpreting and prioritising the full range of local and state controls and guidelines. The focus is on review of the likely issues to arise within Melbourne, predominantly residential exemplars. Key skills gained will be in assessing designs.

• Weeks 10-12:

Articulation: practise testing the design and translation skills in real life local situations. This focuses on the refining of communication techniques required to inform design outcomes. Key skills gained will be in undertaking structured and rational negotiation regarding design outcomes.

• Interpreting visions and objectives for specific sites
• Prioritising + interpreting the state policy controls and guidelines
• Critically articulating preferred design outcomes [language]
• Recognising the desired high quality urban environment outcome [visual]
• Identifying tools to assess design responses and ensure implementation.

• 50% - 4 short exercises, 2 x 10% and 2 x 15% involving written and drawing based critiques (Weeks 1-4)
• 15% - Engagement and participation within class, involving exercises and discussions of current topics and issues - the best 5 of 9 performances of the student are considered. (weeks 2-10).
• 5 % - In class exercise which focuses on verbal skills and ability for impromptu analysis and succinct communication (week 10).
• 30% - A major assignment involving the critique and review of a real design project. Assessment will be in two parts, the background to the subject site and the proposed design solution. 1000 words supported by drawings and annotations that clearly explain rationale (week 11).

This subject is not available as a breadth subject.

The course will attract 3 credit points/session ( 1 point/contact hour) as part of the 'core' CPD. Full attendance to all contact hours equates to 36 CPD. Completion of exercises and assignments outside of these contact hours may also contribute to CPD. Refer to PIA Continuing Professional Development Guidelines, July 2002 for further details.

This subject is also accredited by the Royal Australian Institute of Architects. Participation in this subject will accrue 72 formal point(s) towards the requirements of the RAIA Continuing Education Scheme in the areas of Design and Project Management.