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Master i Landskapsarkitektur kull 2017 (Oslo)
Program of study
Master i Landskapsarkitektur kull 2017 (Oslo)
Master in Landscape Architecture Class of 2017 (Oslo)
| Course | 2017 Autumn | 2018 Spring | 2018 Autumn | 2019 Spring |
|---|---|---|---|---|
| 24 | ||||
| 6 | ||||
| 24 | ||||
| 6 | ||||
| 24 | ||||
| 6 | ||||
| 30 | ||||
| Sum | 30 | 30 | 30 | 30 |
The Oslo School of Architecture and Design (AHO) is an autonomous and specialized university college offering professional master’s degree on the highest level in architecture, design and landscape architecture as well as PhDs and three post-professional and experience-based masters in urbanism, architectural conservation and landscape architecture. AHO was established in 1945 and is highly ranked internationally. AHO comprises about 700 students and 120 staff.
AHO is located in the former Oslo power plant at Maridalsveien 29 situated in a revitalized former industrial area near the river, Akerselva. Recent newcomers in the immediate vicinity include the University College of Art, Westerdal’s School of Communication and Mathallen, a cluster of food shops, delis and restaurants.
Master of Landscape Architecture is a professional degree that encompasses a curriculum of the widest range of relevant subjects demanded and requested in the profession. The curriculum includes eleven fulltime terms including six obligatory basic semesters, four eligible terms on the masters level and one last term, the eleventh, for designing and writing of the Master’s Thesis.
Landskapsarkitekter utdannet ved AHO evner å etablere et selvstendig faglig virkefelt, bidrar med originale betraktningsmåter og løsninger og utøver faget på et høyt internasjonalt nivå.
Landskapsarkitekter som har fått graden Master i arkitektur ved AHO kan praktisere faget på grunnlag av kunnskaps- og ferdighetsfelt som er definert i EUs profesjonsdirektiv og IFLAs standard for landskapsarkitekturutdanning.
De kan praktisere faget landskapsarkitektur gjennom kunstnerisk og vitenskapelig undersøkelse, ideutvikling og arkitekturprosjektering i ulike skalaer og format
- kjenner fagets naturgitte, miljømessige, samfunnsmessige, kulturelle og teknologiske forutsetninger,
- behersker fagets arbeidsmåter, verktøy og uttrykksformer og evner å bruke disse i prosjektering på en målrettet, profesjonell og eksperimenterende måte,
- har kunnskap om fagets historie, egenart og plass i samfunnet, og evner og bruke denne kunnskapen i eget faglig arbeid,
- kan orientere seg i forskning- og utviklingsarbeid innen faget og evner å bruke denne kunnskapen både i prosjektering og arkitekturkritikk.
Landskapsarkitekter utdannet på AHO kan på en reflektert måte ta ulike profesjonelle roller og er dyktige i samarbeid med andre faggrupper:
- De kan formidle landskapsarkitektfaglig arbeid, eget og andres, til legfolk og fagfolk på et profesjonelt og akademisk nivå,
- evner å reflektere over eget arbeid og bryte egen forståelsesramme,
- tar ansvar for egen læring og faglig utvikling, kan reflektere over og posisjonere eget faglig bidrag i forhold til etiske problemstillinger i praktisering av faget.
Our pedagogical approach is based on problem solving through exploration, conceptualization and design followed by solution oriented lectures of a wide range, enhancing the students’ capability to decode, analyze and solve the challenges.
During the education the students are given written assignments linked to theoretical subjects and tasks. The pedagogical approach also includes discussions, presentations, critiques, literature studies and project assignments.
The teaching is research- based and some of the studio courses are closely linked to AHO’s research projects. This implies that the students relatively early in the education have to be familiar with scientific writing, articles and literature. Research process, ethics and results are explained and demonstrated as an integrated part of the teaching. Special emphasis is given on teaching processing, decoding and interpreting of texts and literature, engaging in source criticism and use of references. Research and Development (R&D) run by the AHO academic staff is highlighted through teaching and tutoring.
The study program counting 90 credits (ects) in addition to a master’s thesis (diploma) counting for 30 credits (ects).
The two years consits both mandatory courses and elective courses. The Master’s Thesis is an independent and self-selected task.
The education is ICT supported. To monitor the study and the studio courses basic skills in coping with digital tools are needed. Access to a private PC /Mac is also required. Adequate program training is offered as well as access to relevant licenses.
Digital communication Moodle in addition to internet is used throughout the study. The Moodle platform handles schedules, study plans, handing in assignments, lectures, literature lists etc. Moodle is the digital communication tool between faculty and students. The AHO students are also given a special AHO e-mail address that is mandatory as a communication source between AHO and students throughout the whole study and a private file for storing information, etc.
Upon completing the basic education (bachelor level) the students are offered the opportunity to spend a period as exchange students. AHO has a wide variety of formal exchange and cooperation agreements which the students can choose among like the European: Erasmus+ and the Nordic: Nordplus. Separate agreements are also possible to arrange although they must be pre-approved by the Committee for Access and Recognition (OGU) in order to be accredited as an inclusive part of the study.
The master’s programs at AHO are designed and developed for you interested in the contect between development pattrns and landscape, how we manage natural resources, design the environment in different scales and how the cimate changes affect the desig of our environment and concersely. To attend the studies at AHO you should be critical and constructive, creative and innovative. You are intent on attaining complex and relevant knowledge in addition to embracing the importance of cultural context and social conditions.
12 803
Successful completion of 90 ECTS, successful completion of a pre-diploma report, approved by an advisor and the head of department.
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.
∙ 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
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. |
60 302 Landscape Architecture's Themes and Concepts
This course is mandatory for 1st year Master of Landscape Architecture students, open to other students at master's level.
Norwegian Landscape Architecture has lately produced a range of projects with high quality in a growing discipline and profession. With its focus on geography, the history of landscape architecture, paradigm shift, people’s health the subject has grown into an important discipline for urbanism’s latest design practices. Students will be introduced to landscape architecture's broad scope. As well as how its methods and theories the past years have been more and more important due to increasing problems in the world. Landscape architecture has the tools to solve many of these problems. The students will follow landscape architecture2discourse and design practices, through site and office visits in Oslo.
After passed course the student shall understand how ecological, infrastructural factors shape the urban landscape, and have broad knowledge of landscape architecture’ s themes and concepts.
The course offers both lectures and a seminar. Lectures will focus on decisive moments within the landscape architectural discourse: analysis, project development, design processes, green/ blue infrastructure systems, blue green systems, from road to street.
7 lectures Tuesday mornings 9:30-11:00 from August to October:
- Lecture 1: 22.8. Rainer Stange: «Water is the logic of the landscape»- and visit Bjerkedalen park
- Lecture 2: 29.8 Jeppe Aalgaard Andersen: «City Paving»
- Lecture 3: 5.9. Luis Callejas: «Images of many natures»
- Lecture 4: 12.9. Rainer Stange: «Urban Trees» and visit Dronning Eufemias gate and Kong Håkon den 5.s gate
- Lecture 5: 19.9 Jeppe Aalgaard Andersen: «It’s all about Water»
- Lecture 6: 25.9 26.9 Alf Haukeland: «St. Olavs Hospital»
- Lecture 7: 3.10 Rainer Stange: «Rails»
3 lectures Thursday evenings 18:00-20:00 in October and November with theme: Scandinavian landscape architecture
- Lecture 8: 12.10. Axel Sømme, CUBUS, «Works” Bergen
- Lecture 9: 26.10. Mattias Gustafsson, urbio: «The red-green-blue cityscape». Stockholm
- Lecture 10: 9.11. Marianne Levinsen, København: «Det man ikke ser».
Assignment
The assignment for the course includes the INDIVIDUAL student production of a single A4 after every lecture (of both ‘in-house’ lectures and those of guests). The A4 page needs to contain an image + caption (The image needs to be self-produced from the fieldwork/ lecture (sketch/ photograph, collage/ manipulation of image – but NOTHING FROM THE INTERNET). After last lecture the 10 assignments should be produced as one documents and handed in.
Seminar 6th – 12th November = intensive week for elective course (and end of course) by Giambattista Zaccariotto.
Mandatory Reading
Boulevard Book. History, Evolution, Design of Multiway Boulevards Allan Jacobs Allan Jacobs. Elizabeth MacDonald, Yodan Rofe. The MIT Press August 2003
The Fundamentals of Landscape Architecture. Waterman, Tim. AVA Publishing, Lausanne, Switzerland, 2009
Digital Landscape Architecture Now. Amoroso, N. & Hargreaves, G. Thames and Hudson 2012
Suggested Reading:
Great Streets. August 1995 The MIT Press August 1995
Des arbres dans la ville. Caroline Mollie, Actes Sud & Val'hor, Paris, 2009
Promenades de Paris. Adolphe Alphonse, Paris, 1867-73, 2002
Blågrønn hovedstad. Oslo Elveforum, Oslo, 2010
Design With Nature . McHarg, Ian. 1971, Garden City: Natural History Press.
The Granite Garden . Spirn, Anne Whiston, New York, Basic Book, Inc., 1984.
CENTER, Volume 14: On Landscape Urbanism (Paperback) The Center for American Architecture and Design; 1st edition (April 1, 2007)
Landscape Urbanism - Kerb 15 (Paperback) RMIT Press 2007
The Recovering of Landscape . Corner, ed. 1999. Princeton Architectural Press.
The Landscape Approach . Lassus, Bernard. 1998, University of Pennsylvania Press.
Mappings . Cosgrove, Denis (ed.), 1999, London
Unnatural Horizons: Paradox and Contradiction in Landscape Architecture . Weiss, Allen S., 1989, New York : Princeton Architectural Press
Theory in Landscape Architecture . Swaffield 2002 University of Pennsylvania Press
The Landscape Urbanism Reader . Charles Waldheim. Princeton Architectural Press; 2006
Territories: From Landscape to City . Agence Ter and Lisa Diedrich (Editor). 2008, Birkhäuser Basel
Intermediate Natures: The Landscapes of Michel Desvigne
by E. Kugler (Translator), James Corner (Foreword), Gilles A. Tiberghien (Contributor)
2008, Birkhäuser Basel
The New Economy of Nature. Gretchen Daily and Katherine Ellison, Island Press, 2003
Politics of Nature, Bruno Latour and Catherine Porter. Harvard University Press, 2004
Living Systems. Margolis/ Robinson, 2007. Built examples,
innovative materials and technologies in landscape architecture praxis.
Magazines:
Daidalos
JOLA (Journal of Landscape Architecture)
New geographies
‘ scape: The International Magazine of Landscape Architecture and Urbanism
Topos: European Landscape Magazine
Also, you might want to check out following thematic websites on the internet:
LE:NOTRE www.le-notre.org
LE:NOTRE°Mundus Le Notre’s non- European partners network
ECLAS The European Council of Landscape Architecture Schools
ELASA - European Landscape Architecture Students Association
NLA- Norwegian Landscape Architects (Students) Association
IFLA International Federation of Landscape Architects
European Urban Landscape Partnership: the planning and management of the urban landscape
During the individual coaching sessions each student will be given texts and or litterature related to the topic of their assignment
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Portfolio assessment (Vurderingsmappe) | - | Pass / fail | The assignment for the course includes the INDIVIDUAL student production of a single A4 after every lecture (of both ‘in-house’ lectures and those of guests). The A4 page needs to contain an image + caption (The image needs to be self-produced from the fieldwork/ lecture (sketch/ photograph, collage/ manipulation of image – but NOTHING FROM THE INTERNET). After last lecture the 10 assignments should be produced as one documents and handed in on Friday 23th of November. |
60 401 Landscape and Urbanism
The contemporary city, with its processes of upscaling and rapid mutation, produces, together with great possibilities also great contradictions and risks that question the very idea of a city. Emerging are new forms of spatial inequalities and injustice, new problems of metabolism related with the management of in-out flows (such as water, energy, goods, people) and their carrying structures. These processes are related resulting in a more difficult and uncertain condition. This condition challenges the role of designer and design practice as a specific means of knowledge production. Does this condition, “between chaos and potentials” (Koolhaas 2014) make the project of the contemporary city and territory possible? What are the constitutive features of a project that is able to absorb these contradictions and create new conditions of possibilities in the framework of a meaningful order? The praxis and reflection of different agents are today reframing the fields of urbanism and landscape architecture; new concepts and principles replace others at the centre of these disciplines and guide the construction of new discursive as well as spatial forms. Landscape Urbanism is one of the successful neologisms. In the notion of Landscape Urbanism, positions converge that have in common the retrieval of concepts such as memory, social utility and ecology. A depth that leads to new forms of description and prefiguration. As cultural construct, landscape is made and remade. The interpretation of landscapes imply - using the terms of Umberto Eco - the distinction between the “intentionality of the author”, that is what the author wants to communicate; the intentionality of the “reader”, that is what the reader interpret and use. And the “intentionality of the work itself”, that is what - independently from the intentionality of the author – the constructed landscape suggests remaining open to new interpretations.
The scope of the course is improving the interpretative and projective toolkit of the designer as reflective practitioner. The course will explore themes, approaches and tools (conceptual and practical) throughout a sequence of critical operations that complement each other and take place both in the studio and as fieldwork. In particular, the students will be engaged in three types of critical reading; reading of essays by relevant authors (rhetorical analysis), reading of real-world-space (film and photography) and reading of spatial projects (mapping).
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Report | Individual | Pass / fail |
| Workload activity | Comment |
|---|---|
| Attendance |
60 518 Fjord Allmenningen
Open for students in Architecture and Landscape Architecture. Mandatory first semester course for Master of Landscape Architecture.
Basic knowledge in architecture, urbanism and landscape.
The harbor area of Oslo has during the last year’s has gone through a strong phase of transformation. This includes all from important infrastructural changes as the E18, that was put in tunnel, to new building projects as Aker Brygge, Tjuvholmen, Barcode, Sørenga, the Opera etc. These projects have taken form in a relatively short period of time in respect to the city’s history and in the municipalities plan for “the Fjord City” there are still remaining several parts to be realized.
In this course we are going to work with area between the Central station, Kvadraturen, the Fjord, the Opera and Barcode /Bjørvika . Fjord Almenningen
The challenges lies in the creation of a place specific project that links Oslo with its waterfront. The goal is to create a landscape park that establishes a continuous and linked open, high quality space structure. As the new center park and plaza in Oslo
The project includes several temporalities from temporal interventions to more long-term design of the landscape. The interaction between the temporal and the constant in the urban environment is part of the project.
The course is divided into three main parts:
- Definition of the open space structure is fundamental, in order to link the existing urban tissue and the new areas as well as to integrate the harbor promenade.
- Definition of program and planning of temporal functions and activities. How is it possible to create maximal functionality by a minimum investment, and a clever use of what is already to be found on site?
- Definition of the long-term landscape project is one of the main focuses of the course.
The projects that the students develop are meant to take part in the public debate and show; which are the qualities that are important in a sustainable city? The course will include how to create a strategic document that will be able to communicate to the towns’ technicians, politicians and users. Therefore it is of importance that the material produced in the course is of high quality.
Knowledge:
The course will provide the students with the experience of working on the edge, where the city meets the sea, close to the fjord and discover and achieve proficiency in establishing promenades and parks in an urban structure. The course will work with the man-made and nature, in order to provide the city with a sustainable and recreational dimension. The aim is to design the city where water and land meet and analyze it´s trace deep in the city, as well as far out in the bay.
Skills:
The course is project based and will provide the student with a spatial understanding of the work of several scales, from scale 1: 10,000 to 1: 1. In the transition between water and landscape, both design and materiality will be a part of the work. Once completed the course the student should have acquired a working-method and a projecting experience in a landscape based project.
General competence:
Understanding for the climatic circumstances in this case at the waterfront in Oslo and how that informs the design of a park-project.
A basic knowledge of vegetation and an understanding of the logics of the landscape and its changes through the different seasons.
- The course is introduced with a fieldwork where the students make a mapping and create a common knowledge base.
- A strategy for an open space structure will be then established. This work is made in groups.
- Workshops are organized thematically in order to highlight important phases of the project. In the first workshop the theme is the temporal urban space.
- The design of the long-term landscape project is the course's main focus. The course is structured as a continuous projecting process where different phases are thematically defined and emphasized with theoretical lectures in order to contribute to the development of the project.
- Working models are essential for this course
-The Landscape project will respond to the seasonal variations and show how it changes over time.
-The experience from working with the site will be contrasted to analysis of international reference projects. What should a park landscape provide to the city? What can it offer to its users?
-Within the course, study trips are arranged in the Oslo area as well as internationally.
| Mandatory coursework | Courseworks required | Presence required | Comment |
|---|---|---|---|
| Supervision talks | Not required | Regular project reviews, with the teachers. | |
| Excursions | Not required | Barcelona or Sydney |
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Project assignment | Group | Pass / fail | The main projects will be worked out in small teams (2-3 persons). Shorter exercises are to be developed individually. The considerations for the marking is: -The idea basis of the project. -The realization of the project from idea to form. -The communication of the project. |
| Workload activity | Comment |
|---|---|
| Attendance | It is recommended that all work be done in the studio on a daily basis. |
| Lectures | It is recommended that all work be done in the studio on a daily basis. |
| Workshops | It is recommended that all work be done in the studio on a daily basis. |
| Individual supervision | Regular project reviews, with the teachers. |
| Evaluation (mid term) | Presentation in public |
60 613 Taste of a Territory - Envisioning Architectures of Water within Greater Oslo
Recommended prerequisite knowledge. CAD 2D and 3D, Adobe Suite, GIS. Hand drawing, model making. Interest in the intersections of landscape, urbanism and architecture.
How does a territory taste? We can know by the flavour of its bread, its beers, berries, fish and meat. Local climate, mineral composition, water quality and agricultural practices - and thus the interplay of natural and cultural conditions - join in a fundamental role in generating a region’s savour.
Could taste, and its utilitarian projects, such as breweries, - everyday and ordinary - become a critical vehicle to address, and eventually and steer contemporary urbanisation processes - global and market oriented - in the Oslo Region? Purdy states in his book “After Nature”, that attention to food offers the Anthropocene a picture of humans with their hands in the dirt, engaged in a metabolic bond with what sustains them. Integrating human work into an ecological vision has a broader potential: to refigure the relationship between the natural world and human economy.
It is exactly this relationship which is at stake when addressing the pressing issues of adaption to climate change, urbanisation and place specificness. New imaginaries are necessary to tackle upcoming risks of flooding and draught, rapid land-use change and loss of cultural landscape heritage. Water, the publicness of water works and the omnipresence of the hydrosphere, offer a political and material base to reconfigure that very bond.
In search for visions and with the aim of re-positioning water flows towards a more fundamental role in planning, the studio will explicitly explore how their routing can both be a structuring and a productive element within a socially conceived territory, and envision landscapes, architectures and a series of figures that act within, mark and organize the wider field of territorial flows while, as Gregotti would state, “giving meaning to the whole environment through its stronger characterization and definition”.
Knowledge: The design research studio will provide students with the conceptual categories to address the multi-layered and interrelated issues of sustainability in an urbanised context and a design perspective. Agriculture holds a key position in entangling the human and natural spheres. A focus of the studio will be a hydrological perspective on design, the management of flows within a socially and economically biased context and the anchoring of architectural interventions within the scale of the territory.
- Acquaintance and discussion of notions of cultural landscape, nature, city, territory as a spatial product of cultural, political and economical interests layered in time (palimpsest)
- Basic knowledge of urban metabolism as a concept to describe the flows of the materials and energy between and within cities and landscapes; in particular: urban hydrology and sustainable water management
- Basic knowledge of landscape as a productive, performative layer in human systems: ecological infrastructure and ecosystem services, and regenerative agriculture
- Basic knowledge of concepts of a socially committed practice: environmental justice, commons, everyday urbanism, productive city
- Basic knowledge to a research by design approach, including selection of information, synthesis and organization, problem definition, framing of a task. Creation of strategies and design of a project to be evaluated and critically reflected upon
- Advanced knowledge of design in existing contexts: transformative urbanism, as found
- Knowledge on landscape architectural discourses and methods to give form.
- Knowledge on the landscapes physical form and its change over time by different agents such as climate, water flows, wind and chemicals.
Skills: Concretely, students will develop skills in transforming already built out urban areas under high development pressure from a landscape and hydrological perspective, with the goal to ensure adaptability to climate change and to draw on heritage while continuing to be dynamic. This involves the capacity to conduct a perceptive and layered analysis, a multi-scalar ability to move fluently between territorial and architectural scales in, as well as to frame and argue for a well resolved design proposal.
- Multi-scalar and system thinking: ability to analyze, and synthesise how different systems interact across scales, time and professional spheres, critically reflect on the data that can be processed aesthetically and represented through design.
- Research: Capacity to select and sort, and evaluate data from greater information quantities, ability to conduct precedent analysis and transfer
- Analysis: ability to carry out landscape and urban analysis based on map (GIS) and field (photography, interviews) work; explorations and evaluation towards territorial figures; re-description of a territory through a synthesis of mapping, drawing, diagramming, and photography, with a special attention to hydrological systems.
- Strategy: capability to develop territorial scenarios based on different hydrological and economical approaches, balancing reasons and proposition of concrete designs out of the strategic approach.
- Iterative design process: successive and interrogative usage of drawings (section and plans), physical and digital models, as well as texts variants, to test and develop proposals, in favour for “unsafe”, experimental approaches
- Design resolution: ability to work out a territorial approach on a detailed level, including grading, surfaces and textures, planting, and lighting
- Representation: capability to illustrate design through compelling plans, sections, and 3-dimensional images such as veduta and collage, as well as models
- Communication: skill to verbally and visually argue for a project
General competence:
The studio’s main competence goal is to equip students with the ability to translate ideas into form, and to apply theoretical background in project work. The studio’s underlying thesis will encourage the rethinking of urban, social and environmental challenges as opportunities to develop place-specific, lived and just spaces for the future. Students will develop the adequate background knowledge to frame their projects in a larger socially and environmentally relevant context, as well as to use it as an investigative vehicle to address professional and disciplinary questions.
- Understanding of history and theory in order to inform the design process.
- Understanding and design of the interrelation of different scales: situating a detailed project within a territorial and local level.
- Understanding and tackling of aesthetical questions
Individual and group work (2-3 students) of the studio is organized around 4 phases:
“Appetizer” - Contextualisation: Familiarization with discourse and state of the art in theory and practice: workshops on terminology, concepts, and precedent projects through input lectures, development of tool boxes and prototypical designs; comparative analysis and projection: 10 day off-site (travel requiring) design workshop in Mexico in collaboration with TNT, CCMSS Consejo Civil Mexicano para la Silvicultura Sostenible, UNAM National University of Mexico.
“Cibopolis” - Strategy: Development of strategic transformation scenarios and territorial figures on a watershed scale, based on an in-depth understanding of the geographical context, its problems and potentials. (1: 10.000)
“Brew good, do good” - Project: Elaboration of the design strategies into individual public space, landscape and architectural proposals, understood as a systemic object (1:1000 - 1:20)
“Enjoy” - Communication: Visualization and “telling” the proposals to communicate to a broader audience. Production of an exhibition and studio booklet that can serve to advance the imaginary on Oslo as a sustainable territory.
The studio will travel abroad to Mexico for a 10-day design workshop at the end of February.
| Mandatory coursework | Courseworks required | Presence required | Comment |
|---|---|---|---|
| Annet - spesifiser i kommentarfeltet | Not required | Presence and presenting at 80% of the presentation dates (pin-up and reviews) is mandatory to pass the course. |
| Form of assessment | Grouping | Grading scale | Comment |
|---|---|---|---|
| Portfolio assessment (Vurderingsmappe) | Individual | Pass / fail | The work will be evaluated through oral and graphic presentations as well as digital hand-ins (moodle/box) at the end of each of the different studio phases, with a final presentation of the whole project’s narrative. Final grade will be based on an assessment of all the hand-ins (portfolio assessment), with an emphasis on design work. Presence and presenting at 80% of the presentation dates (pin-up and reviews) is mandatory to pass the course |
| Workload activity | Comment |
|---|---|
| Excursion | The excursion/workshop to Mexico will be end of January, beginning of February. |
60 701 Pre-diploma for urbanism and landscape architecture
Successful completion of 60 credits. Last Semester before diploma. The course is open to students of architecture and landscape architecture.
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.
At the end of the course, the students will have acquired the necessary knowledge to proceed with the independent diploma assignment: ∙ 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
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 | Individual | Pass / fail |
Valgbare studiokurs
Det kreves ingen forkunnskaper utover opptakskrav i studieprogrammet.
Kunnskaper
Ved gjennomført studium skal studenten;
Ferdigheter
Ved gjennomført studium skal studenten;
Generell kompetanse
Ved gjennomført studium skal studenten;
| Presence required |
|---|
| Not required |