Fnbe0115 ENBE module outline final august 2013

FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013 of 10

SCHOOL OF ARCHITECTURE, BUILDING & DESIGN Center for Modern Architecture Studies in Southeast Asia Foundation in Natural and Built Environments

Elements of Natural & Built Environments [FNBE 0115] Credit hours: 5 Prerequisite: None

Lec turers : Nor Hayati Ramli , Hasmani ra Mokhtar , Ida Mar l i na Maz lan & Far iz H i lmi

_________________________________________________________________________________________

Abstract Our planet earth and human inhabitation are sustaining by the elements found in these 2 major environments called the natural and built environment. This module is aim to expose the elements found in the natural and built environment. Their co-existence and symbiotic relationship has continually provided us a comfortable environment to live, work and other activities. A variety of techniques will be explored throughout the module such as identifying, exploring, analysing, comparing and evaluating the different elements found in the natural and built environment. Students are encouraged to study the basic component of the elements in general and in details. Teaching Objectives The objectives of this module are to encourage the student:

• To create awareness of the elements of the natural and built environment

• To expose the elements of the natural and built environment in their basic unit, form & function.

• To show the symbiotic relationship of the elements of the natural and built environment

• To question, analyse and articulate the impact between the natural and built environment Learning Outcomes Upon successful completion of this module, students will be able to:

1. To recognize and identify the different elements of the natural and built environment. 2. To describe the different characteristics of the natural and built environment by exploring the basic

elements such as the natural topography, landscape, space, building and infrastructure. 3. To differentiate and compare the different development of the built environment through the study of rural,

suburban and urban context. 4. To analyse and evaluate the different development of the built environment by looking at the natural

topography, landscape, space, building and infrastructure. 5. To communicate ideas through observation and using different media/tools/techniques to present

information of the study of natural and built environment. Mode of Delivery This is a 5 credit hours module held over 18 weeks. There are 2 contact hours of lecture and class interactive session once a week for the whole semester one cohort and 3 hours of lecture and tutorial held in separate classes as per timetable. The module will be conducted in the form of interactive lectures, tutorials and site visits.


Expected Site Visits will be held throughout the semester as summarized in the weekly outline and as such there is no class for some of the classes on as mentioned in the outline to replace the contact hours used for the visit. Students are to be self-directed in their work comprising of sketches, drawings and models throughout the session. Students are required to make available of all work in progress to facilitators for feedback at each session. Students are expected to develop their work during their own time for effective feedbacks. Contact Hours Lecture/Studio: 2hrs/week Tutorial: 3hrs/week Self-Study: 6hrs/week Office Hours You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office hours do not meet your schedule, notify the instructor and set appointment times as needed. TIMeS TIMeS will be used as a communication tool and information portal for students to access module materials, project briefs, assignments and announcements

Contact:

Tutorial 1: Ida Mazlan [email protected]

Tutorial 2: Hasmanira Mokhtar [email protected]

Tutorial 3: Nor Hayati Ramli (Pn Yati) [email protected] / [email protected]

Tutorial 4: Fariz Hilmi [email protected]


Taylor’s Graduate Capabilities (TGC) The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our graduates.

Discipline Specific Knowledge TGCs Acquired Through Module

Learning Outcomes

1.0

Discipline Specific Knowledge

1.1 Solid foundational knowledge in relevant subjects 1-3

1.2 Understand ethical issues in the context of the field of study

Cognitive Capabilities

2.0

Lifelong Learning

2.1 Locate and extract information effectively

2.2 Relate learned knowledge to everyday life

3.0

Thinking and Problem Solving Skills

3.1 Learn to think critically and creatively 4

3.2 Define and analyse problems to arrive at effective solutions 5

Soft Skills

4.0

Communication Skills

4.1 Communicate appropriately in various setting and modes -

5.0

Interpersonal Skills

5.1 Understand team dynamics and work with others in a team

6.0

Intrapersonal Skills

6.1 Manage one self and be self-reliant -

6.2 Reflect on one’s actions and learning. -

6.3 Embody Taylor's core values. -

7.0

Citizenship and Global Perspectives

7.1 Be aware and form opinions from diverse perspectives. -

7.2 Understand the value of civic responsibility and community engagement. -

8.0

Digital Literacy

8.1 Effective use of information and communication (ICT) and related technologies.

4,5


General Rules and Regulations Late Submission Penalty The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A weekend counts as 1 day.

Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are satisfied that a student has given good reasons. Absenteeism at intermediate or final presentations will result in zero mark for that presentation. The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the late submission was for a good reason. Attendance, Participation and Submission of Assessment Components Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination. You are expected to attend and participate actively in class. The lectures and tutorials will assist you in expanding your ideas and your research progression. Students will be assessed based on their performance throughout the semester. Students are expected to attend and participate actively in class. Class participation is an important component of every module. Students must attempt all assessment components including Portfolio. Failure to attempt assessment components worth 20% or more, the student would be required to resubmit or resit an assessment component, even though the student has achieved more than 50% in the overall assessment. Failure to attempt all assessment components, including final exam and final presentation, will result in failing the module irrespective of the marks earned, even though the student has achieved more than 50% in the overall assessment. Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59) Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes written materials such as books, journals and magazine articles or other papers and also includes films and computer programs. The two most common types of plagiarism are from published materials and other students’ works a. Published Materials In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results of a study or review, a standard system of referencing should be used. Examples of plagiarism may include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement. Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from another book, with an addition of only a sentence or two by the student. While the former can be treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most assignments require the need for reference to other peoples’ works, in order to avoid plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from the Internet too. b. Other Students’ Work Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However, with the exception of group assignments, students should write their own papers. Plagiarising the work of other students into assignments includes using identical or very similar sentences, paragraphs or sections. When two students submit papers which are very similar in tone and content, both are likely to be penalised. Student Participation


Your participation in the module is encouraged. You have the opportunity to participate in the following ways:

� Your ideas and questions are welcomed, valued and encouraged. � Your input is sought to understand your perspectives, ideas and needs in planning subject revision. � You have opportunities to give feedback and issues will be addressed in response to that feedback. � Do reflect on your performance in Portfolios. � Student evaluation on your views and experiences about the module are actively sought and used as an

integral part of improvement in teaching and continuous improvement. Student-centred Learning (SCL) The module uses the Student-centred Learning (SCL) approach. Utilization of SCL embodies most of the principles known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning strategies such as experiential learning, problem-based learning, site visits, group discussions, presentations, working in group and etc. can be employed to facilitate the learning process. In SCL, students are expected to be:

� active in their own learning � self-directed to be responsible to enhance their learning abilities � able to cultivate skills that are useful in today’s workplace � active knowledge seekers � active players in a teamwork

Types of Assessment and Feedback You will be graded in the form of formative and summative assessments. Formative assessments will provide information to guide you in the research process. This form of assessment involves participation in discussions and feedback sessions. Summative assessment will inform you about the level of understanding and performance capabilities achieved at the end of the module. Assessment Plan Individual 60% Group 40%

Assessments Type Learning outcomes

Marks Presentation Submission

ENBE Journal Individual

ALL 20% No

Interim: WEEK 9 Final:

WEEK 18

Project 1

Individual Group

1,2,5 15% 20%

WEEK 5 Presentation + Submission

WEEK 7

Project 2

Group Individual

3,4,5 20% 15%

WEEK 13 WEEK13 WEEK 16

E-Portfolio Individual

ALL 10% No WEEK 18

Total

100%

Coursework This module will be graded in the form of coursework. It consists of THREE Projects and ONE portfolio submission.


ENBE Journal (Individual) Sketch Journal is a weekly in-class or on-site assignment that is given every week and the “progress” assessment is normally due ½ an hour before end of class. Thus, students are encouraged to start off ahead of time on your own the weekly sketch assignment before the due in-class/on site session. Each weekly task must be numbered and titled accordingly e.g. “EJ1a: Deforestation Issue”. Completed task must be at least 2/3 of the paper composition and has written explanation or annotation. It is compulsory to bring the sketchbook and in-progress project work all the time to the class for the in-class, on site or tutorial review session. The journal submission for overall assessment will be conducted twice in the semester i.e. Interim assessment in week 9 and final assessment in week 18.

Project 1 (Group/Individual) Project 1 consists of 2 subsequent parts:

A. Individually you are to create ONE A3 (420x300mm) hardboard poster to highlight the benefits of recycling of waste to the environment and how recycle helps to lighten or solve an environmental issue. It has to be graphically attractive and eye catchy to highlight the main global issue and how recycling of waste help to overcome the issue. The poster in the form of info-graphic must be in 2D (reasonable 3D is acceptable) and either in portrait or landscape arrangement. It has to be generated in mix-media (multimedia) of collage and sketches/drawings. It can be in decent B&W or colour techniques. You are required to use a “Slogan/Tagline” in your poster (<10 words).

B. In group using recycled materials you are to create a workable or functional table sized art sculpture that may expressing the global issue of 1A and/or conceptualizes images of solution to the issue. The art sculpture should not exceed the size of 450 mm Length x 450 mm Width x 700 mm Height, and must be workable during exhibition for example: as table/wall- lamp/clock, book shelves, 3D photo frame, holder for multimedia gadgets or stationary, magazines rack or laptop lap desk etc. It can be placed on a table top or hung on the wall. The art sculpture should also use some kind of lighting mechanism and durable enough to stand on its own and firmly built to resist wear and tear caused by probing hands of the customers. The art sculpture must creatively signify the tectonic texture of the recycled material and can be in the material original colour or B&W, monochrome or colour. You are required to include a “Slogan/Tagline” (<10 words) and a short description about the environmental issue, solution, idea, function and making of the art sculpture on A4 sized hard board bearing the group name & ID to be attached with the art sculpture during submission. (Note: An info graphic multimedia montage is a creative work made by integrating drawings with cut and paste a number of photographs, magazine cuts-off and text to form a unified whole that communicates meaning to the viewer.)

Project 2 - Case Study Project 2 consists of 2 subsequent assignments: Assignment 2A (Group + Individual)

1. In this case study report, each group has to select 3 sites found in the context of rural, suburban & urban. 2. Each group has to do a brief introduction on the 3 distinctive built environments: rural, suburban & urban

and this introduction should consist of the location of the site, orientation, background, approximate size, number and sizes of buildings, major activities during day/night times…

3. Each group has to find ONE existing site in EACH of the rural, suburban & urban built environment and do ONE topical studies base on the lectures series such as nature, landscape, space, building, and infrastructure.

4. Each group needs to submit minimum THIRTY A4 size reports. (*depending on each grouping size) 5. Each person needs to contribute minimum FOUR-FIVE A4 size and convey all the information into a visual

presentation: diagram, mapping, sketches, photographs, objects collection, video & audio recording…


6. There is no word count (as long as it provides correct, clear and sufficient info). Size of every presentation must keep in A4 format. (*except video, audio & object)

Assignment 2B (Group + Individual)

1. Each group needs to do a visual & verbal presentation on the studied topic in Assignment 2a by using power point, prezi or other multimedia software. (video can be included in the presentation)

2. Each group member must participate at least in one part of the whole presentation (min 3mins) 3. Each group should compile and reorganize all the research, studied and documentation to present them

systematically and clearly

Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual) 10% Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog. The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome, Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSORY. Student Input Student participation is encouraged through various means. In this module, students have the opportunity to participate in the following ways: � Students’ ideas and questions are welcomed, valued and encouraged. � Student input is sought to understand their perspectives, ideas and needs in planning module revision. � Students are offered opportunities to give feedback with the assurance that issues will be addressed in

response to that feedback. � Students reflect on their performance in personal portfolios. � Student evaluation allows their views and experiences about the sessions are actively sought and used as an

integral part of improvement in teaching and continuous improvement.

Marks and Grading Table Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades and necessary feedback for each submission. The grading system is shown below:

Grade Marks Grade Points

Definition Description

A 80 – 100 4.00 Excellent Evidence of original thinking; demonstrated outstanding capacity to analyze and synthesize; outstanding grasp of module matter; evidence of extensive knowledge base

A- 75 – 79 3.67 Very Good Evidence of good grasp of module matter; critical capacity and analytical ability; understanding of relevant issues; evidence of familiarity with the literature

B+ 70 – 74 3.33 Good

Evidence of grasp of module; critical capacity and analytical ability, reasonable understanding of relevant issues; evidence of familiarity with the literature B 65 – 69 3.00

B- 60 – 64 2.67

Pass Evidence of some understanding of the module matter; ability to develop solutions to simple problems; benefitting from his/her university experience

C+ 55 – 59 2.33

C 50 – 54 2.00

D+ 47 – 49 1.67 Evidence of minimally acceptable familiarity with module


D 44 – 46 1.33 Marginal Pass

matter, critical and analytical skills

D- 40 – 43 1.00

F 0 – 39 0.00 Fail Insufficient evidence of understanding of the module matter; weakness in critical and analytical skills; limited or irrelevant use of the literature

WD - - Withdrawn Withdrawn from a module before census date, typically mid semester

F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester

IN - - Incomplete An interim notation given for a module where a student has not completed certain requirements with valid reason or it is not possible to finalise the grade by the published deadline

P - - Pass Given for satisfactory completion of practicum

AU - - Audit Given for a module where attendance is for information only without earning academic credit

References

Primary: 1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold. 2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York. 3. Long, Richard, 1991. Walking in Circles, George Braziller. 4. T.C. Whitmore, 1998. An Introduction to Tropical Rain Forests, Oxford University Press, USA Secondary: 1. Baker, Geoffrey H., 1996. Le Corbusier – An Analysis of Form, Van Nostrand Reihold, 1996. 2. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert. 3. Unwin, Simon, “ Analysing Architecture”, Routledge, 1997 4. Lawson, Bryan, “Designing Mind”, Butterworth, Oxford, 1994. 5. Khoolhaas, Rem, 1998. “S,M,L,XL”, Monacelli Press Module Schedule Jan 2012

WEEK TOPICS ASSIGNMENTS/ EXERCISES

Lecture Hour

Tutorial Hour

Learning Activities/

Blended /Blog Posting

Week 1

22nd -26th July

ORIENTATION WEEK Photography

Workshop 1 2

Week 2 1ST August THURSDAY

Introduction to Unit – Module overview and Projects briefing Lecture 1: What is the Natural Environment? Introduction Project 1

EJ1a: Info-Graphic Collage/ Sketches: Environmental Issues & its consequences EJ1b: Collage of Art Sculpture of Environmental issues (features

1 2

2 Observing the elements of natural

environment


&/or solution)

HariRaya Break (5/8-9/8)

Week 3 15th August

THURSDAY

Lecture 2: Design Landscapes A relationship between design intervention and natural environment

EJ2 Sketches of Recycled Functional Art Sculpture Proposal Project 1 Tutorial

1 2

2

Observing examples of art works related to

environment issues

Week 4 22nd August

THURSDAY

Lecture 3: What is the Built Environment? Shelter for inhabitation EJ Timeline on Inhabitation Evolution/Civilization

ENBE Journal (Timeline) +

1 2 2

Constructing Art Sculpture

Week 5 29th August THURSDAY

Lecture 4: Built Environment - Space

What determines the quality of a

space?

Project 1A Presentation + Tutorial

1 2

2

Observation of Spaces features: Form,

Materials, opening, shadow & lighting

Week 6 5th Sept

THURSDAY

Lecture 5: Built Environment –

Building

What makes a good building?

ENBE Journal (Shadow + Lighting)

1 2

2 Observation of Building features:

Week 7 12th Sept

THURSDAY

Lecture 6: Built Environment –

Infrastructure

Ground, Air & Sea - Networking

Practice: Mapping a network

ENBE Journal (Networking) Presentation & Submission: Project 1B

1 2

2

Exhibition Installation at Sky Park: 13th - 14th September

Week 8

16th -19th Sept THURSDAY

Exhibition

Exhibition Installation

1 2 2

Exhibition

Week 9 26th Sept

THURSDAY

Lecture 7: Built Environment – Rural Context Introduction Project 2 – Case Study Site Visit: PER Tutorial group TBC

ENBE Journal (Rural) + ENBE Journal Interim Assignment 2a Progress – Tutorial

1 2

2

Observation of Rural Spaces features:

Week 10

3rd October THURSDAY

Lecture 8: Built Environment – Suburban Context Site Visit: PER Tutorial group TBC

ENBE Journal (Urban) + Assignment 2a Progress – Tutorial

1 2

2

Observation of Suburban Spaces features:


Week 11

10th October THURSDAY

Lecture 9: Built Environment – Urban Context Site Visit: PER Tutorial group TBC

ENBE Journal + Assignment Progress – Tutorial

1 2

2

Observation of Urban Spaces features:

Week 12 17th October THURSDAY

Introduction to Visual Presentation 1

ENBE Journal + Mock Up presentation: Assignment 2a

1 2

2

Observation on examples of Visual

Presentation

Week 13

24th October THURSDAY

Introduction to Portfolio

ENBE Journal + Submission: Assignment 2a Assignment 2b Progress – Tutorial

1 2

2

Observation on examples of Portfolio Presentation

Week 14 28th-1st Nov

ENBE Journal + Project 2b Progress (Activity Week)

Online Tutorial 1 2 2

DEEPAVALI BREAK (4/11-8/11)

Week 15

14th November THURSDAY

ENBE Journal + Project 2b Progress – Tutorial

Submission: ENBE Journal Assignment 2b Progress – Tutorial

1 2

2

Observation on examples of Research Analysis

Presentation

Week 16 21st November

THURSDAY

Presentation & Submission: Project 2b

Presentation & Submission: Assignment 2b

1 2 2

Week 17 28th November THURSDAY

E-Portfolio Progress – Tutorial E-Portfolio Progress – Tutorial

1 2 2

Week 18 6th December THURSDAY

Assessment: E-Portfolio (06/12/13)

1 2 2

Study Leave

*NOTE: This module schedule is subject to change without prior notice.

Fnbe0115 ENBE module outline final august 2013

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