FAD0012 - A and D Handbook-2012

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Faculty oF architecture and designTe Whanga Waihanga-hoahoa 2012


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Faculty oF architecture and design

T W Wh

139 Vv Strt, T ar Cmpus, Wllt 6011

P 04463 6200

Fx 04463 6204

eml [email protected]

[email protected]

Wbsts www.vctr.c.z/rctctur

www.vctr.c.z/ds

Important noticeVictoria University uses all reasonable skill and care to ensurethe inormation contained in this document is accurate atthe time o being made available. However, matters coveredby this document are subject to change due to a continuousprocess o review, and to unanticipated circumstances. TheUniversity thereore reserves the right to make any changeswithout notice. So ar as the law permits, the University acceptsno responsibility or any loss suered by any person due toreliance (either whole or in part) on the inormation containedin this document, whether direct or indirect, and whetheroreseeable or not.

Important datesTo nd lists o important dates, including enrolment deadlines,accommodation, scholarships and deadlines or internationalstudent dates, visit the ollowing websites:www.victoria.ac.nz/home/study/dates.aspxwww.victoria.ac.nz/accommodationwww.victoria.ac.nz/scholarshipswww.victoria-international.ac.nz

Cover imageFabricate by Aaron Gale or DSDN 104 Digital Creation.

ContentsIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

School o Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Undergraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Architecture History and Theory . . . . . . . . . . . . . . . . . . . . . . . . 19Interior Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Landscape Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Bachelor o Building Science . . . . . . . . . . . . . . . . . . . . . . . . . . 43Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

Sustainable Engineering Systems . . . . . . . . . . . . . . . . . . . . . . .53School o Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Undergraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64First-year Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Culture+Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Industrial Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79Media Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87MDI with Computer Graphics Focus . . . . . . . . . . . . . . . . . . . . 95

Services and acilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100Te Rp whina: the whnau experience . . . . . . . . . . . . . . . 103Victoria Overseas Exchange (Vic OE): enrich your degree . 111S c h o l a r s h i p s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 3Support , services and resources . . . . . . . . . . . . . . . . . . . . . . . 115Architecture and Design Library . . . . . . . . . . . . . . . . . . . . . . . 121Technical resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Key dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124


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Faculty o Architecture and Design 2012 1

Cissy ZhangMaster o Interior Architecture student

Cissy let her native country o China in 2003 to attend high

school in Christchurch and then travelled to Wellington tostudy Interior Architecture at Victoria in 2005. She says,Wellington attracts many art, architecture and designstudents, and they create an aesthetic and artistic atmospherein the city.

Interior Architecture at Victoria is dierent rom interiordesign courses in other institutes. It is a course that bridgesarchitecture and interior design, she says.

Cissy enjoyed her discussions at Victoria with her supervisorsabout the deep meanings o interior architecture: I thinkInteriority is not necessarily limited by geometry, orm, timeand spacebut can also be generated through the naturalenvironment on open ground, without an outer buildingenvelope. Interiority could be an ephemeral space, enclosedby the elements o air and sound. Interiority could also bea reciprocal interaction between buildings and landscape,originating rom the ambiguous treatment o gure and ground.Exteriors become interiors, and interiors become exteriors.

Cissy is also pleased that the Interior Architecture course isnot ocused on interior design or decoration (like urniturearrangement and sot urnishing)it is more ocused onholistic spatial planning and architectural orms, which is veryinteresting. It will be a new trend or the architectural eld.

Her plans or the uture include designing her rst home with

her knowledge o interior design, starting her own architectural/design rm, and to go travelling to see the world, and exploreinteresting architecture and design in other countries.

To be a proessional inerior designer was my dream

when I was litle, and Vicoria helped me work owards

my dream coming rue.


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2 Victoria University o Wellington


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The Faculty o Architecture and Design, Te Whanga Waihanga-

Hoahoa, is one o New Zealands leading providers o innovativeeducation in a wide selection o disciplines encompassingdesign and the built environment.

The Faculty consists o the School o Architecture andthe School o Design and oers an extensive range oundergraduate and postgraduate degrees that cater or thegrowing requirements o the creative sector.

Our campus occupies a central city location just o

cosmopolitan Cuba Street. We oer world-class exhibitionspaces, lecture theatres, workshops, computer labs and designstudios. Our location means we can easily engage with workingpractitioners in our teaching environmentthe highest numbero all disciplines in the University.

The Facultys programmes address the growing need orcross-disciplinary study and will provide students with greatercapabilities or the proessions they enter, and better prepare

them or the increasingly complex society they engage with.Beyond undergraduate study, the Faculty oers a range oMasters-level qualications in Architecture and Design thatcan lead to traditional careers as architects and designers aswell as a diverse range o other possible career paths.

For suitably qualied candidates the Faculty oers doctoral(PhD)-level study and supervision in architecture and design-related elds. Contact the Faculty o Graduate Research (FGR)

or urther inormation by emailing [email protected]

Three undergraduate qualicationsBachelor o Architectural Studies (BAS) has specialisations inArchitecture, Interior Architecture, Landscape Architecture andArchitecture History and Theory. The BAS is a three-year degreeprogramme o ull-time study that provides students with acomprehensive grounding in the built environment, specic totheir chosen specialisation. More inormation is on page 6.

Bachelor o Building Science (BBSc) has specialisations inProject Management and Sustainable Engineering Systems. The

BBSc is a three-year degree programme o ull-time study thatprovides a thorough grounding in the science and technologyo building and an understanding o architecture. This providesstudents with the skills and knowledge to create solutions totechnical construction situations. More inormation is onpage 43.

Bachelor o Design Innovation (BDI) is a three-year degreeprogramme o ull-time study. Students can choose to

specialise in one o three design disciplines (Culture+Context,Industrial and Media) and have the unique opportunity tocombine study with a minor in another discipline such asPsychology, Cultural Anthropology, Mori or Pacic Studies,writing, Film or Media Studies. This provides students with theopportunity to congure their studies to suit their individualinterests and intended careers. More inormation is on page 62.

www.victoria.ac.nz/architecture

www.victoria.ac.nz/design

Introduction


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The School o Architecture at Victoria University is well placed

to provide intellectual leadership on a range o issues aroundcontemporary practice and the built environment. With itsunique combination o our disciplinesArchitecture, InteriorArchitecture, Building Science and Landscape Architectureitoers a multidisciplinary perspective rom which to speculateon the implication o these issues or Wellington, New Zealandand the broader context o the Pacic rim. Teaching, learningand research opportunities are structured around ve researchclusters that align with the Schools strengths and aspirations.

The clustersCritical Practices, Constructing Ecologies,Resilience, Social Praxis and Habitationsoperate school-wideand provide thematic umbrellas to rame inquiries, curatethe curriculum and consolidate the Schools knowledge andexpertise.

Design-based research is a central part o the curriculum

and provides the platorm rom which students are able tosynthesise the various subjectshistory, theory, technology,communicationsthrough a design proposition. Environmentaldesign practice increasingly demands o graduates the abilityto integrate and collaborate. In preparation or this the coursestructure enables students to undertake occasional projectswith all or some o the our disciplines on a common projectand in a studio setting. This provides opportunities or studentsto work as part o a team and or genuine cross-disciplinary

learning experiences and research outcomes. The particularexpertise o each discipline is understood and applied withina broader context o related disciplines, moving towards anenriched understanding o todays most pressing challenges ora more sustainable uture.

www.victoria.ac.nz/architecture

The built environment


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Final-year project by Master o Architecture (Proessional) graduate Joseph Shepherd.


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Bachelor o Architectural Studies (BAS)The BAS is a three-year undergraduate degree oered in ourspecialisations:

Architecture

Architecture History and Theory

Interior Architecture

Landscape Architecture.

All our specialisations share a rst-year programme in whichdesign, technology, environmental studies and communicationpractices are studied in the context o all disciplines oeredwithin the School. These courses give an overview o designknowledge or the built environment and introduce concepts,vocabularies and skills in an interdisciplinary context.

In the second year students select one o the BAS disciplinesto specialise in. The second year is discipline-specic, inclusiveo technological, theoretical and design subjects that relate

to the chosen specialisation. The third year reintegratesthe disciplines and oers a richer and more complexinterdisciplinary approach.

This undergraduate degree alone does not qualiy studentsor proessional registration and would lead to a career as atechnician rather than a proessional architect or designer.Students aspiring to become proessional architects will needto look into postgraduate programmes (see page 14).

Undergraduate overview

(top) Studio project by Master o Architecture (Proessional) graduate

Shelly Clement.

(bottom) Studio project by Master o Architecture (Proessional) graduate

Jane Mustard.


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Masters degrees overviewThe two-year Masters degrees in Architecture, LandscapeArchitecture and Interior Architecture prepare students orproessional careers.

The entry requirement is a B average in core subjects in yearstwo and three o the undergraduate degree.

Postgraduate overview

SpecialisationYear o study

One Two Three Part One Part Two

Architecture

BAS year one

BAS

(Architecture)

MArch(Pro)

Master o Architecture (Proessional)

Architecture History

and Theory

BAS

(Architecture History and Theory)

PGDipAHT

Postgraduate Diploma

in Architecture Historyand Theory

MArch

Master o Architecture

Interior ArchitectureBAS

(Interior Architecture)

MIA

Master o Interior Architecture

Landscape ArchitectureBAS

(Landscape Architecture)

MLA

Master o Landscape Architecture

Part One is a consolidation and integration o previousknowledge gained in Design, Technology, EnvironmentalStudies, Communication Practice and Proessional and BusinessStudies as a precursor to proessional practice. Researchmethods are taught to prepare students or a Masters thesis inPart Two.

Part Two involves a major design thesis that tests a researchproposition and demonstrates a degree o academic rigour and

proessional specialisation prior to graduation.


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Graduate programmes in DesignedEnvironmentsThe School o Architecture has introduced two new graduateprogrammesa Graduate Certicate and Graduate Diploma in

Designed Environments.Both the Certicate and Diploma provide an attractiveproessional development vehicle or architects, interiorarchitecture specialists, landscape architects, designers,planners, project managers, building inspectors and peopleworking in related areas.

The Graduate Certicate in Designed Environments (GCertDE)is a development programme or practising proessionals.

Graduates should have enhanced up-to-date specialistknowledge o an aspect o their proessional discipline.

The Graduate Diploma in Designed Environments (GDipDE)oers specialised study in six areas:

Architecture



Landscape Architecture Project Management

Sustainable Engineering Systems.

The Graduate Diploma provides a pathway into postgraduatestudy or students who have graduated in one o theundergraduate disciplines o the Bachelor o ArchitecturalStudies (BAS) or Bachelor o Building Science (BBSc) degrees,who wish to transer to a related discipline.

Programme structureGraduate Certifcate in Designed Environments (GCertDE)

One trimester o ull-time study or up to two years part-time (equivalent to our trimesters)

60 points Admission requires a good Bachelors degree (or

equivalent) in Architecture, Building Science or Design

Endorsement o a specialised area o study o yourchoosing:

Architecture



Landscape Architecture

Project Management


Graduate Diploma in Designed Environments (GDipDE)

One year o ull-time study or up to our years part-time(equivalent to eight trimesters)

120 points

Admission requires a good Bachelors degree or equivalentin Architecture, Building Science or Design

Endorsement o a specialised area o study o yourchoosing:

Architecture




Project Management


Students wishing to pursue urther study rom our range o

postgraduate-level qualifcations at Masters level

Entry into Masters qualications is based on academicperormance in the GDipDE.


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Specialisation inormation/programmestructureGraduate Certifcate

A Graduate Certicate requires 30 points (typically two

courses) rom your selected programme and 30 other pointsrom courses oered by the School o Architecture.

Graduate Diploma

For a Graduate Diploma you will need to take the courseslisted below plus courses as necessary to complete 120 points(usually ve).

Architecture

ARCI 311 Architecture Design

ARCI 312 Architecture Design Integration

and one o:

SARC 321 Construction

SARC 351 Urban Design Theory and Practice


INTA 311 Interior Architecture Design

INTA 312 Interior Architecture Design Integration

and one o:

INTA 321 Interior Fit-out Technologies

SARC 323 Colour, Pattern, Light


LAND 311 Landscape Architecture Design

LAND 312 Landscape Architecture Design Integration

LAND 321 Landscape Architecture Construction

Architecture History and TheoryThree o:


SARC 352 Pacic Designed Environments

SARC 353 History o Architecture

SARC 354 Interior Architecture Conservation

Project Management

BILD 361 Project Management

BILD 362 Construction Law

and one o:

BILD 322 Structures


SARC 362 Introduction to Practice and Management

SARC 364 Building Code Compliance

Sustainable Engineering Systems

BILD 321 Sustainable Engineering Systems Design

BILD 331 Sustainable and Regenerative Design

and one o:

BILD 322 Structures



SARC 364 Building Code Compliance


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Architecture


Specialisation overviewArchitecture is a science, responsive to the timeless needs

o human inhabitation as well as new challenges such asenvironmental sustainability and rapidly evolving technologies.For these reasons, people are constantly making or remakingtheir physical world, producing the special buildings andplaces we call architecture.

Our Architecture programme encompasses the technologieso building such as construction, structures and environmentalscience. It also situates architecture within a world o ideas,examining the dierent meanings o buildings through historyand rom various theoretical perspectives. All these subjectsare brought together under the umbrella o design in a series ostudio-based courses.

At Victoria, this diverse learning experience occurs within abroader multidisciplinary environment. Our BAS in Architecturecombined with the Master o Architecture (Proessional)(MArch[Pro]) is recognised nationally and internationallyas meeting the academic requirements or registration as a

proessional architect.

Graduates rom the programme possess the skills, practicalknowledge and theoretical understanding required in thearchitecture proession. These include an ability to thinkvisually and three-dimensionally, particularly in relation tospatial subjects.

Career opportunitiesGraduates move on to satisying careers in the architecture

proession, either establishing their own practices or workingas employees in large rms or government agencies. Beoreregistering as an architect in New Zealand, graduates mustgain practical experience usually under the supervision o aregistered architect. Not all Architecture graduates chooseto ollow this path. Because their skills and education are sobroad, some pursue careers outside conventional architecturalpractice.

Career opportunities are diverse, and some require urtherspecialised courses o study:

urban planning/urban design

interior design

environmental design

stage/movie set design

property management

property development

project management

acilities management

building conservation.

(opposite pagetop) Third-year studio project by Oliver Booth.

(opposite pagebottom) Third-year studio project by Samuel Skogstad.


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Undergraduate degree structure

Year oneAt Victoria the rst year is unique because it is based on adiverse learning experience rom the artistic to the scienticand rom sustainable concerns to communicating designconcepts. This multidisciplinary approach to the spatialenvironment provides you with a oundation o skills andvocabulary to design, question and research. This oundationwill take you into your graduate studies in Architecture.

Year one

SARC 111 Introduction to Design Processes

SARC 112 Design Processes

SARC 121 Introduction to Built Environment Technology

SARC 122 Introduction to Applied Physics, Numerical Methods and

Statistics or Designers*

SARC 131 Introduction to Sustainability in the Designed Environment

SARC 151 Introduction to Design History and Theory

SARC 161 Introduction to Design Communication

SARC 162 Design Communication

*SARC 122 may be replaced by an elective course by students who have at least

14 credits at Level 3 in each o two o the ollowing: calculus, statistics, physicsor modelling.


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(opposite pagetop) Second-year studio project by Josephine de Guzman.

(opposite pagebottom) First-year studio project by Joshua Vlaanderen.

(top) Second-year studio project by Henry Stephens.

(bottom) Second-year studio project by Jae Warrander.


Years two and threeYear two o the BAS in Architecture introduces discipline-specic courses in Architectural Design and ArchitecturalHistory and Theory. These are supported by a solid groundingin building technologies including structures, constructionand human environmental science. Year three builds on thisoundation, and presents increasingly challenging design issuesat larger scales. At this stage, students are also introduced tourban design, Pacic architecture, proessional practice andmanagement. Each year culminates with an extended designstudio that requires students to integrate what they have learntin other courses.

Year two



ARCI 251 History and Theory o Architecture

SARC 221 Building Materials and Construction

SARC 222 Structural Systems

SARC 223 Human Environmental Science

and one elective course

Year three









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Postgraduate studyThe Master o Architecture (Proessional) (MArch[Pro]) is atwo-year course o study taught in two distinct sections.

Degree structure (MArch[Pro])

Part OneIn Part One students demonstrate their command o a broadrange o architectural knowledge and skills. Once again,integration is the key. The technical aspects o building areaddressed in combination, and an extended studio allowsstudents to demonstrate near-proessional competency indealing with large structures and complex accommodationneeds. At the same time, studio courses emphasise research-led approaches to design. Students prepare proposals or adesign-based thesis project which will be undertaken in PartTwo o Masters study.

Part One

ARCI 411 Architectural Design Research

ARCI 412 Architectural Design Research

ARCI 421 Integrated Technologies

ARCI 451 Architecture History and Theory

SARC 461 Proessional Practice

SARC 491 Research Methodologies



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Part TwoPart Two is devoted to the architecture research thesis. Duringa minimum nine-month period, students identiy a novelresearch question then devise and implement an appropriateresearch strategy. A design project eatures prominently in thisprocess. At the end o the course, students draw conclusionsabout their own design and about the broader architecturalquestion that prompted the work. Students complete the yearwith specialised knowledge in one aspect o architecture. Theyalso possess research skills relevant to modern proessionalpractice or urther academic study.

Part Two

ARCI 591 Architecture Research Thesis120 points

or in special circumstances

ARCI 592 Architecture Research Thesis90 points

and elective courses to the value o 30 points rom courses numbered

400599.

(opposite page) Final-year studio project by Master o Architecture

(Proessional) graduate Shelly Clement.

(top) Studio project by Master o Architecture (Proessional) graduate William

Samuels.

(bottom) Studio project by Master o Architecture (Proessional) graduate

Nicholas Roberts.


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Grace MillsFourth-year Architecture student

When Grace nished high school she wanted to move cities

to go to university, and so let her native Wellington or lie inDunedin. However, ater a year away rom home, the desire topursue Architecture drew her back to Wellington.

Architecture stayed on my mind the entire yearso I had totry it out, she says. And Wellington seemed the best placeor it.

Grace also says the School o Architecture held a specialattraction: I had been to various nal-year exhibitions at

the School, and I very much liked the eel o it, as well as thevariety and artistic approach o the projects.

Shes happy she made the move: The programme is extremelywide in scopeit covers history, theory, design, mathematicsand physics and almost anything else you want to incorporate.I have beneted hugely rom both the practical and moretheoretical aspects o the degree.

Wih is abundance o ineresing archiecure and

is vibran amosphere, Wellingon is a abulous

environmen in which o ge your rs archiecural

bearings.


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Kelly ClarkRecent Master o Architecture (Proessional) graduate

Ater nishing high school Kelly was ready or a new challenge,

so he decided to leave his hometown o Christchurch and moveto Wellington to study Architecture at Victoria.

The competitive environment meant that I was pushed hard,so I learnt a lot more than I would have in a more laid-backatmosphere, he says.

During his studies at Victoria, Kelly received the bonded meritscholarship based on rst-year grades, the Stephenson &Turner Award and the NZIA Graphisot Award or top ourth-

year Architecture student.His advice or rst-year students is: Pause and think careullyabout what you are going to do or a project, as you have toinject a lot o eort into it. Further to this, do what you want todo and stick to your guns.

Wellingons a grea ciy o live in, especially or

sudens.


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Specialisation overviewArchitecture History and Theory is a three-year specialisationo the Bachelor o Architectural Studies (BAS). This programmeocuses on the historical, social, political and a criticalunderstanding o the built environment. Architecture Historyand Theory students at Victoria have a unique advantage o aninterdisciplinary approach to learning as they share courseswith Architecture, Building Science, Interior Architecture andLandscape Architecture.

In this programme, importance is placed on the originality oinormation uncovered, the creativity o the interpretations

made and the rigour o the methodological proceduresadopted. Graduates can pursue urther studies by carrying outa Postgraduate Diploma in Architecture History and Theory(PGDipAHT) then move on to a non-proessional Master oArchitecture (MArch).

Career opportunitiesThere are many career opportunities or students studying in

Architecture History and Theory, including:

architectural conservator archivist critic or writer curator historian theorist librarian

museum researcher.

(opposite page) Fourth-year studio project by Stephanie Liddicoat.

(above) Final-year studio project by Master o Architecture (Proessional)

graduate Hannah France.


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Year oneYear one o the BAS in Architecture History and Theory providesyou with a diverse learning experience rom the artistic to thescientic and rom sustainable concerns to communicating

design concepts. This provides you with a oundation tounderstand the built environment which you will take intograduate studies in your history and theory specialisation.

Year one










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Years two and threeYear two teaches students to acquire key skills and knowledgeand a solid oundation in terms o history and theory, urbandesign, Pacic culture and heritage. Students in years two and

three can take history and theory courses within the Landscapeand Interior Architecture programmes. Students can alsocombine their studies with a wide variety o theory-basedsubjects including Culture+Context, Art History, Classics orHistory.

Year two

Year two requires a total o 120 points that include at least two courses rom:

ARCI 251 History and Theory o ArchitectureINTA 251 History o Interior Architecture

LAND 251 Landscape Architecture History and Theory

SARC 251 History o Building Technology

and elective courses to the value o 90 points*

Year three

Year three requires a total o 120 points that include two courses rom:




SARC 354 Interior Heritage Conservation

and elective courses to the value o 90 points including 45 points at 300

level rom courses labelled ARCI, INTA, LAND or SARC*

* Elective courses are to include 105 points at 200300 level o which 75 points

must be rom ARCI, INTA, LAND or SARC.

(opposite page) The Disconnector, ourth-year studio project by Patrick

Thompson.

(top) Second-year studio project by Frano Bazalo.

(bottom) Third-year studio project by Zoe Chisholm.


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Postgraduate degree structure

Postgraduate Diploma in Architecture History andTheory (PGDipAHT)Students specialising in Architecture History and Theory cancontinue studies with a one-year Postgraduate Diploma inArchitecture History and Theory (PGDipAHT). This leads intothe non-proessional thesis-based Master o Architecture.Students can take approved courses rom Architecture, Interiorand Landscape Architecture at 400 level or at least twotrimesters.

The PGDipAHT requires a total o 120 points consisting o:

SARC 451 Critical Theory o the Designed Environment

SARC 491 Research MethodologiesOne o:


INTA 451 Theory and Criticism in Interior Architecture

LAND 451 Landscape Architecture Theory and Criticism

three urther courses rom:




SARC 452 History o the City in Landscape


SARC 454 Interior Architecture Conservation

and a urther 30 points numbered 400499 rom courses labelled ARCI,

INTA, LAND or SARC.

(top) Fourth-year studio project by James Morgan.

(bottom) First-year studio project by Ben Allnatt.


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Master o Architecture (MArch)Students who wish to specialise urther in Architecture Historyand Theory can undertake a non-proessional MArch thesis. Athesis allows students the exibility to pursue and test their

own research interests. The work that has been produced in theMArch stream is rigorous and innovative and graduates romthis programme have gone on to teach and publish at otheruniversities and institutions.

MArch by thesis

ARCH 591 Thesis120 points

(top) Secondyear studio project by Margot Bowen.

(bottom) Final-year studio project by Master o Architecture (Proessional)

graduate Joseph Shepherd.


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Philip BeleskyFourth-year Master o Landscape Architecture(Proessional) and Bachelor o Arts in ArchitecturalStudies student

For Philip the appeal o Architectural Studies is itsmultidisciplinary nature: It incorporates a variety o elds, andit is the conicts and congruencies between its technical andliberal arts that I like.

Being able o work beween science and ar, cra and

philosophy, or experience and culure makes every

projec ineresing.

Philip enjoys the high level o interaction between students,and between the students and teachers. Coming rom highschool, Philip chose Victoria on the advice o riends andteachers, and on the School o Architectures reputation.

He says that Te Aro is completely dierent rom Victoriasother campuses and it is an enjoyable and eective learningenvironment.

His advice or rst-year students is: Always make the most ostudio time. Dont over-complicate projectsocus on a simpleidea early and execute it well.


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Akari KiddMaster o Architecture student

Akari completed her Bachelor o Architecture degree andworked in Japan and New York beore coming to Victoria, witha Victoria Masters (by thesis) Scholarship.

Akari made her decision to study Architecture at Victoria aterseeing work o previous students: From previous studentwork, it was apparent to me that this School exposes studentsto creative and theoretical, as well as technical aspects oarchitecture.

The acility provided or postgraduate research at Te Aro

is well maintained and provides a good environment orresearching and studying, she says.

She believes that Architecture is an integration o variousdisciplinesmusic and poetry, structure and construction, artand crat, history and theory, to name a ew. That is perhaps thebeauty o architecturethat it can draw people rom diversebackgrounds. I dont believe there is another eld that attractspeople with interests that span rom drawing to numbers.

Vicoria has given me he opporuniy o each

(uor) sudens sudying Archiecure, which has been

boh challenging and rewarding.


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Specialisation overviewInterior architecture is dened as the study o spaces andspatial experiences, using the language o architecture, andwith the goal o addressing and resolving issues o habitation.Interior Architecture at Victoria teaches students to design the3D architecture o an interior. In this sense it is very dierentrom interior design programmes oered elsewhere in NewZealand, that deal only with 2D surace treatments.

Interior Architecture students have a unique advantagein sharing common courses with Architecture, LandscapeArchitecture, Architecture History and Theory and Building

Science students, within a acility devoted to the study othe built environment. Students are trained to take a strongpersonal position in relation to design, to experiment and toreect on the implications o their design position. Our aim is toprepare students or leadership roles in the interior discipline.

Our Interior Architecture graduates are trained to becomespecialists in the design o architectural space and spatialexperience. Students are taught to explore how time,

movement and perception challenge presumed boundariesbetween the pragmatic and the theoretical, and even betweenthe habitable and the mythological. Our graduates have goneon to design spaces or buildings, spaces or cities, spaces ormovie narratives, spaces or video gamesany career thatrequires a specialised knowledge o how we interact withinspace.

Career opportunitiesVictorias Master o Interior Architecture degree isinternationally recognised through its afliation to theInternational Federation o Interior Design/Architecture (IFI).Our graduates nd compelling careers as specialists withininterior design and architecture rmsothers nd careeropportunities in the ollowing:

retail design

lighting design

exhibition and urniture design

event and set design.

(opposite page) The Chronological Displacement Apparatus, by Interior

Architecture graduate Christopher Chui.

U d d t d t t


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Year oneYear one o the BAS in Interior Architecture provides amultidisciplinary approach to exploring design communication,and technological processes relating to the built environment.

Students pursuing Interior Architecture share commoncourses with students interested in Landscape Architecture,Architecture, Building Science and Architecture History andTheory.

Year one



SARC 121 Introduction to Built Environment TechnologySARC 122 Introduction to Applied Physics, Numerical Methods and







14 credits at Level 3 in each o two o the ollowing: calculus, statistics, physicsor modelling.


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Years two and threeYear two o the BAS in Interior Architecture teaches students toacquire and use core skills related explicitly to the discipline,especially design, history o the discipline and communication.

Year three provides a deeper knowledge o the specialisation,emphasising independence, sel-reection and engagementwith applied problems. Year three involves research-ocusedlearning, in preparation or entering the two-year Master oInterior Architecture (MIA).

Year two



INTA 251 History o Interior Architecture

INTA 261 Drawing and Modelling or Interior Architecture




Year three



INTA 321 Interior Fit-out Technologies

SARC 323 Colour, Pattern, Light




(opposite page) World o Discontinuous Time +, by ourth-year Interior

Architecture Masters student Samuel Whitburn.

(right) The Process o Lost Personalities by Interior Architecture international

exchange student Hanna Sommer.



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Postgraduate degree structureThe Master o Interior Architecture (MIA) is a two-year courseo study taught in two distinct sections.

Part OnePart One is structured as taught courses that embracesubstantive disciplinary material, theory, researchmethodologies and research through design projects.

Part One


INTA 412 Interior Architecture Design Research

INTA 421 Integrated Technologies





(let) Treasury o Communication by Interior Architecture graduate Hannah

Hemus.

(right) The Flatness o Depth by Interior Architecture graduate Jamie Exeter.


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Part TwoPart Two, which completes the degree, is structured as aone-year studio-based design research project, selected roma range o research topics. Students will learn to establish a

strong personal position in response to social, cultural andtheoretical imperatives, while independently researchinginterior architecture-specic issues through advanced modeso design inquiry.

Part Two

INTA 591 Interior Architecture Research Thesis120 points


INTA 592 Interior Architecture Research Thesis90 pointsand elective courses to the value o 30 points rom courses numbered

400599

Wen Ting


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Wen TingRecent Bachelor o Designin Interior Architecture graduate

Ater completing high school Wen decided to studyInterior Architecture at Victoria, because it oered moreopportunities. She says rst year was great, given that we gota taste o each discipline (interior, landscape, industrial anddigital media).

Your end resul is proporionae o he hard work

and dedicaion you pu in during he process o

learning, improving, experimening and sel-

criiquing.Wen was the winner o the Victoria Medal o AcademicExcellence in 2010 or the Faculty o Architecture and Design.She was awarded First Class Honours or the Bachelor o Designdegree, with a higher grade average or her our years o studythan all the other First Class Honours students.

Wens advice to rst-year students: Always challenge the brie,and remember to have un!

Wen Ting has recently completed the Bachelor o Design inInterior Architecture. This qualication has now been replacedby the Bachelor o Architectural Studies (BAS) in InteriorArchitecture.

Chloe Walbran


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Chloe WalbranMaster o Interior Architecture student

Chloe Walbran is currently completing her Masters degreespecialising in Interior Architecture, and has received awards

or Excellence in Interior Architecture and Best Final YearProject.

I elt Wellington, as a city, had such a great creative culture;it had to be the best environment to study such an artisticdegree. I also elt Victoria would oer a level o practicality Imay not nd in the ne arts direction, she says.

While studying at Victoria, Chloe has been given opportunitiesto go on overseas eld trips with knowledgeable tutors, she

says.

Prepare yoursel or a un-lled and busy ve years.

Upon nishing her Masters degree, Chloe intends to travelaround the world to experience a range o cultures andpractices: It would be great to kill two birds with one stonetravel the world and make an income at the same time.


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Third-year studio project by Landscape Architecture student Cory Manson.


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Specialisation overviewLandscape architecture sits at the oreront o rising globalinterest in the environment, the sustainability o cities and

the quality o urban lie. As acilitators o change, landscapearchitects draw together diverse disciplinary interests inthe creation o landscapes that are culturally, economically,socially and environmentally responsive.

Landscape architecture blends the rigorous understanding othe sciences, ocusing on ecology and natural systems, with thecreative process o embracing art and human interactions withthe landscape. Victorias Landscape Architecture programme

encompasses the technology o site development and sitesystems, historical and contemporary interactions o peoplein the landscape and design as critical methods o acilitatinglandscape change. All o these subjects are oered in anintegrated programme anchored by the studio experience.

Opportunities or the integration o teaching across disciplinesare widespread at the School o Architecture and across theacademic community at Victoria. Landscape Architecture

students work on projects that address place, community,activity, meaning, orm and aesthetics. The outcomes includeintegrated solutions or open space networks, transport routes,street typologies, built orm, land use mixes, recreation space,community acilities and urban ecology.

Our BAS in Landscape Architecture combined with the Mastero Landscape Architecture (MLA) is recognised nationally andinternationally as meeting the academic requirements orregistration as a proessional landscape architect.

The programmes vigorous interdisciplinary design culturepromotes the skills and values necessary to practise as a

landscape architect in a wide variety o contexts within thisrapidly growing and pivotal eld o the built environment.

Career opportunitiesLandscape architects work in private, public and academicorganisations and typically collaborate with artists, ecologists,architects, planners and engineers to plan and design awide variety o projects at regional, urban and local scales.

These may include large-scale inrastructure projects andthe rehabilitation and design o post-industrial and residualurban sites as well as parks, gardens and public open spaces.Victorias Landscape Architecture programme is accredited bythe New Zealand Institute o Landscape Architects (NZILA) andprepares students or registration as landscape architects.

Graduates rom the programme are working in many dierentcapacities throughout New Zealand and abroad. Possible

career opportunities include: parks and recreation planning

site design and planning

urban design

civil design and public inrastructure consultant

sustainable development consultant

landscape assessor.



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g g

Year oneThe rst year o study provides a common oundation or allstudents in the School o Architecture including course contentspanning design, technology, history and theory.

Year one










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Years two and threeIn the second year students are introduced to courses inlandscape architectural design, technology, site systems/ecology, history and theory. The third year introduces greater

complexity and broad-scale issues related to landscapeplanning and urban interventions requiring more sophisticatedintegration o human and natural conditions into the designprocess.

With successul completion o the rst three years, studentscan be awarded the Bachelor o Architectural Studies (BAS) inLandscape Architecture.

Year two



LAND 221 Landscape Architecture Sites and Systems

LAND 222 Landscape Architecture Application

LAND 251 Landscape Architecture History and Theory

LAND 261 Landscape Architecture Communication


Year three



LAND 321 Landscape Architecture Construction





(opposite page) Site analysis rom nal-year studio project by Peter McCartney.

(right) How can Landscape Architecture inorm, illustrate, and improve

hydrological systems within the Wellington City?, images rom nal-year

Landscape Architecture thesis by Nicolas Grifn.



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The Master o Landscape Architecture (MLA) is a two-yearcourse o study taught in two distinct sections.

Part OneStudents interested in postgraduate study may continueor two additional years and earn the MLA degree. In PartOne students are introduced to design-based research, theydevelop greater understanding o theory and criticism inlandscape architecture and are engaged in additional coursesthat provide exposure to contemporary practice in landscapearchitecture.

Part One

LAND 411 Landscape Architecture DesignLAND 412 Landscape Architecture Design Research

LAND 421 Urban Technologies






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Part TwoIn Part Two students work is devoted to the development ooriginal work through preparation o the Masters thesis. Thisis intended to be a culminating experience that demonstrates

the capability or individual thought and creativity in landscapearchitecture.

Part Two

LAND 591 Landscape Architecture Research Thesis120 points


LAND 592 Landscape Architecture Research Thesis90 points

and elective courses to the value o 30 points rom courses numbered

400599

(opposite pagetop) Second-year studio project by Landscape Architecture

student Sarah Blaschke.

(opposite pagebottom) Planting Plan, studio project by Landscape

Architecture student David McDermott.

(right) Studio project by Landscape Architecture student Marita Hunt.

Amy Collingbourne


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Amy CollingbourneThird-year Landscape Architecture student

Following a gap year and an exchange to France ater the end ohigh school, Amy is now combining her Landscape Architecture

studies with French courses. She says Landscape Architectureis interesting in the way that it combines spatial design withunderstanding about the landscape.

I started out with hardly any expectations, and ound a rst-year design project was really great in helping me understandthe processes o landscape design, she says.

The programme crosses over several disciplines rom

science o ar and everyhing in beween.Amy says she enjoys the creative side o designing spacesand presentations the most, as well as having discussionswith tutors, and going on eld trips or LAND 221 LandscapeArchitecture Sites and Systems.

She lists her plans or the uture as continuing with her degreeand making a return trip to France at some point, and says shewould like to continue to the Master o Landscape Architecture

ater her undergraduate studies.

Cory Manson


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Cory MansonMaster o Landscape Architecture student

Cory says he had not heard much about LandscapeArchitecture until he started thinking about what to study at

university, but was drawn to it by its ocus on a combination odesign, architecture and the natural environment.

I came into the Landscape Architecture programme with apretty open mind, Cory says. I had the impression the coursewould have an urban ocus, which it does, but it has alsodeveloped my broader understanding o the subjectso manythings can be relevant to a project.

His studies have already seen him taking eld trips to

Melbourne, Sydney and New York.

Cory is condent he has made the right study choice: I thoughtLandscape Architecture would be something I would havean interest in, but over the last ew years it has turned into apassion, he says.

The eld rips are grea, especially going o heunique landscapes around he Wellingon region. The

class dynamics are also really good.


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Bachelor of Building Science


Undergraduate overviewOur Bachelor o Building Science (BBSc) examines and analysesthe built environment and the way people interact with it. It

gives a thorough grounding in the development o constructionmethods, materials and systems, as well as an awareness othe impact and importance o trends in the development osustainable building technologies. It introduces the science ocomort in terms o air quality, heat, light and sound. You willdevelop an understanding o structural engineering, and othe legal and economic environments in which buildings areconstructed and inhabited.

At Victoria, Building Science is taught alongside theArchitecture, Architecture History and Theory, InteriorArchitecture and Landscape Architecture programmes,enabling BBSc students to engage with these relateddisciplines and ensure the science o buildings is explored inthe context o an awareness o architectural design issues.

The rst year o the programme consists o seven introductorycourses that lay the oundations or the ollowing years, plusan elective course o your choice. Two technically-orientatedcourses ocus on the technologies inherent in todays buildingsand sustainability.

Four others cover basic aspects o design and the associatedhistory and theory. They will introduce you to the world oarchitecture in which building science plays a crucial role.

In the ollowing two years you will study core Building Sciencetopics including construction, structures, environmental

science, systems and management. Depending on your choiceo courses you will specialise in one or both o SustainableEngineering Systems and/or Project Management. At the endo three years study you will have knowledge and skills toeither begin a satisying career in some aspect o the buildingindustry or continue your study in the two-year Master oBuilding Science programme.

Students o Building Science should have a keen interest in the

complexities o the building construction process and an abilityto interact well with others. With the increasing emphasison project management, students should develop a sharpbusiness mind as well.

We expect a majority o the BBSc graduates to continue theireducation and undertake the Masters degree in BuildingScience. This degree will present the opportunity or a graduateto ocus on a specialist subject area o their choice. Somestudents will continue on beyond that to undertake a PhD inBuilding Science.

For more inormation on the BBSc and its specialisations, go towww.victoria.ac.nz/bbsc


Master o Building Science (MBSc)


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Master o Building Science (MBSc)The Master o Building Science (MBSc) is a two-yearpostgraduate degree with a ocus on examining the science othe built environment in depth.

Entry into the MBSc will be available to BBSc graduates withgrades o B average in years two and three o the BBSc degree.

During the rst year o the MBSc students will enrol incourses such as Project Integration, Integrated Technologies,Sustainable Engineering, Buildings and Energy, Green BuildingAssessment, Building Project Management and Built FacilitiesManagement and Research Methodologies.


One Two Three Four Five

Project Management

BBSc year one

BBSc

Project Management

MBSc

Master o Building Science

Project Management

Sustainable Engineering

Systems

BBSc


MBSc

Master o Building Science


In the second year o the MBSc students undertake a BuildingScience Research Thesis, where a students interests in a topico their choice are ully researched and developed. The thesis

allows students to establish a strong academic position inthe analysis o an aspect o a building, researched in boththeoretical and practical orm.

Our current Masters students are working on a wide rangeo topics including analysing intelligent lighting systems, abenchmarking system or commercial buildings, developinga liveability index or urban apartments and examining theconstruction o structurally insulated panels.


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Project Management


Specialisation overviewProject management is the methodical approach to planningand guiding project processes rom start to nish. The

processes are guided through ve stages: initiation, planning,executing, controlling and closing. Project management can beapplied to almost any type o project.

Victoria oers a new specialisation in Project Managementwithin our Bachelor o Building Science (BBSc) degree that isdesigned or students who want a proessional career at thecore o the building industry. This specialisation ocuses on thelogistics surrounding the built economic environment. Some

key topics include the easibility analysis, planning, cost controland the critical path o building and urban environments.

The Project Management specialisation is taken alongsidethe core Building Science and elective courses o yourchoosing. In this specialisation students will study topicsincluding economics, cost planning, project managementand construction law in the second and third years o study.These courses can be enhanced by careully selected electivecourses related to Project Management or by taking a secondspecialisation in Sustainable Engineering Systems.

This specialisation is available as a postgraduate specialisationwithin the Master o Building Science (MBSc), or studentswho wish to pursue urther study at postgraduate level or aproessionally recognised qualication.

Career opportunitiesThere are many career opportunities in this area o expertisethat include the ollowing:

construction project management

building consultant

building research

consultant on city council buildings consent processes

technician in a structural engineering consultancy, perhapsbeginning with computerised drating and moving intomanagement

quantity surveying technical writing.


Year one


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In your rst year you study core courses alongside studentsin the rst year o the Bachelor o Architectural Studies (BAS).This maximises your exposure to all aspects o the built

environment and is designed to increase your awarenesso dierent disciplines that contribute to it. You will take aseries o design and lecture-based courses in communication,sustainability, building technology and history and theory.

Year one











14 credits at Level 3 in each o two o the ollowing: calculus, statistics, physics

or modelling.

(top) Interior building renders o the Monastery o Novy Dvurby Andrew Pester.

(bottom) Interior building render by Anthony Gates.

Years two and three


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In your second and third years you will study coreBuilding Science topics including construction, structures,environmental science, systems and management. Within this

specialisation you will take courses in building economics, costplanning, project management and construction law.

Year two

BILD 251 History o Building Technology

BILD 261 Building Project Management and Economics

BILD 262 Building Project Management Cost Planning




and two elective courses

Year three

BILD 322 Structures

BILD 364 Building Code Compliance


BILD 362 Construction Law




(right) Construction models or Solar Decathlon project, created by students

in SARC 221.

Postgraduate degree structureThe Master o Building Science (MBSc) specialising in Project


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Management is a two-year course o study taught in twodistinct sections.

Part One

In Part One o your Masters you will cover a series o topicswithin your core courses that include project integration,building technology, green building assessments, researchmethodologies and project management. These coursesprepare you to undertake a written thesis in Part Two.

Part One

BILD 411 Integration Project

BILD 421 Integrated Technologies

BILD 431 Green Building Assessments


BILD 463 Facilities Management


and at least 15 approved points rom courses numbered 400499

Part Two


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In Part Two o your Masters you will undertake a written thesiswhich can be in Project Management or a related eld withinthe Building Science discipline that can be supervised within

the School o Architecture.

Part Two

BILD 591 Building Science Research Thesis120 points

(opposite page) Students work on their construction project in workshops.

(right) Interior building photograph o Te Aro Campus Atrium.


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Specialisation overviewSustainability is an important component in the builtenvironment. It involves the promotion o energy efcient

buildings and minimising the harm to our environment. AtVictoria, we are now oering a new specialisation in SustainableEngineering Systems within our Bachelor o Building Science(BBSc) degree that is designed or students who want aproessional career at the core o the building industry.

Sustainable Engineering Systems ocus on the study andperormance simulation o environmental engineering systemsand sustainability at both the building and urban level.Students will study and develop appropriate design systemsto address the quality o the built environment rom heatingto lighting to air quality and acoustics, while incorporating theefcient use o sustainable materials and building resources.

This specialisation is taken alongside the core Building Scienceand elective courses o your choosing. In this specialisationstudents will study topics including environmental engineeringsystems, sustainable architecture, sustainable engineeringsystems design and sustainable and regenerative design in

buildings in the second and third years o study. These coursescan be enhanced by careully selected elective coursesrelated to sustainability or engineering, or by taking a secondspecialisation in Project Management.

This specialisation is available as a postgraduate level withinthe Master o Building Science (MBSc), or students who wish topursue urther study at postgraduate level or a proessionallyrecognised qualication.

Career opportunitiesThere are many career opportunities in this area o expertisethat include the ollowing:

sustainable engineering systems designer

consultant advising design teams on energy conservation

lighting adviser, designer or supplier

researching building materials perormance either ina private company or a research institution such as theBuilding Research Association o New Zealand (BRANZ)

consultant or the city council buildings consent processes

technician in a structural engineering consultancy, perhapsbeginning with computerised drating and moving intomanagement

re design and regulations

quantity surveying

acoustic engineering

technical writing.


Year oneIn your rst year you study core courses alongside students


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In your rst year you study core courses alongside studentsin the rst year o the Bachelor o Architectural Studies (BAS).This maximises your exposure to all aspects o the builtenvironment and is designed to increase your awareness odierent disciplines contributing to it. You will take a serieso design- and lecture-based courses in communication,sustainability, building technology and history and theory.

Year one











14 credits at Level 3 in each o two o the ollowing: calculus, statistics, physics

or modelling.

(top) Interior building render, created in BBSC 303 Computer Applications by

Ashton Wright.

(bottom) Building model by Steven Chen.

(opposite pagetop) Interior building render, created in BBSC 303 Computer

Applications by Ashton Wright.

(opposite pagebottom) Interior building render o Sartogo Architetti

Associatis Santo Volto di Ges by Thomas Ward.

Years two and threeIn your second and third years you will study core Building


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In your second and third years you will study core BuildingScience topics, including construction, structures,environmental science, systems and management. Withinthis specialisation you will take courses in environmentalengineering systems, sustainable architecture, sustainableengineering systems design and sustainable and regenerativedesign.

Year two

BILD 251 History o Building Technology

BILD 231 Environmental Engineering Systems

BILD 232 Sustainable Architecture





Year three

BILD 322 Structures

BILD 364 Building Code Compliance

BILD 321 Sustainable Engineering Systems Design

BILD 331 Sustainable and Regenerative Design




Postgraduate degree structureThe Master o Building Science (MBSc) in SustainableEngineering Systems is a two-year course o study taught in


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g g y y y gtwo distinct sections.

Part One

In Part One you will cover a series o topics within your corecourses that include project integration, building technology,green building assessments, research methodologies andsustainable engineering systems. These courses prepare you toundertake a written thesis in Part Two.

Part One

BILD 411 Integration Project

BILD 421 Integrated Technologies

BILD 431 Green Building Assessments

BILD 422 Sustainable Engineering Systems Project

BILD 423 Building and Energy


and at least 15 approved points rom courses numbered 400499

Interior building render, created in BBSC 303 Computer Applications by Erica

Brouard (top) and Duncan Barron (bottom).

Part TwoIn Part Two you will undertake a written thesis. This can be in


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yProject Management or in a related eld within the BuildingScience discipline that can be supervised by the School oArchitecture.

Part Two

BILD 591 Building Science Research Thesis120 points

Luke NewmanRecent Bachelor o Building Science graduate


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Luke began studying a Bachelor o Commerce andAdministration at Victoria, but changed his mind and switched

to the Bachelor o Building Science ater hearing about what ariend was getting to study in the programme.

I was already studying at Victoria when I developed a passionor the building industry and I wanted to learn more about thetechnical side o buildings, Luke says.

I enjoy analysing the perormance o buildings throughsimulations and understanding how buildings are put togetherthrough construction detailing, he says.

His advice or rst-year students is:

Make he mos o your uors and lecurers.

Ask as many quesions as you can, because i you don

undersand somehing you are mos likely no he

only one.

Hayley KoerbinMaster o Building Science student


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Hayley always had an interest in design and building atsecondary school. Her decision to study Building Science was

cemented ater talking about it with a amily riend who was inthe engineering industry.

Ater a visit to his workplace and a talk with one o thebuilding scientists there, I realised this was the path o study Iwanted to head down, she says.

For Hayley, studying Building Science at Victoria has givenher the oundations or an opportunistic uture career inthe industry. Having done courses rom both the Sustainable

Engineering Systems and Project Management specialisations Ieel I attained a very broad, yet specic range o knowledge.

She has received several scholarships and awards romVictoria that include the Building Energy End-Use Study (BEES)Research Scholarship, Victoria Graduate Award or study atVictoria in 2011, Victoria University Building Science Awardor Excellence in Building Science, IRHACE UndergraduateAward and the Benson-Cooper Sustainability Award or Built

Environment.Apply or every scholarship you can, be prepared o

work hard bu have un while youre doing i. I will

pay of in he end!

The relative isolation o New Zealand brings some real advantages.Being at the edge gives reedom to improvise, to invent and toimagine. This has created one o the worlds great experimentalcultures and established a long track record o innovation orh d hi i i i h i bili d

seized this opportunity and responded accordingly, starting withthe introduction o the Bachelor o Design Innovation (BDI) in 2009ollowed by the launch o the Master o Design Innovation (MDI)and the Design Research Innovation Lab (DRIL) PhD programmei ll i h l i h i i d


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the country. Today we see this spirit in the unique capability andexpertise emerging within Wellingtons digital creative sector.

This capability has potential to bring considerable economicand cultural benet to New Zealand as a result o thecommitment to the development o innovative technologiesthrough new government unding initiatives, combined with thegrowing number o companies in the region that specialise ingame development, mobile applications, interaction, usabilityand interace design, animation, special eects and nextgeneration manuacturing.

Such promising regional developments are well aligned with themultidisciplinary teaching and research capability at the VictoriaSchool o Design. The commitment to oresee and lead the latestdevelopments in design education within a rapidly changingglobal context is core to our methodology o design education. Thegrowth o new disciplines, along with the increasing sophisticationand complexity o design theory and practice, demands newacademic programmes to meet these emerging trends. We have

in 2012; all with a clear commitment to research, innovation andvalue creation by design.

In order to sustain the high quality and global relevanceo our programmes, the School o Design calls upon thesignicant international prole, expertise and experience o itsacademic sta. It also has a strong commitment to orming andmaintaining working relationships with world-class businesses,organisations and institutes.

With a ocus on anticipating uture trends, opportunities andneeds within design, we can ensure that our young graduates

are prepared or the changes they will ace in their proessionalcareers. The tools, skills and methods that they will learn atthe School o Design will also provide them with the capacityto realise their potential, to actively implement meaningulchange and to create more optimistic utures, not only orthemselves, but also or humanity and the uture o design.

www.victoria.ac.nz/design


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Rachel Macdonalds project Dress investigates the camera and its case as an element o jewellery, while also reerencing the style o renowned New Zealand ashion

designers employing distinctive textiles.

B h l D i I ti (BDI)

Undergraduate overview


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Bachelor o Design Innovation (BDI)overviewIn 2009, the School o Design introduced the three-year Bachelor o Design Innovation (BDI) with threespecialisationsIndustrial Design, Media Design andCulture+Context.

The BDI leads into a two-year Master o Design Innovation(MDI). This new degree structure, beginning in 2012, givesstudents a greater variety o recognised qualications and amuch greater opportunity to customise their course o study totheir individual interests and intended careers.

The option to include minors means that students caneasily customise their course o study. Students enrolledin Culture+Context select one minor rom a wide variety opossible minors in complementary disciplines available acrossthe University. Media Design and Industrial Design studentsalso may choose to pursue a minor in a design-relateddiscipline, but it is not compulsory.

Proessor Simon Fraser, Head o the School o Design, says:

We are uniquely positioned at Victoria to align the School withdisciplines that are not normally associated with design buthave real potential to enrich the discipline. We elt it was anopportunity not to be missed. The minors oer courses o studyor our students which are simply not available elsewherenationally or internationally. We expect to see our graduatesoccupying some exciting, unexpected and inuential careerniches in the uturein areas where other design schoolscannot compete.

Design is increasingly understood as a multidisciplinaryactivity. Because o the growing importance o collaborativework, the ability to unction eectively across disciplines and inmultidisciplinary teams is a critical workplace competency ornew graduates.

The new degrees are aimed not just at educating uturegenerations o designers, but also design educators, curators,critics, advocates and scholars who will strengthen theoperating ramework or design by contextualising it withina broad theoretical, technological, commercial and culturalexchange.

Our degree is named Bachelor o Design Innovation or severalreasons. It accurately reects the experimental approach todesign and design education practised at the School, as wellas capturing a philosophy and an approach to design whereinnovative and previously unknown design solutions are aprimary objectiverather than reiterating or restyling theexisting. Since innovation can only be achieved by research,it signals the research-led nature o the programmes. This isparticularly true o the MDI which is aimed at graduates whoare not only versed in orging innovative ideas and knowledge,

but who also have the ability to create value by successullyapplying and disseminating new ideas to expanding audiencesand markets.

For more inormation on the BDI and its specialisations, go towww.victoria.ac.nz/bdi

(opposite page) Students participating in a studio project review in the rst-

year design course DSDN 111 Ideas and Principles o Design.


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Master o Design Innovation (MDI)



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Master o Design Innovation (MDI)overviewBeginning in 2012, the Master o Design Innovation (MDI) will beavailable in all three specialisationsIndustrial Design , MediaDesign and Culture+Context.

This will oer students a structured qualication that providesnecessary and critical support throughout the two-yearprogramme. The MDI acknowledges that a Masters degree isbecoming the standard entry-level proessional qualication inEurope and that this trend is likely to grow internationally.

The MDI will: prepare students or advanced levels o proessional

employment

enable students to develop a critical view o newtechnologies and the social and cultural implications odesign today

develop high-level skills or conceiving and constructing

arteacts, systems and environments ensure a high level o expertise in human actors research

methodologies and design in multi-cultural contexts incombination with a concentration on the user/technologyinterace

enable students to actively participate in the process ocreating value by design, to shape business strategy, and todierentiate according to strategic design objectives

engage with industry and cultural organisations throughapplied research projects

encourage international exchanges at the postgraduatelevel.

PhD overviewThe Design Research and Innovation Lab (DRIL) provides thecontext and community or innovative design research todevelop and ourish at the School o Design. The PhD in DesignInnovation is intended or students who are highly-skilleddesigners and aspire to exceptional creative and analyticalprocess, or or students who would like to pursue the study odesign rom a theoretical, philosophical or cultural perspective.

For urther inormation and the call or candidates, see:www.victoria.ac.nz/design/study/postgraduate/phd.aspx

Graduate Diploma in Design Innovation (GradDipDI)The new 120-point GradDipDI is a exible programmedesigned or BDI graduates (or those who have completeda similar degree) wishing to broaden their design educationwith a urther year o study at 300 level in one o the otherspecialisations at the School o Design. It also will be

particularly useul or students coming rom other institutionsprior to entry to the two-year MDI programme.

New postgraduate programme in ComputerGraphics announcedIn 2012, the School o Design will proudly oer a rst in NewZealand with a new Masters qualication (MDI) in ComputerGraphics. The emerging career opportunities in the regionsinternationally acknowledged digital creative sector make

Wellington and the Victoria School o Design an optimallocation to study this unique and exciting new specialisation.Reer to page 95 or details.


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Undergraduate and postgraduate chart


One Two Three Part One MDI Part Two MDI

Culture+Context

BDI year one

BDI

Culture+Context

MDI

Master o Design Innovation

Culture+Context

Industrial DesignBDI

Industrial Design

MDI

Master o Design InnovationIndustrial Design

Media DesignBDI

Media Design

MDI


Media Design

MDI


Computer Graphics


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Fabricate by Ben Pexton or DSDN 104 Digital Creation. Here Ben created a physical expression o 3D orm through digital manuacturing.

First year Design


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First-year Design


Programme overviewA unique and distinguishing eature o the School o Designsrst-year Design programme is its cross-disciplinary nature,which allows or relationships across Culture+Context,Industrial, and Media Design to be investigated and redened.In an intense and integrated programme o study, rst-yearstudents investigate a broad range o essential design ideas,principles, histories, theories, practices and strategies.Vocabularies o three- and our-dimensional design arealso undertaken during this rst year, allowing students tochallenge traditional and presumptive denitions o design.

The rst-year Design programme oers a highly structured

learning environment which supports creative exploration,helping students to develop the discipline necessary orworking in an innovative design practice. Study is structuredaround the concept o designing by making where studentsdevelop design condence and commitment through a serieso strategically ormulated and progressively complex designchallenges. All students are encouraged and assisted todevelop a strong, individual approach to design that allowsthem to engage in both physical and digital while evolvingaround a commitment to a specic design discipline.

Students are able to vary the structure o the rst-yearprogramme to a certain degree, allowing them several optionswhen they move into their second year o study. Followingthe rst-year Design programme, students enter their chosenspecialisation, selecting rom Culture+Context, IndustrialDesign or Media Design.

Alexandra McDougal and ellow rst-year students pin up an exhibition

eaturing works generated through computer programming.


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Culture+Context


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Culture+Context


Specialisation overviewA unique opportunity in New Zealand, the Culture+Contextprogramme combines both studio-based and theoreticalstudies in design within a multidisciplinary approach.

Culture+Context gives students the opportunity to designobjects and environments (both real and virtual) within acritical, analytical and conceptual ramework. Graduates willhave a strong grounding in issues and inuences within theexpanding eld o design and design knowledge as expressedthrough a diverse range o media.

The Culture+Context specialisation oers a cross-disciplinary

qualication or students who have a strong interest in designand who seek proessional career opportunities in a widevariety o design and design-related elds, both enhancing andcomplementing traditional design practice.

Culture+Context minorsAll Culture+Context students are required to include one minorin their programme o study to complete their degree. It issuggested that Culture+Context students complement theirminor with design electives. Suggested minors include:

Architecture

Art History

Asian Studies

Computer Studies

Cultural Anthropology

English

European Studies

Film

Geography

Industrial Design

Management

Mori Studies

Marketing

Media Studies

Music

Pacic Studies

Philosophy

Psychology

Religious Studies

Sociology

Sonic Arts

Theatre.

(opposite page) Dele

FAD0012 - A and D Handbook-2012

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