Specialisation


Third + Fourth Year
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Image by Sophie Farmer

Image by Sophie Farmer

3 IN 1 

Tutor: Jackson Hexin Bi + Sandra Githinji
Schedule: TBC
Location: TBC

SUMMARY

3IN1 is a residential project that explores the possibilities of modern urban habitation through the design of a co-living dwelling that provides its inhabitants with personalized spaces, interacts with adjacent contexts and responds to site conditions.

You will be given a specific site in Melbourne CBD to design a co-living dwelling within a volume of 1,200m3. You will begin with a site investigation using 2D and 3D spatial mapping techniques. You will be given three clients out of a selection of five. 

The course will move through two key briefs based on the different project phases. The first phase will focus on site and client research. You will explore an architectural and spatial language that responses to both site and client selection. The design aims to engender innovative ideas surrounding private habitation, communal space and premium living quality within the urban fabric of the city. The outcome can be achieved through urban reflection, landscape design, geometry of architectural envelope, materiality, interior layout, etc.

In the second phase, you will focus on interior responses for each client based on interior and architectural building regulations. By refining the schematic phase (brief 01), you will develop understandings of the urban context to create unique human scale living experiences. Each student will deliver a high-quality residential proposal by the end of the semester that embodies a considered response to the residents’ and their daily life. The course will show you how to develop a residential project from feasibility to finishes and detailing.

3IN1 develops knowledge of architectural design research; analysis of technical and theoretical options; integration of design strategies into an effective whole; communication in a professional context; critical self-reflection and experimentation; and how the engagement of ideas in architectural design works as a process through exploration of, or reflection on, a specific architectural concept.

 

KEY LEARNING OBJECTIVES

- Critically analyse the relationship between architecture, site and client. 
- Deploy a reflective and research-driven design process. 
- Engage with architectural and interior building regulations.
- Integrate contemporary architectural technology, practice and discourse in the design of a complex architectural project.
- Communicate the experiential qualities and detailed resolution of an interior proposal across a range of 3D skills (3D visualisation , 3D model-making).

KEY LEARNING OUTCOMES

- Mapping, diagramming, documentation, physical modelling, 3D visualisation, finishes, material boards, FF&E.  

 
Image by Din Heagney

Image by Din Heagney

REPRESENTING SPACE

Tutor: Din Heagney
Schedule: Wednesday 18:30-21:30
Location: 100.06.002

SUMMARY

Representing Space focuses on design publishing and involves exploring, documenting and expressing spatial narratives that are embedded in Melbourne’s cultural sites. Students will be introduced to publishing standards and techniques for creating an original design publication to ‘tell the spatial story’ of a cultural site.

Working in small teams, students will research and document a local cultural site over multiple visits (outside class contact hours). These site visits will involve exploring aspects of the site’s design and historical accounts, its aesthetic and poetic qualities, its functional and material features, and any temporal changes (such as how different people have used the site for different purposes over time).

Students will learn about different types of design publishing through case studies—from the conventional to the experimental—that will assist them in selecting a desirable format for their own publications. Students will also be introduced to various techniques to assist them in constructing and creatively communicating a design narrative using text, images, sound, video, etc.

Students will begin by performing research, site analysis and documentation of a select cultural site. Using this as support material, students will then respond to a creative brief and formulate a production plan for a design publication. Students are encouraged to experiment creatively with different styles of design writing, and types of documentation and representation. Working as a creative production team, students will develop a unique voice and visual style and apply this to an original print and/or digital publication for exhibition at the end of semester.

Potential cultural sites include: Old Melbourne Gaol, Melbourne Trades Hall, State Library of Victoria, Koorie Heritage Trust, Immigration Museum, Nicholas Building, Forum Theatre, Malthouse Theatre, Heide Museum, etc. A site of your choice may be selected in consultation with your tutor.

KEY LEARNING OBJECTIVES

- Analyse a site visually and spatially, supported by developed research and documentation materials. 
- Evaluate the historical, functional and cultural narratives of the site for different users over different time periods. 
- Interpret and evaluate relevant and/or interesting aspects about a site. 
- Plan and produce quality design narrative that unpacks the stories of the site. 

KEY LEARNING OUTCOMES

- Creative Teamwork
- Site Engagement
- Spatial Analysis
- Historical, Functional and Cultural Narratives
- Visual Research and Documentation
- Design Communication
- Design Publishing
- Exhibition

 
 Paul Knight Sunday 7:27am was in its self as well as me and also the previous Thursday of the pm 11:52, 2004. 75 x 65cm, type-c photograph

 Paul Knight Sunday 7:27am was in its self as well as me and also the previous Thursday of the pm 11:52, 2004. 75 x 65cm, type-c photograph

IN

Tutor: Suzie Attiwill
Schedule: Friday 12:30-15:30
Location: 100.05.004A

SUMMARY

The International Federation of Interior Architects/Designers (IFI) defines interior designers and interior architects as professionals who “determine the relationship of people to spaces based on psychological and physical parameters, to improve the quality of life”. According to the IFI, this is the specialised practice of interior designers/interior architects and what distinguishes them from architects, industrial designers, graphic designers, artists and other practitioners. We will concentrate on teasing out the implications and potentials of this definition in the designing of interiors, with a particular focus on relations, experience, and interior and exterior/inside and outside.

IN is set-up as an in-class laboratory for experimentation and speculation. Inhabiting the persona of an interiorizt, you will be encouraged to bring your specific skills and interests into the laboratory. There will be a lot of discussion, testing of techniques, philosophising, visiting situations, presenting ideas and projects; working with models, films, drawings, collage, writing, photographs, diagrams, paintings.  In week 12, we will hold an event to present these experiments to others (A proposal has been submitted to be part of the 2017 MPavilion’s public program which will take place in the pavilion designed by Rem Koolhaas and David Gianotten of OMA. As the pavilion “blurs the lines between inside and outside” and is a “cultural laboratory”/ “amphitheatre”, it is addressing similar concerns of IN and hence an interesting place for an interiorizt event! To be confirmed).

KEY LEARNING OBJECTIVES

- Experiments
- Experiences
- Expressions
- Events

KEY LEARNING OUTCOMES

- Engage in idea-led design and the value of experimentation. 
- Communicate your ideas and designs to both peers and a variety of audiences.  
- Apply critical thinking in relation to your own work and the evaluation of the work of others. 
- Develop an understanding of interior design as a specialised practice. 
- Experience new environmental, social and cultural relations. 
- Select and apply techniques, skills, materials and technologies. 
- Understand the value of your own design practice. 
-  Participate in a collective and collaborative environment. 

 
Image by Laminex

Image by Laminex

I CAN"T BELIEVE IT'S [NOT] LAMINEX!

Tutor: James Carey
Schedule: Friday 12:30-15:30
Location: 100.06.002

SUMMARY

I can’t believe it’s not Laminex! is an industry aligned Specialisation that seeks to challenge the materiality of everyday, off-the-shelf products. Laminex is a key part of the Australian design landscape, and has been the leader in decorative surfaces in Australia for over 80 years. In collaboration with Laminex during the first half of semester, students will be asked to respond to specific Laminex products, and through design proposals, explore their material potentials. This will culminate with students’ designs being presented to Laminex for mid semester assessment. 

During the second half of semester, students will continue an exploratory-led process that will culminate in design proposals for the INDEX bar, INDEX DJ booth and INDEX exhibition using Laminex products. Student’s designs will be presented at the end of semester to the team at Laminex, with the potential that a combination of designs will be used for the build at INDEX 2017.

Students involved in this Specialisation will be required to help with the design, manufacture and build of INDEX 2017.

KEY LEARNING OUTCOMES

- Evaluate key issues and requirements within a design brief. 
- Conceptualise and engage in research through design as part of the creative process to open the potential for new understandings, experimentation and innovation.
- Communicate your ideas and designs verbally, visually and textually through a range of media to your peers as well as professional, academic and public audiences. 
- Reflect, analyse, synthesise, critique and evaluate your own work as well that of your peers and apply your knowledge and skills with initiative and insight in professional practice and/or scholarship. 
- Engage in research with an enhanced appreciation and understanding of theoretical, environmental, social, historical, cultural and technical contexts in relation to the activity of interior design and be able to engage and extend this knowledge through the practice of design. 
- Use technology as an intrinsic part of the design process and have the ability to identify relevant techniques, skills, materials and technologies for specific designs. 
- Understand and value your individual abilities and way of working as an interior designer; to initiate independent strategies together with the ability to plan and time manage projects; to develop a personal work ethic based on initiative and self-motivation. 

 
website_1000x1333_homing.png

HOMING: SERVICES, INTERVENTIONS AND CAMPAIGNS TOWARDS HOUSING

Tutor: Caroline Vains + Mick Douglas
Schedule: 10:00-12:00pm Wednesday 19/07, 26/08 + 02/08, 9:30-16:30 Monday-Thursday 7/08, 8/08, 9/08, 10/08, 13:00-17:00 Friday 11/08, 14:30-16:30 Monday 25/09, 1x volunteer shift for a homelessness support service. 
Location: Varies 

SUMMARY

This intensive design course considers ‘homing’ as a practice of enabling access to housing options for living, and as a practice of creative investigation imagining and testing desirable paths for action.  Undertaken as a live immersive experience, the course will explore how creative de-sign practice and research may contribute to the emerging  partnership between not-for-profit social housing organisation Unison and RMIT University. Students who are developing capabilities in service design, spatial design, and campaign intervention design will envision scenarios for RMIT University to engage with homelessness and enable pathways toward social housing, affordable housing, and the experiencing and sustaining of homes. The course is conducted in parallel with a Master of Architecture student design studio course led by tutor Dr Peter Brew.

KEY LEARNING OBJECTIVES

- To imagine processes and project initiatives that Unison and RMIT University may collectively develop and undertake with mutual benefit to address housing crisis. 
- To imagine initiatives that utilise RMIT University’s city landholdings, educational leadership, cultural economy and community energy to work toward reducing homelessness and its social costs by enabling pathways toward housing.

KEY LEARNING OUTCOMES

Students will engage in processes of experience prototyping; enacting interactive scenarios through role-play and boundary shifting; identify-ing and visualising speculative future scenarios; storyboarding and storytelling through graphic novel style frame-by-frame narrative visualisation; and video editing. The course will collectively result in a campaign style video of design propositions for services, interventions and campaign projects for future action.

 
Image by Leanne Failla + Jaime Vella

Image by Leanne Failla + Jaime Vella

DEVISE:DEVICE

Tutor: Leanne Failla + Jaime Vella
Schedule: Wednesday 12:30-15:30
Location: 100.05.006

SUMMARY

devise:device explores the term site and how the recognition of such sites can be used as a tool of process and experimental led outcomes. The physical site of Hip V Hype in Carlton North will be the instigator for analysis as well as the basis for the final assessment task.

Through the use of the key terms of site (activator), device (analysis) and curate (outcome), a body of work will be developed in the first half of the semester which will then inform a type of action/event/installation to be developed by the group. The initial body of work will ask you to think critically about actions and outcomes as well as engage with others work as a way of developing collaborative interactions. As a design method, the process of collaboration factors strongly in ours and that of Hip V Hype and we would ask you to embrace this in order to gain the most from the discussions and tasks.

We think about our design practice as makers and thinkers, questioning and experimenting to create fulfilling outcomes. Such methods will drive the output of work, as we ask you to be makers and create as a form of solidification and expression of thought, gesture, action, hierarchy, etc. in relation to discussions about site. By developing these layers, the final project becomes a highly dimensional statement about how the term site has been explored over the semester as well as how these discussions relate back to the site of Hip V Hype and that sites unique modes activation.

KEY LEARNING OBJECTIVES

- Making through; Mapping, Photography, Model making, Drawing, Diagram, Manifesto, Exhibition/installation design
- Analysis through; Site, Device making, Critical reading, Critical thinking, Critical discussion, Curation
- Outcomes through; Expression of intention, Group collaboration, Critical analysis of design decisions, Evidence of skill development, Promotional material

KEY LEARNING OUTCOMES

- Being critical of outcomes on a regular basis as a way of making work an expression of intention.
- Critical discussion of others outcomes using that discussion as a basis for further work (collaboratively built individual outcome tasks) and understanding its basis in interior design.
- Making group decisions and working to resolve issues and complications which arise from working in group environments.
- Having been engaged in previous discussions, being familiar with other students work as a way of curating the project. 
- Being critical of design decisions as a way of incorporating discussion into a final design. 
- Having developed skills in first half of semester, applying those skills to the implementation of final design.  
- Working together to achieve implementation of final design. 
- Promoting the work using with various modes of communication to engage the public/peers.   
- Promoting the work to industry and making connections through engaging in “real” outcomes. 

 
Image by Liz Lambrou

Image by Liz Lambrou

WAITING SPACE

Tutor: Liz Lambrou
Schedule: Wednesday 12:30-15:30
Location: 100.04.002

SUMMARY

This course draws upon the tutor’s professional experience with clinical environments and cosmetics to consider how contemporary health service experiences occur. We will investigate ways in which people occupy and navigate spaces within public health service environments. In collaboration with Dental Health Services Victoria, we will be looking specifically at the Royal Dental Hospital located in Swanston St Melbourne.

With an emphasis on concepts of waiting and waiting spaces, the course will focus on the sequence of spatial experiences from the perspective of both patient and health worker. We will investigate concepts of waiting, way finding, spatial experience and spatial sequence in relation to physical environments, contemporary media and digital services, to facilitate varying levels of interaction between staff, professional staff and patient experience.

The specialisation will explore techniques of diagramming, way finding, concepts of digital media, story boarding, spatial configurations and 1: 1 engagements.

Waiting Space investigates contemporary public health service environments. The course will explore contemporary solutions to waiting spaces within the health sector whilst considering how contemporary changes to technology and media may imbue spatial experience. This course is in partnership with the Royal Dental Hospital Melbourne, which gives students direct engagement with a practical experience.

KEY LEARNING OUTCOMES

- Evaluate key issues and requirements within a design brief.
- Conceptualise and engage in research through design as part of the creative process to open the potential for new understandings, experimentation and innovation.
- Have direct engagements with a practical experience and real world outcomes.
- Communicate your ideas and designs verbally, visually and textually through a range of media to your peers as well as professional, academic and public audiences.
- Reflect, analyse, synthesize, critique and evaluate your own work as well that of your peers and apply your knowledge and skills with initiative and insight in professional practice and/or scholarship.
- Engage in research with an enhanced appreciation and understanding of theoretical, environmental, social, historical, cultural and technical contexts in relation to the activity of interior design and be able to engage and extend this knowledge through the practice of design.
- Use technology as an intrinsic part of the design process and have the ability to identify relevant techniques, skills, materials and technologies for specific designs.
- Understand and value your individual abilities and way of working as an interior designer; to initiate independent strategies together with the ability to plan and time manage projects; to develop a personal work ethic based on initiative and self-motivation.

 

Image by Zoe Teltscher-Taylor

SHIFTING DIMENSIONS

Tutor: Zoe Teltscher-Taylor
Schedule: Thursday 18:30-21:30
Location:100.04.003

SUMMARY

The computer based environment of the commercial office has shifted opportunities for creativity to a digital platform. This is a specialisation that explores the opportunity that 3D Revit modelling brings to space making.

Techniques of Architectural modelling, component modelling as well as basic parametric and formulaic applications will be explored. Students will be asked to push the boundaries of the technical framework to create a space that has the ability to adapt to a range of spatial programs.

The first 6 weeks will be structured to include a series of tutorials and in-class tasks to build a set of skills around component modelling and basic Revit modelling. Outside of class time, students will be asked to develop a concept and program for a site chosen from a list provided by the tutor. The program for the site is to include some sort of transition where elements within the site will shift from one state to another.

The second 6 weeks will be focused on the application of the developed brief into the Revit framework. Students will be asked to maintain the level of design thinking while working through the possibilities and constraints of Revit and the development of design documentation. The semester will culminate in the presentation of the design documentation and the adaptability of the Revit model to demonstrate the shift in the site’s program.

KEY LEARNING OBJECTIVES

- In class demonstrations and exercises using Revit. 
- In class one-on-one tutorials. 
- In class project development and application of learnt skills. 
- In class student-to-student workshops and presentations. 
- Examination of documentation and design presentation precedents. 

KEY LEARNING OUTCOMES

- Develop knowledge required when working in the commercial Revit environment. 
- Adapt the software output to meet a program and brief. 
- Analysis and response to a brief that has a level of variation and adaptability. 
- Contribute a creative approach to the Revit software. 
- Apply knowledge of the Revit software to a site and corresponding brief. 
- Understand the processes behind Revit’s documentation. 
- Produce a detailed design presentation including documentation drawings.

 
Image by Sean Healey

Image by Sean Healey

EXTRUDED CINEMA 

Tutor: Sean Healey
Schedule: Monday 15:30-18:30
Location: 100.05.008

SUMMARY

Extruded Cinema will explore the use of projection mapped video to transform built structures and interior spaces. 

This exploration will be framed around analysis of a cinematic scene, and playfully translating this into a three dimensional structure, investigating how atmosphere and spatial dynamics can be modified over time through the projection mapping of custom-made animations, video and motion graphics.

Cinematically documenting the installation will be emphasised, for later onscreen viewing.

The project: Develop a projection mapped video installation, based on a cinematic segment, translating the dynamics of that scene, into a physical and spatial context. This will involve:
Analysing a 1 minute slice of cinema
Developing a projection mapped video installation response:
build a structure
generate video material suited to the structure
choreograph 1 minute of video projection onto structure
Executing a creative and cinematic documentation of the installation

What are the techniques, approaches, strategies for spatial production?
Film analysis
Technology analysis (software and hardware)
Budget analysis
Development of control system and interface
Storyboarding of light colour and movement over time
Development of motion graphics
Exploration of projection mapping techniques for multi-planar animation
Animation and subsequent onsite testing, refining
Documentation of spaces using cinematic conventions

KEY LEARNING OBJECTIVES

- Analyse technology and budget. 
- Storyboard light, colour and movement over time. 
- Generate light rhythms with animation and motion graphics. 
- Design mediated spaces. 
- Design projection mapping for multi-planar animation. 
- Integrate embedded media within explorations of space over time. 
- Analyse projected colour and light on surfaces, materials and geometry. 
- Design site-specific video suited to particular structures. 
- Choreograph atmosphere design for experiential spaces. 

LEARNING OUTCOMES

- Design and construct temporary installation environments for public reception and interaction.
- Apply skills in video projection and digital mapping software in a spatial context. 
- In a spatial context use video projectors as a light source. 
- Test + evaluate proposed full scale designs at model scale.
- Develop video documentation skills.

 
Image by Ramiro Quezada

Image by Ramiro Quezada

URBAN ANIMATORS: LIVING LABRATORY

Tutor: Grace Leone
Schedule: Fridays 9:30-12:30
Location: Building 50

 

In this course you engage with the RMIT City Campus as a ‘Living Laboratory’ during its transformation as part of the New Academic Street (NAS) capital works project. You will engage in a practice-based work integrated learning project, working individually and in groups to respond to an industry standard brief for a temporary artistic public intervention.

You will receive and apply industry feedback in order to submit a concept to the NAS Project Team with a potential opportunity to be selected to have your final concept physically realised on the RMIT City Campus during the NAS construction phase. This elective will offer you an opportunity to work collaboratively with students from various disciplines including the RMIT Master of Art in Public Space program in responding to the brief.