ARCH8122 Master or Architecture (Professional) Studio Sem 2 2025

Learning Outcomes

By the end of the course, students will be able to:

• LO1: Research a range of sources and ideas in the interrogation of a complex architectural brief by drawing on:

  • Architectural precedent case studies

  • Theoretical writings

  • Representational systems

  • Technical studies

  • Form-making design research processes (including generation and evaluation of design options)

• LO2: Derive and argue a conceptual or theoretical position to drive the design process.

• LO3: Design with creative imagination and aesthetic judgement to devise and integrate formal, spatial, circulatory, constructional, environmental, and contextual place-based strategies to generate coherent design for high-rise, long-span, and large-volume buildings .

• LO4: Generate solutions for selected structural, material, constructional, and environmental systems aspects of a project.

• LO5: Evaluate and apply appropriate techniques and phases of design project communication .

NCSA Criteria

This course incorporates the National Standard of Competency for Architects (NCSA) accreditation requirements.
Failure to demonstrate any of these requirements will result in a failing grade.

Related Standards and Learning Outcomes

• SNZPC3: Understand principles of project planning considering Te Ao Māori, sustainability, communities, stakeholders, and project costs. (LO1)

• PC25: Apply knowledge from history and theory of architecture in preliminary and conceptual design. (LO1)

• PC26: Undertake site, cultural, and contextual analysis in design research. (LO1)

• PC29: Develop and evaluate design options considering heritage, cultural, and community values. (LO1)

• ANZPC17: Understand Tāngata Whenua connections with Te Ao Māori and how they inform design. (LO2)

• ANZPC27: Embed Te Ao Māori perspectives respectfully into conceptual design. (LO2)

• PC12: Understand building codes, standards, and planning controls (climate change, fire safety, universal access). (LO3)

• PC18: Apply creativity, design precedents, emergent knowledge, and Māori engagement for coherent design supporting wellbeing outcomes. (LO3)

• PC24: Identify and evaluate project development options considering objectives, budget, users, risks, timeframe, and sustainability. (LO3)

• PC32: Apply planning principles and statutory requirements to site and conceptual design. (LO3)

• ANZPC36: Produce coherent project design informed by Mana Whenua / Tāngata Whenua engagement and Te Ao Māori wellbeing outcomes. (LO3)

• PC39: Understand integration of material selection, structural, and construction systems on design outcomes. (LO3)

• PC33: Integrate sustainable environmental systems (water, thermal, lighting, acoustics) into conceptual design. (LO4)

• PC34: Apply principles for presenting conceptual design proposals to clients, stakeholders, and communities using culturally responsive methods. (LO5)

Attendance and Contact Hours

• Mode: Online (First Quarter)

• Studio Schedule: Tuesdays, 1:00pm – 5:00pm (Semester Time)

• Location (after online phase): Design Studio (Building 182, Level 3)

• Variation Notice: Any schedule changes will be advised at least one week in advance.

Expectations:

• Maintain regular and punctual attendance .

• Actively participate by bringing new work to every studio session for discussion.

• Follow Unitec’s Nga Tikanga Whakahaere / Code of Conduct and guidelines.

• Participation means more than attendance — it requires preparation, peer engagement, and contribution to studio culture.

Late Submission Policy

• Projects are due at the date, time, and place specified .

• Late submissions will be penalised according to Unitec’s submission guidelines.

• Incomplete submissions may not be accepted for critique.

  • Incomplete means:

    • Substandard presentation materials

    • Insufficient content to explain the scheme fully

• Unreferenced sources may be treated as plagiarism .

Summary of Assessment Requirements

The ARCH 8122 assessment required students to demonstrate the ability to:

• LO1: Research widely across architectural precedent studies, theoretical frameworks, technical studies, and design processes to interrogate a complex brief.

• LO2: Develop and argue a clear conceptual or theoretical design position.

• LO3: Design with creativity and judgement by integrating form, space, circulation, constructional logic, environmental performance, and contextual responsiveness in high-rise, long-span, and large-volume buildings.

• LO4: Generate practical and technically sound solutions for structural, material, constructional, and environmental systems.

• LO5: Apply professional methods of communicating design processes and outcomes to various audiences.

Additionally, the assessment was linked with NCSA accreditation criteria such as sustainability, Te Ao Māori integration, community engagement, planning principles, structural/material integration, and culturally responsive design communication.

Attendance, participation, and timely submissions were mandatory, with penalties for late or incomplete work.

Academic Mentor’s Step-by-Step Guidance

The mentor approached the assessment systematically, ensuring the student developed both design thinking and technical competency. The process was broken down into the following stages:

Step 1: Understanding the Brief and Researching Context (LO1)

• The mentor first encouraged the student to unpack the architectural brief by mapping its requirements and constraints.

• Guidance was provided on identifying precedent studies (high-rise and long-span structures) and reviewing theoretical writings relevant to urbanism, sustainability, and cultural integration.

• Technical studies (structural systems, environmental performance, and representational methods) were explored to build a knowledge base.

• Outcome: The student developed a comprehensive research portfolio aligning with PC25, PC26, and PC29.

Step 2: Establishing a Conceptual Position (LO2)

• Through brainstorming and iterative sketching, the mentor guided the student to derive a design philosophy informed by both Western theory and Te Ao Māori perspectives.

• Critical discussions refined the conceptual stance so it could drive spatial and formal decisions.

• Outcome: A clear conceptual framework was established, meeting ANZPC17 and ANZPC27.

Step 3: Developing the Design Proposal (LO3)

• The mentor encouraged the use of creative imagination while ensuring aesthetic judgement and functional logic were balanced.

• The student worked on integrating:

  • Formal and spatial strategies (circulation, zoning, user flow)

  • Constructional systems (structure and materials)

  • Environmental performance (natural ventilation, lighting, sustainability)

  • Cultural/contextual strategies (embedding Māori perspectives and wellbeing outcomes)

• Outcome: A coherent design scheme was achieved, aligned with PC12, PC18, PC24, PC32, ANZPC36, and PC39.

Step 4: Technical Detailing and Systems Integration (LO4)

• Mentor sessions focused on structural viability, material selection, and environmental systems integration.

• The student produced drawings/models showing water, thermal, acoustic, and lighting strategies.

• Outcome: Demonstrated capacity to merge design creativity with technical feasibility, covering PC33.

Step 5: Communication and Presentation (LO5)

• The mentor emphasized effective project communication, including diagrams, digital models, and culturally responsive presentation methods.

• The student was trained to prepare presentations tailored for clients, stakeholders, and communities.

• Outcome: A polished design communication package was produced, meeting PC34.

Final Outcome and Learning Achievements

Through this structured mentoring process, the student successfully:

• Conducted thorough design research (LO1).

• Established a conceptual design stance (LO2).

• Produced a creative yet technically sound design integrating formal, spatial, environmental, and cultural strategies (LO3).

• Generated technical solutions addressing materials, structure, and sustainability (LO4).

• Delivered a professional-level design presentation (LO5).

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