General Information
This subject covers the history of world architecture and urbanism from the early days of humans as builders until most recent architectural phenomena today. Because the second semester subject, entitled Architecture and Urbanism of the Asia Pacific, focuses on that part of the world, this first semester subject is mainly concerned with architecture in the other regions. The goal in examining aesthetic concepts; philosophical, social and environmental issues; vernacular typologies and indigenous cultures; materials; construction methods; as well as evolution of science and technology, is to provide a framework for critical evaluations and analyses of architectural and urban design. There is strong emphasis on linking the discussed, interrelated examples and theories with the cultural, social and environmental imperatives of the 21st century. Significant concepts, works, architects, planners, and contexts are highlighted for precedent studies and future referrals in order to develop the students’ design thinking skills.
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Details
Academic unit: Faculty of Society & Design Subject code: ARCH11-114 Subject title: World Architecture and Urbanism Subject level: Undergraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Seminar: x12 (Total hours: 36) - Seminar
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours.
Attendance and learning activities: Attendance in all Forum and tutorial sessions is compulsory, except for approved absences. -
Resources
Prescribed resources: Books
- John Summeron (1966). The Classical Language of Architecture. n/a, MIT Press 84
- Sir Banister Fletcher (1996). Sir Banister Fletcher's Global History of Architecture. 20th ed, London Bloomsbury Visual Arts
- Richard Ingersoll (2018). World Architecture. 2nd ed, Oxford University Press, USA 998
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | ARCH11-114 |
| Subject title: | World Architecture and Urbanism |
| Subject level: | Undergraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance in all Forum and tutorial sessions is compulsory, except for approved absences. |
| Prescribed resources: | Books
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Study a given site/building by means of model making, oral and visual presentation, and a written research essay.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-aided Test (Closed) Quiz 1 10.00% Week 5 1,3,5 Presentation§ AT1: Physical model, oral and visual presentation 35.00% Week 6 1,2,3,4 Essay AT2: Research essay 40.00% Week 10 1,2,3,4 Computer-aided Test (Closed) Quiz 2 15.00% Week 12 1,3,5 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-aided Test (Closed) | Quiz 1 | 10.00% | Week 5 | 1,3,5 |
| Presentation§ | AT1: Physical model, oral and visual presentation | 35.00% | Week 6 | 1,2,3,4 |
| Essay | AT2: Research essay | 40.00% | Week 10 | 1,2,3,4 |
| Computer-aided Test (Closed) | Quiz 2 | 15.00% | Week 12 | 1,3,5 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Rise of Early Civilizations
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Egyptian and Mediterranean Architecture
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Classical Greek and Roman Architecture
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Byzantine, Romanesque and Gothic Architecture
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Renaissance Architecture in Europe
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Baroque and Rococo Architecture in Europe
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Colonial architecture
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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18th and 19th Century Revival Styles
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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The Chicago School and the Beaux-Arts Tradition in the USA
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Orientalism, Art Nouveau & Arts and Crafts
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Early Modernism
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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International Style, Mid-Century Modernism & Critical Regionalism
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Post-Modernism, Deconstructionism and its aftermath
Weekly theme.
SLOs included
- Understand the role of major theories, movements, trends, procedures, systems and methods in the development of architecture and built environment within its historic and geographic context.
- Appreciate the vernacular and indigenous wisdom embedded in building activities.
- Choose appropriate precent studies to inform one’s concurrent and future design projects.
- Understand any debate on architectural discourse.
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Analysis of Precedent
Students' presentations and analyses on a given site or project of note.
SLOs included
- Study a given site/building by means of model making, oral and visual presentation, and a written research essay.