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AAR4612 - Experimental Practice A is a design studio course that took place in the autumn semester of 2023 for the second time. The course attended 22 students in total, including 14 foreign exchange students (from Spain 3, Germany 2, Austria 1, Belgium 2, Switzerland 1, Italy 1 and France 2) and 10 Norwegian students. The course was organised as a set of variable experiential teaching/learning/research activities that build around and feed into main design tasks. The first part of the semester was linked to Crafting Circularity, Erasmus + research project. For this purpose, Experimental practice hosted a large group of students and teachers from 4 other European schools of architecture: the University of Antwerp, the University of Thessaly, the University of Liechtenstein and the Amsterdam Academy of Architecture.   The design task was to design &amp; build a green-house/chicken-house hybrid on a farm site in Eggkleiva, Skaun, for clients, a couple who have recently bought the farm and who are in the process of adapting it to their lifestyle and interests, that have to do with growing own organic food (plants and chicken). The task was framed as to rethink sustainable design and construction in architecture through reusability. Before the actual design and building activity, students were to dismantle the old 2-storey barn house, sort and measure all the materials. A large group of 60 was divided in 5 design building teams dedicated to specific parts of the project: roof construction, beams and columns, façade cladding, rammed earth wall, and floor. Through the coordination of the five teams the overarching goal was accomplished, that is to design and construct a new green/chicken house solely from reusable construction materials and other locally sourced materials (soil and gravel). The design task in the second part of the semester was centred around community project Barnas Katedral, four small projects dedicated to children as users,  on a site of Lademoen church in Trondheim, which commissioned the work for the local community.  The four projects were to accommodate children's creative activities and were farmed as:  Treasure box  (multifunctional transformable theatre stage/play-space),  Garden (creative outdoor area), Art-workshop studio/storage and Children’s wardrobe space. For all tasks, the objectives were to rethink design strategies and construct a discourse around questions of sustainability, in a sense to use locally available/sourced materials for designing and building the work. “The trees that grow in your backyard” as said in the lecture slides, meaning the project at the farm was to use the material found there, on the location, in the natural surroundings, while the four Barnas katedral projects were to re-use the timber from the year 1 architecture full-scale building projects and use other material found locally.  A number of workshops, hands-on study sessions together with children and the community were organised. The intention was to involve the children early on in the design process. Design concepts were initiated together with children through a creative sketch model-making workshop from waste material in collaboration with ReMida- senter for kreativ gjenbruk. Again with ReMida and a guest artist Paola Anziche held two weaving workshops with students and the children using reusable textiles and seaweed. In addition students were involved in art and theatre workshops at Lademoen kirke, in cooking events with community and Credo chefs, and gathering around storytelling sessions while bonding with the community to truly understand their needs. In the mid-semester, an exhibition Work in progress was opened with students exhibiting their processes and performing their architectural prototypes  (in scale 1:1) before the audience of children, teachers, clients and the general public; all invited to intervene, participate, discuss and thus inform and navigate the process further. It was a prerequisite that students work in teams within which they had to self-organise and take initiative and responsibility for their work.  The teaching team was organised to follow specific tasks, according to their expertise, and comprised of:- the course coordinator Aleksandra Raonic (throughout the semester);- Crafting circularity: August Schmidt &amp; Arnstein Gilbert; - theoretical grounding: Eivind Kasa with Experimental Practice B Throughout the semester. a study trip was devised as one of the experiential design tools that informs the process. Students self-organised several local trips, to conduct field research, investigate and experience local traditions, and dive deeper into the cultural context. All experiences were shared in storytelling sessions and were collected in the publication at the end of the semester. There was also one voluntary study trip to Venice Biennale, with 8 students and 2 teachers on board financed by Threads of Innovation research project funds ( an international research project running in parallel led by Aleksandra Raonic).  Assessment of the course was based on the portfolio submission: individual project journals + projects booklets, and an exhibition of students' work at Lademoen church, with an oral presentation at the review day before the jury and two sensors: Tordis Berstrand, internal and Johanna Gullberg, as an external sensor. During the opening event and as a part of the review students made an Archi-theatrical performance, that was part of the assignment.  Based on this, the sensors marked the students with mark B given to 1 team ( 5 students) and C to 3 teams (17 students).Students have organised a reference group and selected a team of 2 representatives, Carmen Alonso de los Santos and Sanne Marij Salomonsen. During the semester the 2 meetings between the teacher and the reference group were held in a pleasant and constructive atmosphere. The feedback from the students in the mid-semester was taken into account and addressed in the second part of the semester. The feedback from the second meeting is also much appreciated and will be taken into account for the next academic year and in that way, help develop the course further.To conclude, the course has managed to provide a dynamic, eventful and diverse learning environment, in which students got to live through learning &amp; design experiences as they happened, as well as interweave and share those that they bring from their own cultural and school backgrounds. The culture of risk and experimentation was a challenge, which the spirit of team effort fostered throughout the semester managed to moderate. It was an invaluable collective knowledge-sharing set-up for everyone to harvest and take something back. This is something I believe all students came to acknowledge and appreciate the opportunity by the end of the semester. This being said, the course managed to meet all of the expected learning outcomes, as listed below, and as such was a success: Learning outcomes - LOsOn the basis of general architect competence, the students developed: 1.0 KNOWLEDGE as:1.1. an integrated understanding of the architect’s role based on a diversity of architectural thinking and practice, discussions, workshops, literature studies, studies of art together with reflection on own practice.1.2. understanding of different ways of architectural visual communication and experimental ways of combining free form expressions with detailed and precise architectural drawings (sections /plans / elevations).1.3. understanding of the non-instrumental and transcending aspects of architecture1.4. understanding of interaction with other fields of knowledge, like art, scientific research, and hermeneutics. 2.0.SKILLS as:2.1. ability to develop architectural concepts as an iterative process and give concrete architectural form to complex issues.2.2. ability to find architectural solutions within a contradictory, non-predictable context.2.3. ability to deal with complex issues and diverse perspectives on the discipline2.4. ability in leading innovative teams2.5. ability to communicate architectural concepts orally, in writing, visually and spatial.2.6. ability for divergent thinking and master various kinds of creative methodologies at the interface between architecture and artistic processes. 3.0.GENERAL COMPETENCE as:3.1. by challenging conventions and develop the ability to reflect critically on one's own learning and practice3.2. ability to improvise and find new solutions to unforeseen and wicked problems3.3. will and ability to investigate issues where the outcome is unknown3.4. ability to handle the risk of failing, learn through mistakes and embrace the unexpected.3.5. ability to understand and see the potential in other discipline’s way of thinking and acting. on behalf of Experimental practice A teamAleksandra Raonic, the course coordinator

This being said, the course managed to meet all of the expected learning outcomes, as listed below, and as such was a success: Learning outcomes - LOsOn the basis of general architect competence, the students developed: 1.0 KNOWLEDGE as:1.1. an integrated understanding of the architect’s role based on a diversity of architectural thinking and practice, discussions, workshops, literature studies, studies of art together with reflection on own practice.1.2. understanding of different ways of architectural visual communication and experimental ways of combining free form expressions with detailed and precise architectural drawings (sections /plans / elevations).1.3. understanding of the non-instrumental and transcending aspects of architecture1.4. understanding of interaction with other fields of knowledge, like art, scientific research, and hermeneutics. 2.0.SKILLS as:2.1. ability to develop architectural concepts as an iterative process and give concrete architectural form to complex issues.2.2. ability to find architectural solutions within a contradictory, non-predictable context.2.3. ability to deal with complex issues and diverse perspectives on the discipline2.4. ability in leading innovative teams2.5. ability to communicate architectural concepts orally, in writing, visually and spatial.2.6. ability for divergent thinking and master various kinds of creative methodologies at the interface between architecture and artistic processes. 3.0.GENERAL COMPETENCE as:3.1. by challenging conventions and develop the ability to reflect critically on one's own learning and practice3.2. ability to improvise and find new solutions to unforeseen and wicked problems3.3. will and ability to investigate issues where the outcome is unknown3.4. ability to handle the risk of failing, learn through mistakes and embrace the unexpected.3.5. ability to understand and see the potential in other discipline’s way of thinking and acting.

NTNU:TIA:REST

Institutt for arkitektur og teknologi

Department of Architecture and Technology

Engelsk

Norsk

Mer om vurdering

Karakterer er basert på vurdering av mappe og muntlig presentasjon. Det vil bli kunngjort i semesterstart om art og omfang av de ulike arbeidene. Det vil bli holdt en muntlig presentasjon av prosjektarbeidet for sensorene. Evaluering av den muntlige presentasjonen er knyttet til evaluering av prosjektarbeidet.Mappen presenteres i form av en utstilling og en prosjektjournal som føres gjennom semesteret og presenteres muntlig ved gjennomgang flere ganger i løpet av semesteret. Mappen skal vise studentens arbeid i sin helhet, inkludert de fire vurderingskategoriene: forskning, prosess/utvikling, arkitektonisk utforming og formidling.Ved delgjennomgangene i løpet av semesteret gis det muntlig tilbakemelding til studentene for videre prosjektutvikling.Veiledninger har som mål å fremme diskusjoner og en kultur for forskning, utveksling og produksjon i studio og/eller på byggeplassen. Studentene jobber i grupper og individuelt.Krav til innsendt materiale vil bli nærmere utdypet i veiledningen. Ved semesterslutt skal alt leveres samlet til vurdering, innen oppgitt frist, digitalt og fysisk.Utsatt eksamen gjennomføres i neste eksamensperiode slik at studenter som har dokumentert gyldig stryk/trekk ved forrige ordinære eksamen har mulighet til å gjennomføre normal studieprogresjon.

Anbefalte forkunnskaper

Minimum 3 års grunnundervisning i arkitektur.

Forkunnskapskrav

Minimum 3 års grunnundervisning i Arkitektur, BA i arkitektur eller tilsvarende. Det forutsettes at emnet tas i kombinasjon med AAR4692 Eksperimentell praksis B.

Faglig innhold

● Å se arkitektur som undersøkelsesverktøy for en framtid i radikal endring● Å søke potensialet i arkitektonisk formgiving som eksperimenterende praksis● En forståelse av estetikk og kunst som grunnleggende aspekter ved arkitektur● Utvikle ferdigheter i åpne, ikke-lineære formprosesser● Utvikle kompetanse i å lede innovative teamVi lever i en tid med ekstreme utfordringer. De globale endringene knytta til klima, biologisk mangfold, menneskebasert forbruk av natur-ressurser, migrasjon, digital kommunikasjon osv. angår alle samfunn og kulturer i stadig sterkere grad. På tilsvarende måte som den moderne verden ikke synes å ha evne til å snu den farlige utviklingen, forblir den tradisjonelle arkitektrollen også i stor grad en del av problemet. Å bli en del av løsningen, å evne å tenke i nye baner, utvikle nye måter å forstå og utforme arkitektrollen på, er av avgjørende betydning, ikke bare for arkitektdisiplinen isolert, men for samfunnets mulighet til å forme en bærekraftig framtid. Arkitektens oppgave er ikke bare å konstruere bygninger, men nye måter å se og utforme helhetlige løsninger og visjoner for felles utfordringer. Dette er et av fagets mest grunnleggende samfunnsoppdrag og blir i vår tid aktualisert på en dramatisk måte. Vi trenger arkitekter som har kompetanse i å løse motsetningsfylte, uryddige og komplekse problemer, med en horisont som overskrider vår tids rammer for tenking. Vi trenger arkitekter som kan finne løsninger basert på kompetanse i en nytenkende, Eksperimentell praksis.

Kursmateriell

Det forutsettes at deltagerne har de alminnelige verktøyene som kreves for arkitektstudiet. Utstyrsliste for de spesifikt kunstneriske metodene vil bli formidlet ved studiestart. Disse vil variere avhengig av tema og oppgaver i det aktuelle studieåret.

Læringsutbytte

On the basis of general architectural competence, students develop: Knowledge about: - the architect's role as an integrated understanding of architectural thinking and practice based on discussions, workshops, literature studies and art studies and reflection on one's own practice.- different types of architectural visual communication and experimental ways of combining free form expressions with precise and detailed architectural drawings (plans/sections/facades).- non-instrumental and rationally transcending aspects of architecture- interaction with other fields of knowledge such as art, scientific research and hermeneutics (teaching of interpretation) Skills such as:- even to develop architectural concepts and create concrete architectural form based on complex issues.- ability to find architectural solutions in contradictory and unpredictable situations- ability to handle complex issues and see different value perspectives in the subject- ability to lead innovative work groups- able to communicate architectural concepts verbally, visually and spatially- ability to master different types of creative methodologies in the intersection between architectural and artistic processes. General competence such as:- develop the ability to reflect critically on own learning and practice by challenging conventions.- ability to improvise and find new solutions to unforeseen and contradictory problems.- willingness and ability to investigate issues where the outcome is unknown.- ability to manage risk by failing, learning from mistakes and embracing the unexpected.- understand and see the potential in other professions' way of thinking and acting.

Læringsformer og aktiviteter

Emne forutsettes tatt samtidig med kunnskaps-emne AAR4692 "Eksperimentell praksis B".Gjennom workshoper, studio-arbeid og bruk av kunstneriske metoder i arbeidet med prosjekteringsoppgavene, vil studentene erfare et bredt spekter av læringssituasjoner. Utendørs fullskala kan bli tilbudt som et pedagogisk verktøy.Forelesninger vil bli holdt av både lærere, studentene selv og eksternt inviterte gjester, sammen med seminarer og diskusjoner knytta til workshopene og forelesningene.Basisaktiviteten er knytta til tegnesalen og alle studenter må delta i byggingen av et felles engasjert og sundt arbeidsmiljø.Emneansvarlig skal ved semesterstart informere studentene om det gjennomføres en ekskursjon. Studenter som deltar på ekskursjon, må regne med å betale en egenandel. Studenter som ikke deltar på ekskursjon, vil få tilbud om et alternativt undervisningsopplegg.

Eksperimentell praksis A

Arkitektur- og designhistorie

Arkitekturteori og -metode

Arkitektur

Arkitektur - masterstudium (2-årig)

Arkitektur - masterstudium (5-årig)

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No previous course evaluation. This was the first time the course took place.

AAR4612 - Experimental Practice A is a design studio course that took place in the autumn semester of 2022 for the first time. The course attended 20 students in total, including 14 foreign exchange students ( from Spain 6, Germany 3, Netherlands 1, Belgium 3 and France 1) and 4 Norwegian students.The course was organised as a set of variable experiential teaching/learning/research activities that build around and feed into main design tasks. The design task in the first part of the semester ( 5 weeks) was to design &amp; build 4 full-scale projects on a site in the forest &amp; farm at Gaulosen, that respond to the need of the clients, a family of four ( plus the animals) that owns the land resides on their estate. Design task No.2, in the second part of the semester, was to design and build a site-specific Exhibition that translates all of the designerly experiences and collective knowledge into a new kind of spatial narrative that will in addition be activated by students’ performance – Archi-theater. For both tasks, the objectives were to rethink design strategies and construct a discourse around questions of sustainability, in a sense to use locally available/sourced materials for designing and building the work. “The trees that grow in your backyard” as said in the lecture slides, meaning the 4 projects in the forest/farm were to use the material found there, on the location, in the natural surrounding, while the exhibition project was to use the material found on/ around campus, on the streets, in the urban context.It was a prerequisite that students work in teams within which they had to self-organise, take initiative and responsibility for their work. The teaching team was organised to follow specific tasks, according to their expertise, and comprised of:- the course coordinator Aleksandra Raonic (throughout the semester);- full-scale building with wood on a site at farm/forest: August Schmidt &amp; Arnstein Gilbert; - craft perspective/workshops in Norway: Eileen Garmann Johnsen ( basket weaving), Edith Lundebrekke, Nina Holtan (stich&amp; tell workshop);- craft perspective/ workshops in India: Jay Thakkar, Rishav Jain ( CEPT University , India), Priyamwada Singh ( Common ground practice, Delhi) and local craft communities in India; - exhibition in India – Moving borders: Jay Thakkar, Rishav Jain, Priyamwada Singh, August Schmidt, Nina Haarsaker;- theoretical grounding: Eivind Kasa with Experimental Practice B;- final exhibition Rethinking spaces&amp; Archi-theater at NTNU, Skiboli : Aleksandra Raonic; There was 1 voluntary 2-week study trip to India, with 8 students and 2 teachers on board financed by Threads of Innovation research project funds ( an international research project running in parallel between NTNU and CEPT India, projektleder Aleksandra Raonic). Another possible study trip to Oslo ( invited by Oslo Arch. Triennale), to the disappointment of the students, did not take place due to an increase in the number of students on the course (initially restricted to 16 students, happened to have 22 assigned to the course later on). Therefore, as advised by the faculty management, the invitation to the Oslo Arch Triennale has been declined for the benefit of another master course - Urban trigger which had fewer students enrolled. Assessment of the course was based on the portfolio submission: individual project journals + projects booklets, and an exhibition with an oral presentation at the review day before the jury and two sensors, Gro Rødne, internal + Johanna Gullberg, an external sensor. During the event and as a part of the exhibition the twenty students made an Archi-theatrical performance, that was part of the assignment, and one of the “strange methods” introduced by the course’s curriculum. Regarding the marks, the sensors assessed the students' work with the following grades: 5 A, 8 B, 4 C, 1 D and 2 E. Students have organised a reference group and selected a team of 3 representatives, 2 foreign exchange students, Anna Veronika Schwaab and Hanne Deswert and 1 NTNU student, Emily Hochlin Sjøgren. During the semester the 2 meetings between the teacher and the reference group were held in a pleasant and constructive atmosphere. The feedback from the students in the mid-semester was taken into account and addressed in the second part of the semester. The feedback from the second meeting is also very much appreciated and will be taken into account for the next academic year and in that way, help navigate the further development of the course. To conclude, the course has managed to provide a dynamic, eventful and diverse learning environment, in which students got to live through learning &amp; design experiences as they happened, as well as interweave and share those that they bring from their own cultural and school backgrounds.The culture of risk and experimentation was somewhat of a challenge ( for some more than for others), which the spirit of team effort fostered throughout the semester managed to moderate. It was an invaluable collective knowledge-sharing set-up for everyone to harvest and take something back. This is something I believe all students came to acknowledge and appreciate the opportunity by the end of the semester.This being said, the course managed to meet all of the expected learning outcomes, as listed below, and as such was a success: Learning outcomes - LOsOn the basis of general architect competence, the students developed: 1.0 KNOWLEDGE as:1.1. an integrated understanding of the architect’s role based on a diversity of architectural thinking and practice, discussions, workshops, literature studies, studies of art together with reflection on own practice.1.2. understanding of different ways of architectural visual communication and experimental ways of combining free form expressions with detailed and precise architectural drawings (sections /plans / elevations).1.3. understanding of the non-instrumental and transcending aspects of architecture1.4. understanding of interaction with other fields of knowledge, like art, scientific research, and hermeneutics. 2.0.SKILLS as:2.1. ability to develop architectural concepts as an iterative process and give concrete architectural form to complex issues.2.2. ability to find architectural solutions within a contradictory, non-predictable context.2.3. ability to deal with complex issues and diverse perspectives on the discipline2.4. ability in leading innovative teams2.5. ability to communicate architectural concepts orally, in writing, visually and spatial.2.6. ability for divergent thinking and master various kinds of creative methodologies at the interface between architecture and artistic processes. 3.0.GENERAL COMPETENCE as:3.1. by challenging conventions and develop the ability to reflect critically on one's own learning and practice3.2. ability to improvise and find new solutions to unforeseen and wicked problems3.3. will and ability to investigate issues where the outcome is unknown3.4. ability to handle the risk of failing, learn through mistakes and embrace the unexpected.3.5. ability to understand and see the potential in other discipline’s way of thinking and acting. on behalf of Experimental practice A teamAleksandra Raonic, the course coordinator

Vurderingen i emnet gjennomføres som mappevurdering med justerende muntlig. Mappen presenteres i form av en utstilling og et forskningstidsskrift som føres gjennom semesteret og presenteres muntlig ved gjennomganger flere ganger i løpet av semesteret. Mappen vil vise studentens arbeider i sin helhet, inkludert de fire vurderingskategoriene: forskning, prosess/utvikling, arkitektonisk prosjektering og formidling. Ved delgjennomgangene underveis i semesteret gis muntlige tilbakemeldinger. Studentene kan videre gjøre forbedringer, for så å innlemme de endelige arbeidene i mappen som er gjenstand for karakterfastsettelse.Veiledninger tar sikte på å fremme diskusjoner og en kultur for forskning, utveksling og produksjon i studio og/eller på byggeplassen. Studentene jobber i grupper og individuelt. Krav til innlevert materiale vil bli ytterligere utdypet i veiledningene. Ved semesterslutt skal alt leveres samlet for vurdering, innen oppgitt frist, digitalt og fysisk. Utsatt eksamen gjennomføres i neste eksamensperiode slik at studenter som har dokumentert gyldig forfall/stryk ved forrige ordinære eksamen, har mulighet til å gjennomføre normal studieprogresjon.

På basis av generell arkitektkompetanse utvikler studentene: Kunnskap om: - arkitektens rolle som en integrert forståelse av arkitektonisk tenkning og praksis basert på diskusjoner, workshoper, litteraturstudier og kunststudier og refleksjon over egen praksis.- ulike typer arkitektonisk visuell kommunikasjon og eksperimentelle måter å kombinere frie formuttrykk med presise og detaljerte arkitektoniske tegninger (plan /snitt/fasader).- ikke-instrumentelle og rasjonelt overskridende aspekter ved arkitektur- interaksjon med andre kunnskapsfelt som kunst, vitenskapelig forsking og hermeneutikk (tolkingslære) Ferdigheter som:- even til å utvikle arkitektoniske konsepter og skape konkret arkitektonisk form med utgangspunkt i komplekse problemstillinger.- eve til å finne arkitektoniske løsninger i motsetningsfylte og uforutsigbare situasjoner- evne til å håndtere komplekse problemstillinger og se ulike verdiperspektiver ved faget- eve til å lede innovative arbeidsgrupper- even til å kommunisere arkitektoniske konsepter muntlig, visuelt og romlig- evne til å mestre ulike typer kreative metodologier i krysningen mellom arkitektoniske og kunstneriske prosesser. Generell kompetanse som:- utvikle evnen til å reflektere kritisk på egen læring og praksis ved å utfordre konvensjoner.- evne til å improviser og finne nye løsninger på uforutsette og motsetningsfylte problemer.- vilje og evne til å undersøke problemstillinger der utfallet er ukjent.- evne til å håndtere risiko ved å feile, lære av feil og omfavne det uventede.- forstå og se potensialet i andre profesjoners måte å tenke og handle på.

Emne forutsettes tatt samtidig med kunnskaps-emne AAR4692 "Eksperimentell praksis B".Gjennom workshoper, studio-arbeid og bruk av kunstneriske metoder i arbeidet med prosjekteringsoppgavene, vil studentene erfare et bredt spekter av læringssituasjoner. Utendørs fullskala kan bli tilbudt som et pedagogisk verktøy.Forelesninger vil bli holdt av både lærere, studentene selv og eksternt inviterte gjester, sammen med seminarer og diskusjoner knytta til workshopene og forelesningene.Basisaktiviteten er knytta til tegnesalen og alle studenter må delta i byggingen av et felles engasjert og sundt arbeidsmiljø.Emneansvarlig skal ved semesterstart informere studentene om det gjennomføres en frivillig ekskursjon. Studenter som deltar på frivillige ekskursjoner, må regne med å betale egenandel. Studenter som ikke deltar på frivillige ekskursjoner, vil få tilbud om et alternativt undervisningsopplegg.

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Eksperimentell praksis A - AAR4612