BE: Design Studio (11020.1)

Please note these are the 2026 details for this unit
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BE: Design Studio
Available teaching periods Delivery mode Location
View teaching periods On-campus
 UC College, Bruce, ACT
Bruce, Canberra
South Bank, QLD
EFTSL Credit points Faculty
0.125 3 Faculty Of Arts And Design
Discipline Study level HECS Bands
School Of Design And The Built Environment Level 1 - Undergraduate Introductory Unit Band 2 2021 (Commenced After 1 Jan 2021)
Band 3 2021 (Commenced Before 1 Jan 2021)
Design Studio introduces design as a process of investigation, critical observation, and experimentation using three-dimensional and two-dimensional material testing of ideas. Through a cycle of modules, students pursue increasing levels of design abstraction through making and drawing. Students are provided foundational knowledge and skills relevant to the disciplines of architecture, interior design, and landscape design and immersed in studio culture. Projects are formulated to introduce concepts such as point, line, plane; issues such as scale in relation to the human body, site and environmental contexts; and basic techniques of three-dimensional composition.

Learning outcomes

After successful completion of this unit, students will be able to:
1. Identify specific characteristics of design processes in architecture, interior design, and landscape design;
2. Explain design processes within a framework of creative thinking;
3. Explore composition strategies and concepts using a range of mediums and techniques; and
4. Apply a range of skills to three-dimensional and two-dimensional testing of ideas.


Graduate attributes

1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
1. UC graduates are professional - communicate effectively
1. UC graduates are professional - use creativity, critical thinking, analysis and research skills to solve theoretical and real-world problems
1. UC graduates are professional - work collaboratively as part of a team, negotiate, and resolve conflict
1. UC graduates are professional - display initiative and drive, and use their organisation skills to plan and manage their workload
1. UC graduates are professional - take pride in their professional and personal integrity
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - understand issues in their profession from the perspective of other cultures
2. UC graduates are global citizens - communicate effectively in diverse cultural and social settings
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
2. UC graduates are global citizens - behave ethically and sustainably in their professional and personal lives
3. UC graduates are lifelong learners - reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology


Prerequisites

None.

Corequisites

None.

Incompatible units

None.

Equivalent units

8405 Design Studio 1.2 (Architecture) 8968 Studio 2

Assumed knowledge

None.
Availability for enrolment in 2026 is subject to change and may not be confirmed until closer to the teaching start date.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2025 UC College, Bruce, ACT UC College Trimester 2 26 May 2025 On-campus Miss Swarali Sidhaye
2025 Bruce, Canberra Semester 2 28 July 2025 On-campus Dr Milica Muminovic
2025 South Bank, QLD Semester 2 28 July 2025 On-campus Mr Tom James
2026 UC College, Bruce, ACT UC College Trimester 2 29 June 2026 On-campus Miss Swarali Sidhaye
2026 Bruce, Canberra Semester 2 10 August 2026 On-campus Dr Milica Muminovic
2026 South Bank, QLD Semester 2 10 August 2026 On-campus Mr Tom James
The information provided should be used as a guide only. Timetables may not be finalised until week 2 of the teaching period and are subject to change. Search for the unit timetable.

Required texts

Core readings

Ching, Francis. Architecture. Form, Space and Order (New Jersey: John Wiley & Sons, 2007)

Muckenheim, Mark and Demel, Juliane. Inspiration. Contemporary Design Methods in Architecture. (Amsterdam: BIS Publishers, 2012). 

Suggested readings 
Gerber, A (ed.) Spatial Abilities (Birkhauser, Basel, 2020) 

Simitch and Warke, the Language of Architecture : 26 Principles Every Architect Should Know (Rockport Publishers, 2014)
von Meiss, Pierre, Elements of Architecture, from Form to Place. (New York: Spon Press, 2007)
Unwin, Simon, Analysing Architecture. (Oxon: Routledge, 2009)
Hertzberger, Herman, Lessons for Students in Architecture. (Rotterdam: 010 Publishers, 2009)

 

Submission of assessment items

Extensions & Late submissions

Please refer to the unit's Canvas site for detailed submission descriptions and deliverable specifications.

Artificial Intelligence
Artificial intelligence is not allowed to be used in this unit unless expressly stated in the weekly task or assessment.

Special assessment requirements

Verbal Studio Critiques - Academic Conduct Guidelines - general comments applicable to Built Environment units 

It is in the AIA Code of Professional Conduct that all members of the profession have an obligation to uphold the integrity and dignity of the profession, and must in every circumstance conduct themselves in a manner that respects the legitimate rights and interests of others. It is important that this is modelled in the unit. This is particularly important during the conduct of the studio critique, a time when a student often feels at their most vulnerable. 

Verbal critiques in the workshop times are conducted to provide iterative feedback to the students on their progress against the assessment criteria of the design brief, as detailed in the unit outline. They are conducted a number of times a semester in front of peers, and during this time students should be encouraged to 

  • benchmark their work against that of others, and 

  • enlist the help of a peer to take notes or record the feedback on their behalf during the presentation. 

During the final critique academics should make it clear which of the following activities is being conducted (Stuart-Murray 2010): 

  • to seek information, 

  • to test an argument, 

  • to evaluate outcomes, or 

  • to make contextual and theoretical comparisons. 

In return students will be invited to present their own work and to evaluate their level of understanding of the learning outcomes. This two-way process necessarily elicits both positive and negative critique and can lead to misunderstandings about the process and outcomes. However, at all times, all participants can expect to be treated respectfully and ethically by staff, students and visitors, as they work in partnership to better the learning outcomes for all. 

 

Running a critique 

The academic leading the critique is at all times responsible for the safe and ethical conduct of that critique. In the process of a critique the academic leading the critique sessions will aim to ensure that: 

  1. prior to the critique 

  • the content and format of presentations is clearly specified 

  • students will be advised on how to prepare their verbal presentations 

  • assessment criteria are clearly identified 

  • student has been encouraged to have a peer recorder 

 

  1. during the critique 

  • clearly communicate their expectations of how the session will unfold 

  • frame their critique within the context of the brief, thus making connections between the brief expectations and the work presented 

  • comments will only address the assessment criteria and not the person 

  • ensure all pre-agreed time limits are upheld 

  • ensure mutual respect for all present is maintained at all times 

 

  1. after a critique 

  • the student understands their results 

  • the student has been given a suitable opportunity to respond 

 

Resolving a conflict 

Should the critique session become unexpectedly heated, or a conflict arise, the academic leader will 

  • immediately stop the critique; 

  • call a break to the session; 

  • speak privately with the student/guest involved to resolve the issue – this may be done at another time, if deemed appropriate to the situation. A later discussion should be held in camera, with another academic present. The student should also bring a support person. This later opportunity should include the option or re-presenting their work if deemed appropriate to the situation, without penalty; and 

  • address the entire group, confirming that those involved will continue the discussion later, prior to re-commencing the session, with the next student. 

At no time should the student, who has been involved with a conflict situation, be asked to continue – this may lead to issues of perceived injustice in the marks, the student may decide that they cannot do their presentation justice, but also may make the student feel unsafe and bullied. 

Should the situation remain unresolved at the later meeting then the academic will make the Head of Discipline aware and the Student Grievance Resolution Process should then be followed. 

 

 

 

Submission requirements and protocols

 

It is the student’s responsibility to ensure that the correct version of any given assignment is submitted by the due date and time as indicated in the unit’s Canvas site and unit outline.

Submissions that do not meet the specified content, format or other requirements may be penalised through a reduction in marks.

Where students are required to submit models, drawings, posters or other physical artefacts that cannot be submitted electronically, students must create an electronic record (PDF) of the artefact and submit this in the appropriate assignment dropbox as evidence of their completed and on time submission.

Feedback and return of material

Apart from the grades/marks/comments given for the progressive assignments, feedback will be provided in the form of verbal comments and critique during studio classes and at reviews. In design education and practice the fundamental vehicle for receiving feedback is the verbal response or critique. Designers are expected to listen carefully and dispassionately to what is said and respond accordingly. It is therefore important that you develop the facility for recording what is said – this may include enlisting a fellow student to take notes on your behalf during your presentation.

Unless otherwise advised, assignments, together with marks and feedback, will be available for collection from the lecturer during class. All grades will be posted on Canvas.

Work will not be available for collection before the nominated return time. Students must retain a digital copy of their assessable work. This may include photographing work such as physical models or scanning hand drawn work. Students should expect that tutors will write on or otherwise alter their work as a part of the assessment and feedback process.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Inclusion and engagement

See the TAFE Queensland Student Support Services team for further information:
https://tafeqld.edu.au/current-students/support-services

Participation requirements

Attendance at scheduled classes and contribution over the semester is expected. Presentation and discussion of your work in progress are essential for the development of your design skills in meeting the learning outcomes of the subject and for your design education.

Participation in studio sessions and reviews provides important opportunities for feedback and demonstrates that the submitted work is your own. There is a strong link between participation and passing (or better) the unit.

Please advise the Unit Convener if you are unable to attend a particular class or studio.

Required IT skills

Ability to produce 2D drawings and 3D models. 

Ability to compose presentation layouts in a relevant professional e-publising software: Adobe InDesign, MS Powerpoint, Keynote, Google Slideshow, or similar.

Work placement, internships or practicums

None

Next step

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