2013 Faculty of architecture and design Te Wāhanga Waihanga-Hoahoa

Contents

Introduction ...... 3 Faculty of Architecture and Design School of Architecture ...... 4 Te Wāhanga Waihanga-Hoahoa Undergraduate overview...... 6 139 Vivian Street, Te Aro Campus, Wellington 6011 Postgraduate overview...... 7 Phone 04-463 6200 First Light: New Zealand’s entry to the Solar Decathlon. . 11 Fax 04-463 6204 Architecture ...... 13 Email [email protected] Architecture History and Theory...... 21 [email protected] Interior Architecture ...... 29 Websites www.victoria.ac.nz/fad Landscape Architecture...... 37 www.victoria.ac.nz/architecture Bachelor of Building Science...... 45 www.victoria.ac.nz/design Project Management ...... 49 Important notice Sustainable Engineering Systems...... 55 Victoria University uses all reasonable skill and care to ensure School of Design ...... 62 the information contained in this document is accurate at Undergraduate overview...... 64 the time of being made available. However, matters covered Postgraduate overview...... 66 by this document are subject to change due to a continuous Master’s students on a mission...... 69 process of review, and to unanticipated circumstances. The First-year Design...... 71 University therefore reserves the right to make any changes Culture+Context...... 73 without notice. So far as the law permits, the University accepts Industrial Design...... 83 no responsibility for any loss suffered by any person due to Fabricating futures...... 89 reliance (either whole or in part) on the information contained Media Design...... 91 in this document, whether direct or indirect, and whether MDI with Computer Graphics specialisation...... 99 foreseeable or not. Te Rōpū Āwhina: the whānau experience...... 107 Services and facilities ...... 114 Important dates Victoria Overseas Exchange (Vic OE)...... 117 To find lists of important dates, including enrolment deadlines, Scholarships ...... 119 accommodation, scholarships and deadlines for international Admission...... 121 student dates, visit the following websites: Publications...... 121 www.victoria.ac.nz/home/study/dates.aspx Careers ...... 121 www.victoria.ac.nz/accommodation Support, services and resources...... 122 www.victoria.ac.nz/scholarships STUDiO...... 124 www.victoria-international.ac.nz Architecture and Design Library...... 125 Technical resources...... 126 Cover image Key dates...... 128 First Light House Solar Canopy. Image: Ron Blunt. Inside cover image First Light House at the Solar Decathlon 2011. Image: Ron Blunt.

Faculty of Architecture and Design 2013 1 2 Victoria University of Wellington Introduction

The Faculty of Architecture and Design, Te Wāhanga Waihanga- Three undergraduate qualifications Hoahoa, is one of New Zealand’s leading providers of innovative education in a wide selection of disciplines encompassing Bachelor of Architectural Studies (BAS) has specialisations in design and the built environment. Architecture, Interior Architecture, Landscape Architecture and Architecture History and Theory. The BAS is a three-year degree The Faculty consists of the School of Architecture and programme of full-time study that provides students with a the School of Design and offers an extensive range of comprehensive grounding in the built environment, specific to undergraduate and postgraduate degrees that cater for the their chosen specialisation. More information is on page 6. growing requirements of the creative sector. Bachelor of Building Science (BBSc) has specialisations in Our campus occupies a central city location just off Project Management and Sustainable Engineering Systems. The cosmopolitan Cuba Street. We offer world-class exhibition BBSc is a three-year degree programme of full-time study that spaces, lecture theatres, workshops, computer labs and design provides a thorough grounding in the science and technology studios. Our location means we can easily engage with working of building and an understanding of architecture. This provides practitioners in our teaching environment—the highest number students with the skills and knowledge to create solutions to of all disciplines in the University. technical construction situations. More information is on The Faculty’s programmes address the growing need for page 45. cross-disciplinary study and will provide students with greater Bachelor of Design Innovation (BDI) is a three-year degree capabilities for the professions they enter, and better prepare programme of full-time study. Students can choose to them for the increasingly complex society they engage with. specialise in one of three design disciplines (Culture+Context, Beyond undergraduate study, the Faculty offers a range of Industrial and Media) and have the unique opportunity to Master’s-level qualifications in Architecture and Design that combine study with a minor in another discipline such as can lead to traditional careers as architects and designers as Psychology, Cultural Anthropology, Māori or Pacific Studies, well as a diverse range of other possible career paths. writing, Film or Media Studies. This provides students with the opportunity to configure their studies to suit their individual For suitably qualified candidates the Faculty offers doctoral interests and intended careers. More information is on page 64. (PhD)-level study and supervision in architecture- and design- related fields. Contact the Faculty of Graduate Research (FGR) www.victoria.ac.nz/fad for further information by emailing [email protected] www.victoria.ac.nz/architecture www.victoria.ac.nz/design

Faculty of Architecture and Design 2013 3 The built environment

The School of Architecture at Victoria University is well placed Design-based research is a central part of the curriculum to provide intellectual leadership on a range of issues around and provides the platform from which students are able to contemporary practice and the built environment. With its synthesise the various subjects—history, theory, technology, unique combination of four disciplines—Architecture, Interior communications—through a design proposition. Environmental Architecture, Building Science and Landscape Architecture—it design practice increasingly demands of graduates the ability offers a multidisciplinary perspective from which to speculate to integrate and collaborate. In preparation for this the course on the implication of these issues for Wellington, New Zealand structure enables students to undertake occasional projects and the broader context of the Pacific rim. Teaching, learning with all or some of the four disciplines on a common project and research opportunities are structured around five research and in a studio setting. This provides opportunities for students clusters that align with the School’s strengths and aspirations. to work as part of a team and for genuine cross-disciplinary The clusters—Critical Practices, Constructing Ecologies, learning experiences and research outcomes. The particular Resilience, Spatial Praxis and Habitations—operate school- expertise of each discipline is understood and applied within wide and provide thematic umbrellas to frame inquiries, curate a broader context of related disciplines, moving towards an the curriculum and consolidate the School’s knowledge and enriched understanding of today’s most pressing challenges for expertise. a more sustainable future. www.victoria.ac.nz/architecture

4 Victoria University of Wellington Riccarton: A Suburb with a Human Pace, fourth-year studio project by Master of Architecture (Professional) student FirdausFaculty Sunhaji. of Architecture and Design 2013 5 Undergraduate overview

Bachelor of Architectural Studies (BAS) The BAS is a three-year undergraduate degree offered in four specialisations: ͠͠ Architecture ͠͠ Architecture History and Theory ͠͠ Interior Architecture ͠͠ Landscape Architecture. All four specialisations share a first-year programme in which design, technology, environmental studies and communication practices are studied in the context of all disciplines offered within the School. These courses give an overview of design knowledge for the built environment and introduce concepts, vocabularies and skills in an interdisciplinary context. In the second year students select one of the BAS disciplines to specialise in. The second year is discipline-specific, inclusive of technological, theoretical and design subjects that relate to the chosen specialisation. The third year reintegrates the disciplines and offers a richer and more complex interdisciplinary approach. This undergraduate degree alone does not qualify Architecture or Landscape Architecture students for professional registration. Students aspiring to become professional architects or landscape architects will need to look into postgraduate programmes (see pages 16 and 40). Similarly, Interior Architecture students should undertake postgraduate study in order to pursue careers as specialised designers (professional registration is not available in New Zealand for Interior Architecture).

(right) The Substation of Serpentine, third-year studio project by Xuanyi Nie.

6 Victoria University of Wellington Postgraduate overview

Master’s degrees overview The two-year Master’s degrees in Architecture, Landscape Part One is a consolidation and integration of previous Architecture and Interior Architecture prepare students for knowledge gained in Design, Technology, Environmental professional careers. Studies, Communication Practice and Professional and Business Studies as a precursor to professional practice. Research The entry requirement is a B average in core subjects in years methods are taught to prepare students for a Master’s thesis in two and three of the undergraduate degree. Part Two. Students specialising in Architecture History and Theory Part Two involves a major design thesis that tests a research can continue studies with a one-year Postgraduate Diploma proposition and demonstrates a degree of academic rigour and in Architecture History and Theory. This leads into a non- professional specialisation prior to graduation. professional thesis-based Master of Architecture (see pages 24 and 25).

Year of study Specialisation One Two Three Part One Part Two

BAS MArch(Prof) Architecture (Architecture) Master of Architecture (Professional)

PGDipAHT Architecture History BAS Postgraduate Diploma MArch and Theory (Architecture History and Theory) in Architecture History Master of Architecture and Theory BAS year one

BAS MIA Interior Architecture (Interior Architecture) Master of Interior Architecture

BAS MLA Landscape Architecture (Landscape Architecture) Master of Landscape Architecture

Faculty of Architecture and Design 2013 7 Graduate programmes in Designed Programme structure Environments Graduate Certificate in Designed Environments (GCertDE) ͠͠ One trimester of full-time study or up to two years part- The School of Architecture has two graduate time (equivalent to four trimesters) programmes—a Graduate Certificate and Graduate Diploma in Designed Environments. ͠͠ 60 points ͠͠ Admission requires a good Bachelor’s degree (or Both the Certificate and Diploma provide an attractive equivalent) in Architecture, Building Science or Design professional development vehicle for architects, interior architecture specialists, landscape architects, designers, ͠͠ Endorsement of a specialised area of study of your planners, project managers, building inspectors and people choosing: working in related areas. →→ Architecture The Graduate Certificate in Designed Environments (GCertDE) →→ Architecture History and Theory is a development programme for practising professionals. →→ Interior Architecture Graduates should have enhanced up-to-date specialist →→ Landscape Architecture knowledge of an aspect of their professional discipline. →→ Project Management The Graduate Diploma in Designed Environments (GDipDE) →→ Sustainable Engineering Systems. offers specialised study in six areas: Graduate Diploma in Designed Environments (GDipDE) ͠͠ Architecture ͠͠ One year of full-time study or up to four years part-time ͠͠ Architecture History and Theory (equivalent to eight trimesters) ͠͠ Interior Architecture ͠͠ 120 points ͠͠ Landscape Architecture ͠͠ Admission requires a good Bachelor’s degree or equivalent ͠͠ Project Management in Architecture, Building Science or Design ͠͠ Sustainable Engineering Systems. ͠͠ Endorsement of a specialised area of study of your choosing: The Graduate Diploma provides a pathway into postgraduate →→ Architecture study for students who have graduated in one of the undergraduate disciplines of the BAS or Bachelor of Building →→ Architecture History and Theory Science (BBSc) degrees, who wish to transfer to a related →→ Interior Architecture discipline. →→ Landscape Architecture →→ Project Management →→ Sustainable Engineering Systems. Students wishing to pursue further study from our range of postgraduate-level qualifications at Master’s level ͠͠ Entry into Master’s qualifications is based on academic performance in the GDipDE.

8 Victoria University of Wellington Specialisation information/programme structure Graduate Certificate A Graduate Certificate requires 30 points (typically two courses) from your selected programme and 30 other points Architecture History and Theory from courses offered by the School of Architecture. Three of: Graduate Diploma SARC 351 Urban Design Theory and Practice For a Graduate Diploma you will need to take the courses SARC 352 Pacific Designed Environments listed below plus courses as necessary to complete 120 points SARC 353 History of Architecture (usually five). SARC 354 Interior Architecture Conservation Architecture ARCI 311 Architecture Design Project Management ARCI 312 Architecture Design Integration BILD 361 Project Management and one of: BILD 362 Construction Law SARC 321 Construction and one of: SARC 351 Urban Design Theory and Practice BILD 322 Structures SARC 321 Construction Interior Architecture SARC 362 Introduction to Practice and Management INTA 311 Interior Architecture Design SARC 364 Building Code Compliance INTA 312 Interior Architecture Design Integration and one of: Sustainable Engineering Systems INTA 321 Interior Fit-out Technologies BILD 321 Sustainable Engineering Systems Design SARC 323 Colour, Pattern, Light BILD 331 Sustainable and Regenerative Design and one of: Landscape Architecture BILD 322 Structures LAND 311 Landscape Architecture Design SARC 321 Construction LAND 312 Landscape Architecture Design Integration SARC 362 Introduction to Practice and Management LAND 321 Landscape Architecture Construction SARC 364 Building Code Compliance

Faculty of Architecture and Design 2013 9 10 Victoria University of Wellington First Light: New Zealand’s entry to the Solar Decathlon

The U.S. Department of Energy Solar Decathlon The project is an excellent example of the Faculty’s challenges 20 international teams to design, build multidisciplinary research and design approaches that involve and operate solar-powered houses that are cost- versatile capabilities from around the University. It is aligned with the philosophy to work collaboratively with industry effective, energy-efficient and aesthetically pleasing. partners and provided students with a praxis-oriented The winner of the biennial competition is the team education. Our students enjoyed working with students from that best blends affordability, consumer appeal and Victoria Business School and the Faculty of Engineering. design excellence with optimal energy production The house was built and displayed in Wellington, and then and maximum efficiency. Victoria University of shipped to the competition site in Washington DC. More than Wellington entered the 2011 competition as the first 350,000 people attended the Solar Decathlon event in 2011. The team ever from the southern hemisphere. house won first place in the Engineering, Energy Balance and the Hot Water Competition, second place in the Architecture The solar-powered NetZero energy house was named First Light Competition, third place in the Market Appeal Competition and uses only one-third of the energy of a typical New Zealand and third place overall. Back in New Zealand, the house gained home. Energy savings have been achieved through active and further recognition in national design competitions. passive design strategies. Features of the building include Detailed information can be found on www.firstlighthouse.ac.nz a canopy structure that provides shading, a well-insulated and airtight building envelope, thermal mass that helps keep temperatures relatively even, an energy efficient heating and cooling system and energy efficient appliances. As well as the building performance, user behaviours are equally important for a successful design. A building management system measures the power generated and energy used, and provides data to assist dwellers to make smart choices about energy consumption. Further research on the house will investigate energy user patterns.

Faculty of Architecture and Design 2013 11 Final-year project by Master of Architecture (Professional) graduate Roger Wilson.

12 Victoria University of Wellington Architecture

Specialisation overview Career opportunities Architecture is a science, responsive to the timeless needs Graduates move on to satisfying careers in the architecture of human inhabitation as well as new challenges such as profession, either establishing their own practices or working environmental sustainability and rapidly evolving technologies. as employees in large firms or government agencies. Before For these reasons, people are constantly making or remaking registering as an architect in New Zealand, graduates must their physical world, producing the special buildings and gain practical experience usually under the supervision of a places we call ‘architecture’. registered architect. Not all Architecture graduates choose to follow this path. Because their skills and education are so Our Architecture programme encompasses the technologies broad, some pursue careers outside conventional architectural of building such as construction, structures and environmental practice. science. It also situates architecture within a world of ideas, examining the different meanings of buildings through history Career opportunities are diverse, and some require further and from various theoretical perspectives. All these subjects specialised courses of study: are brought together under the umbrella of design in a series of ͠͠ urban planning/urban design studio-based courses. ͠͠ interior design At Victoria, this diverse learning experience occurs within a ͠͠ environmental design broader multidisciplinary environment. Our BAS in Architecture combined with the Master of Architecture (Professional) ͠͠ stage/movie set design (MArch[Prof]) is recognised nationally and internationally ͠͠ property management as meeting the academic requirements for registration as a ͠͠ property development professional architect. ͠͠ project management Graduates from the programme possess the skills, practical ͠͠ facilities management knowledge and theoretical understanding required in the ͠͠ building conservation. architecture profession. These include an ability to think visually and three-dimensionally, particularly in relation to spatial subjects.

Faculty of Architecture and Design 2012 13 Undergraduate degree structure Year one At Victoria the first year is unique because it is based on a diverse learning experience from the artistic to the scientific and from sustainable concerns to communicating design concepts. This multidisciplinary approach to the spatial environment provides you with a foundation of skills and vocabulary to design, question and research. This foundation will 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 for 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 of two of the following: calculus, statistics, physics or modelling.

(left) The Substation of Serpentine, third-year studio project by Xuanyi Nie. (opposite page) Habitations, fourth-year studio project by William Conway.

14 Victoria University of Wellington Years two and three Year two of the BAS in Architecture introduces discipline- specific courses in Architectural Design and Architectural History and Theory. These are supported by a solid grounding in building technologies including structures, construction and human environmental science. Year three builds on this foundation, and presents increasingly challenging design issues at larger scales. At this stage, students are also introduced to urban design, Pacific architecture, professional practice and management. Each year culminates with an extended design studio that requires students to integrate what they have learnt in other courses.

Year two ARCI 211 Architecture Design ARCI 212 Architecture Design Integration ARCI 251 History and Theory of Architecture SARC 221 Building Materials and Construction SARC 222 Structural Systems SARC 223 Human Environmental Science and one elective course

Year three ARCI 311 Architecture Design ARCI 312 Architecture Design Integration SARC 321 Construction SARC 351 Urban Design Theory and Practice SARC 352 Pacific Designed Environments SARC 362 Introduction to Practice and Management and one elective course

Faculty of Architecture and Design 2013 15 Postgraduate study The Master of Architecture (Professional) (MArch[Prof]) is a Part One two-year course of study taught in two distinct sections. ARCI 411 Architectural Design Research Degree structure (MArch[Prof]) ARCI 412 Architectural Design Research Part One ARCI 421 Integrated Technologies In Part One students demonstrate their command of a broad ARCI 451 Architecture History and Theory range of architectural knowledge and skills. Once again, SARC 461 Professional Practice integration is the key. The technical aspects of building are SARC 491 Research Methodologies addressed in combination, and an extended studio allows students to demonstrate near-professional competency in and one elective course dealing with large structures and complex accommodation needs. At the same time, studio courses emphasise research- led approaches to design. Students prepare proposals for a design-based thesis project which will be undertaken in Part Two of Master’s study.

16 Victoria University of Wellington Part Two Part Two is devoted to the architecture research thesis. During a minimum nine-month period, students identify a novel research question then devise and implement an appropriate research strategy. A design project features prominently in this process. At the end of the course, students draw conclusions about their own design and about the broader architectural question that prompted the work. Students complete the year with specialised knowledge in one aspect of architecture. They also possess research skills relevant to modern professional practice or further academic study.

Part Two ARCI 591 Architecture Research Thesis—120 points or in special circumstances ARCI 592 Architecture Research Thesis—90 points and elective courses to the value of 30 points from courses numbered 400–599

(opposite page) The Riccarton Gateway, final-year studio project by Master of Architecture (Professional) student Oliver Booth. (right—top) Final-year studio project by Master of Architecture (Professional) student Roger Wilson. (right—bottom) Poplar Lane Re-build, fourth-year studio project by Master of Architecture (Professional) student Kirsten Jones.

Faculty of Architecture and Design 2013 17 Roger Wilson Master of Architecture (Professional) student Roger enjoyed subjects such as drawing, graphics and maths at high school, before coming to Victoria to study Architecture. “I was intrigued by the possibilities of architecture. At college I was fascinated by the Works of Gaudi and Calatrava,” he says. Studying Architecture at Victoria has given Roger the opportunity to go on a 12-month overseas exchange to Ecole Spéciale d‘Architecture in Paris. “It would have to be one of the most rewarding experiences of my time at university,” he says. During his studies at Victoria, Roger received the Team Architect Award in 2010. He was also the winner of the NZIA Graphisoft Design Award for his futuristic vision of the West Coast ghost town, Denniston. Roger has enjoyed the “freedom of creative play and working in a studio environment”, while studying at Victoria. Roger’s plans for the future are to go on overseas experiences and to become a registered architect. “I feel very privileged to have grown up in Wellington. I love it here.”

18 Victoria University of Wellington Megat Othman Second-year Architecture student Megat studied in Dubai and Dunedin before coming to Wellington to begin his studies in Architecture. He decided to study at Victoria University because of “its reputation”, he says. “Victoria expanded my mind.” When asked what he enjoyed most about studying Architecture, he replied “I enjoy the boundary of artistic, as well as the technical architecture that the School teaches. In addition to that, the amount of freedom that the lecturer gives you to experiment and expand on architectural ideas.” “Wellington is a great little city, not too big, not too small— just perfect for a student. Everything is at walking distance and the lifestyle is calming. I would say the hot-spot is at the harbour, it’s a great place to relax by the water,” he says. Upon finishing his Architecture degree, Megat intends to do “further study in America or Australia, then hopefully work for a respectable architecture firm and eventually open a firm of my own”.

Faculty of Architecture and Design 2013 19 20 Victoria University of Wellington Architecture History and Theory

Specialisation overview Architecture History and Theory is a three-year specialisation of the Bachelor of Architectural Studies (BAS). This programme focuses on the historical, social, political and a critical understanding of the built environment. Architecture History and Theory students at Victoria have a unique advantage of an interdisciplinary approach to learning as they share courses with Architecture, Building Science, Interior Architecture and Landscape Architecture. In this programme, importance is placed on the originality of information uncovered, the creativity of the interpretations made and the rigour of the methodological procedures adopted. Graduates can pursue further studies by carrying out a Postgraduate Diploma in Architecture History and Theory (PGDipAHT) then move on to a non-professional Master of Architecture (MArch). Career opportunities There are many career opportunities for students studying in Architecture History and Theory, including: ͠͠ architectural conservator ͠͠ archivist ͠͠ critic or writer ͠͠ curator ͠͠ historian ͠͠ theorist ͠͠ librarian (opposite page) The Place of Placelessness, final-year studio project by Master ͠͠ museum researcher. of Landscape Architecture student David Sullivan.

Faculty of Architecture and Design 2012 21 Undergraduate degree structure Year one Year one of the BAS in Architecture History and Theory provides you with a diverse learning experience from the artistic to the scientific and from sustainable concerns to communicating design concepts. This provides you with a foundation to understand the built environment which you will take into graduate studies in your history and theory specialisation.

Year one SARC 111 Introduction to Design Processes SARC 112 Design Processes SARC 121 Introduction to Built Environment Technology 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 and one elective course

22 Victoria University of Wellington Years two and three Years two and three teach students to acquire key skills and knowledge and a solid foundation in terms of history and theory, urban design, Pacific culture and heritage. Students in years two and three can take history and theory courses within the Landscape and Interior Architecture programmes. Students can also combine their studies with a wide variety of theory- based subjects including Culture+Context, Art History, Classics or History.

Year two Year two requires a total of 120 points that include at least two courses from: ARCI 251 History and Theory of Architecture INTA 251 History of Interior Architecture LAND 251 Landscape Architecture History and Theory SARC 251 History of Building Technology and elective courses to the value of 90 points*

Year three Year three requires a total of 120 points that include two courses from: SARC 351 Urban Design Theory and Practice SARC 352 Pacific Designed Environments SARC 353 History of Architecture SARC 354 Interior Heritage Conservation and elective courses to the value of 90 points including 45 points at 300 level from courses labelled ARCI, INTA, LAND or SARC*

*Elective courses are to include 105 points at 200–300 level of which 75 points must be from ARCI, INTA, LAND or SARC.

(opposite page) Mnemonic Immersion, final-year project by Interior Architecture student Wen Ting. (right—top) International field study to Nepal and Tibet by Aleksei Tchernov. (right—bottom) Modelling the Terrace House, second-year studio project by Steward Lim and Sheldon Carr.

Faculty of Architecture and Design 2013 23 Postgraduate degree structure Postgraduate Diploma in Architecture History and Theory (PGDipAHT) Students specialising in Architecture History and Theory can continue studies with a one-year PGDipAHT. This leads into the non-professional thesis-based Master of Architecture. Students can take approved courses from Architecture, Interior and Landscape Architecture at 400 level for at least two trimesters.

The PGDipAHT requires a total of 120 points consisting of: SARC 451 Critical Theory of the Designed Environment SARC 491 Research Methodologies One of: ARCI 451 Architecture History and Theory INTA 451 Theory and Criticism in Interior Architecture LAND 451 Landscape Architecture Theory and Criticism three further courses from: ARCI 451 Architecture History and Theory INTA 451 Theory and Criticism in Interior Architecture LAND 451 Landscape Architecture Theory and Criticism SARC 452 History of the City in Landscape SARC 453 History of Architecture SARC 454 Interior Architecture Conservation and a further 30 points numbered 400–499 from courses labelled ARCI, INTA, LAND or SARC

24 Victoria University of Wellington Master of Architecture (MArch) Students who wish to specialise further in Architecture History and Theory can undertake a non-professional MArch thesis. A thesis allows students the flexibility to pursue and test their own research interests. The work that has been produced in the MArch stream is rigorous and innovative and graduates from this programme have gone on to teach and publish at other universities and institutions. MArch by thesis ARCH 591 Thesis—120 points

(opposite page) Time Passes, final-year studio project by Master of Architecture (Professional) student Renee Nankivell. (right) The Lost Site, final-year studio project by Master of Architecture (Professional) student Sunil Bakshi.

Faculty of Architecture and Design 2013 25 Alice Brittenden Second-year Architecture History and Theory and Bachelor of Arts in Art History and Classics student After completing high school in Christchurch, Alice chose to study Architecture in Wellington because of advice she received from teachers and friends. “During my first year, however, I realised that I was more interested in the actual theory behind architecture rather than the practical application of it, so I chose to move into Architectural History and Theory,” she says. “There are many different courses to take through both the Architecture and Design schools which allow you to study different aspects of history in detail, and it’s really interesting to see how these all relate with each other; you learn a lot about general history as well as architecture and design, as it influences both immensely,” she says. Victoria has provided Alice with the opportunity to “study subjects in depth which really interest me, and also the ability to meet heaps of new people through living in a Hall of Residence,” she says. “There is always heaps going on, and having the campuses and the central city all within walking distance is a real bonus.” “I never really understood before how much the built environment was influential upon our lives, and how much it reflects upon, and gives information about, different human civilizations throughout history,” she says. After completing her degree Alice plans to travel and work overseas: “The result of studying this is the endless list of amazing buildings to visit!”

26 Victoria University of Wellington Francesca Bradley Third-year Architecture History and Theory student Francesca’s interest in architecture first started when she went on a one-month tour of Europe with her parents at the age of five. “We returned again when I was 14 and I have since spent my sixth form year in Germany. So I guess it was within these new surroundings that I initially became interested in different cultural environments,” she says. Francesca decided to specialise in Architecture History and Theory, as she says, “In my first year I became more interested in the history papers offered as part of the first-year architecture degree programme. “At the end of my second year of study I received a Summer Scholars Scheme Scholarship as a research assistant for the ‘Looking for the International: Gordon Wilson’s overseas tours as Government Architect’ research project. This was a great opportunity to receive professional mentoring, as well as to gain experience in this specific domain of architecture,” she says. “The local focus on New Zealand’s architectural history has been both interesting and useful. Architecture lecturer David Kernohan’s comical conservation papers have also been a highlight of this degree.” Upon completing her degree Francesca plans to go to Christchurch “before all the historic buildings are demolished, and then maybe Russia”.

Case study of a New Zealand villa’s evolution.

Faculty of Architecture and Design 2013 27 28 Victoria University of Wellington Interior Architecture

Specialisation overview Career opportunities Interior architecture is defined as the study of spaces and Victoria’s Master of Interior Architecture degree is spatial experiences, using the language of architecture, and internationally recognised through its affiliation to the with the goal of addressing and resolving issues of habitation. International Federation of Interior Design/Architecture (IFI). Interior Architecture at Victoria teaches students to design the Our graduates find compelling careers as specialists within 3D ‘architecture’ of an interior. In this sense it is very different interior design and architecture firms—others find career from interior ‘design’ programmes offered elsewhere in New opportunities in the following: Zealand, that deal only with 2D surface treatments. ͠͠ interior architecture Interior Architecture students have a unique advantage ͠͠ stage/movie set design in sharing common courses with Architecture, Landscape ͠͠ gaming design Architecture, Architecture History and Theory and Building Science students, within a facility devoted to the study of ͠͠ retail design the built environment. Students are trained to take a strong ͠͠ lighting design personal position in relation to design, to experiment and to ͠͠ exhibition and furniture design reflect on the implications of their design position. Our aim is to ͠͠ event and set design prepare students for leadership roles in the interior discipline. ͠͠ environmental design Our Interior Architecture graduates are trained to become ͠͠ property management specialists in the design of architectural space and spatial experience. Students are taught to explore how time, movement ͠͠ property development and perception challenge presumed boundaries between ͠͠ facilities management the pragmatic and the theoretical, and even between the ͠͠ building conservation. habitable and the mythological. Our graduates have gone on to design spaces for buildings, spaces for cities, spaces for movie narratives, spaces for video games—any career that requires a specialised knowledge of how we interact within space.

(opposite page) The Miners Passage, third-year studio project by Interior Architecture student Antony Hembrow.

Faculty of Architecture and Design 2013 29 Undergraduate degree structure Year one Year one of the BAS in Interior Architecture provides a multidisciplinary approach to exploring design communication, and technological processes relating to the built environment. Students pursuing Interior Architecture share common courses with students interested in Landscape Architecture, Architecture, Building Science and Architecture History and Theory.

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 for 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 of two of the following: calculus, statistics, physics or modelling.

(top) Third-year studio project by Toby Laing. (bottom) Third-year studio project by Zhentiao Lin. (opposite page—top) Third-year studio project by Cameron Price. (opposite page—bottom) Third-year studio project by Marco Duthie.

30 Victoria University of Wellington Years two and three Year two of the BAS in Interior Architecture teaches students to acquire and use core skills related explicitly to the discipline, especially design, history of the discipline and communication. Year three provides a deeper knowledge of the specialisation, emphasising independence, self-reflection and engagement with applied problems. Year three involves research-focused learning, in preparation for entering the two-year Master of Interior Architecture (MIA).

Year two INTA 211 Interior Architecture Design INTA 212 Interior Architecture Design Integration INTA 251 History of Interior Architecture INTA 261 Drawing and Modelling for Interior Architecture SARC 221 Building Materials and Construction SARC 223 Human Environmental Science and one elective course

Year three INTA 311 Interior Architecture Design INTA 312 Interior Architecture Design Integration INTA 321 Interior Fit-out Technologies SARC 323 Colour, Pattern, Light SARC 352 Pacific Designed Environments SARC 362 Introduction to Practice and Management and one elective course

Faculty of Architecture and Design 2013 31 Postgraduate degree structure The Master of Interior Architecture (MIA) is a two-year course of study taught in two distinct sections. Part One Part One is structured as taught courses that embrace substantive disciplinary material, theory, research methodologies and research through design projects.

Part One INTA 411 Interior Architecture Design INTA 412 Interior Architecture Design Research INTA 421 Integrated Technologies INTA 451 Theory and Criticism in Interior Architecture SARC 461 Professional Practice SARC 491 Research Methodologies and one elective course

(top) Fourth-year studio project by Master of Interior Architecture student Liang Chen. (bottom) Fourth-year studio project by Samuel Whitburn. (opposite page) Fourth-year studio project by Matthew Reid.

32 Victoria University of Wellington Part Two Part Two Part Two, which completes the degree, is structured as a INTA 591 Interior Architecture Research Thesis—120 points one-year studio-based design research project, selected from a range of research topics. Students will learn to establish a or in special circumstances strong personal position in response to social, cultural and INTA 592 Interior Architecture Research Thesis—90 points theoretical imperatives, while independently researching and elective courses to the value of 30 points from courses numbered interior architecture-specific issues through advanced modes 400–599 of design inquiry.

Faculty of Architecture and Design 2013 33 Matthew Reid Master of Interior Architecture student After a Victoria University representative came to talk to Matthew’s secondary school in New Plymouth, he was convinced Victoria was where he wanted to study Interior Architecture. Matthew believes that the Interior Architecture programme has exceeded his expectations. He says that it has “been a lot of hard work, but has definitely been worth it”. During his studies at Victoria, he has received a Summer Scholarship in his third year where he “produced a number of drawings for research that Daniel Brown (Interior Architecture Lecturer) was doing on Tombs in Milan”. His advice to students considering postgraduate study is: “understanding how the University functions, as well as knowing the staff would be an advantage when doing Master’s … it will help in future job opportunities”. Upon finishing his Master’s degree, Matthew intends to “get involved in Sport Architecture, designing stadiums and facilities for major sporting events around the world”. “Wellington is a great city to be a student in. I have been here for four years and it keeps getting better. Always so much to see and do. There are definitely a number of hidden treasures in and around Wellington, such as areas along the coast around Shelly Bay, Island Bay and even out at Makara.”

34 Victoria University of Wellington Ariana Pia Master of Interior Architecture student Te Rōpū Āwhina Mentor After completing high school Ariana moved from Nelson to Wellington and began working in the Display department at Kirkcaldie & Stains creating window installations. After two years, she moved to Germany for 18 months before realising that she wanted to go to university. “I was curious about the Architecture and Design School so I went and had a talk with someone helpful up at Kelburn Campus who took me through the degrees that I could take and gave me the information that I’d need. He encouraged me to go down to the Te Aro Campus and have a look around, regardless of the fact that it wasn’t an open day. I came down to have a look and there was an exhibition on covering all the disciplines. It inspired me,” she says. “Being able to put my ideas into 3D forms always surprises me, and the amount that I’ve learnt without realising it. Getting to fifth year was a surprise. Every year I’ve always wondered whether I could do this project, this design, this essay because sometimes it seems like a lot of work to get through, but once I’ve found something “I’ve met some amazing and extremely talented within it that I’m passionate about then it gets easier,” she says. people here who continue to inspire me to reach for Her advice to students considering doing postgraduate studies is to my goals. Being a part of Te Rōpū Āwhina has opened “make sure that what you’re considering for your thesis is something a lot of doors for me; helping mentees shows me that you’re passionate about. If you’ve ever wanted a chance to design something but haven’t been able to do it during your studies then this another perspective of my own work which I normally is your opportunity. Do it and be prepared to work hard.” wouldn’t consider.”

Faculty of Architecture and Design 2013 35 Final-year studio project by Master of Landscape Architecture graduate Jaime Macfarlane.

36 Victoria University of Wellington Landscape Architecture

Specialisation overview Landscape architecture sits at the forefront of rising global The programme’s vigorous interdisciplinary design culture interest in the environment, the sustainability of cities and promotes the skills and values necessary to practise as a the quality of urban life. As facilitators of change, landscape landscape architect in a wide variety of contexts within this architects draw together diverse disciplinary interests in rapidly growing and pivotal field of the built environment. the creation of landscapes that are culturally, economically, socially and environmentally responsive. Career opportunities Landscape architecture blends the rigorous understanding of Landscape architects work in private, public and academic the sciences, focusing on ecology and natural systems, with the organisations and typically collaborate with artists, ecologists, creative process of embracing art and human interactions with architects, planners and engineers to plan and design a the landscape. Victoria’s Landscape Architecture programme wide variety of projects at regional, urban and local scales. encompasses the technology of site development and site These may include large-scale infrastructure projects and systems, historical and contemporary interactions of people the rehabilitation and design of post-industrial and residual in the landscape and design as critical methods of facilitating urban sites as well as parks, gardens and public open spaces. landscape change. All of these subjects are offered in an Victoria’s Landscape Architecture programme is accredited by integrated programme anchored by the studio experience. the New Zealand Institute of Landscape Architects (NZILA) and prepares students for registration as landscape architects. Opportunities for the integration of teaching across disciplines are widespread at the School of Architecture and across the Graduates from the programme are working in many different academic community at Victoria. Landscape Architecture capacities throughout New Zealand and abroad. Possible students work on projects that address place, community, career opportunities include: activity, meaning, form and aesthetics. The outcomes include ͠͠ parks and recreation planning integrated solutions for open space networks, transport routes, street typologies, built form, land use mixes, recreation space, ͠͠ site design and planning community facilities and urban ecology. ͠͠ urban design Our BAS in Landscape Architecture combined with the Master ͠͠ civil design and public infrastructure consultant of Landscape Architecture (MLA) is recognised nationally and ͠͠ sustainable development consultant internationally as meeting the academic requirements for ͠͠ landscape assessor. registration as a professional landscape architect.

Faculty of Architecture and Design 2013 37 Undergraduate degree structure Year one The first year of study provides a common foundation for all students in the School of Architecture including course content spanning design, technology, history and theory.

Year one SARC 111 Introduction to Design Processes SARC 112 Design Processes SARC 121 Introduction to Built Environment Technology 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 and one elective course

(left) Second-year studio project by Gabriella Vettoretti. (opposite page) Fourth-year studio project by Jessica Scheurich.

38 Victoria University of Wellington Years two and three In the second year students are introduced to courses in landscape architectural design, technology, site systems/ ecology, history and theory. The third year introduces greater complexity and broad-scale issues related to landscape planning and urban interventions requiring more sophisticated integration of human and natural conditions into the design process. With successful completion of the first three years, students can be awarded the BAS in Landscape Architecture.

Year two LAND 211 Landscape Architecture Design LAND 212 Landscape Architecture Design Integration LAND 221 Landscape Architecture Sites and Systems LAND 222 Landscape Architecture Application LAND 251 Landscape Architecture History and Theory LAND 261 Landscape Architecture Communication and one elective course

Year three LAND 311 Landscape Architecture Design LAND 312 Landscape Architecture Design Integration LAND 321 Landscape Architecture Construction SARC 351 Urban Design Theory and Practice SARC 352 Pacific Designed Environments SARC 362 Introduction to Practice and Management and one elective course

Faculty of Architecture and Design 2013 39 Postgraduate degree structure The Master of Landscape Architecture (MLA) is a two-year course of study taught in two distinct sections. Part One Students interested in postgraduate study may continue for two additional years and earn the MLA degree. In Part One students are introduced to design-based research, they develop greater understanding of theory and criticism in landscape architecture and are engaged in additional courses that provide exposure to contemporary practice in landscape architecture.

Part One LAND 411 Landscape Architecture Design LAND 412 Landscape Architecture Design Research LAND 421 Urban Technologies LAND 451 Landscape Architecture Theory and Criticism SARC 461 Professional Practice SARC 491 Research Methodologies and one elective course

(left) Fourth-year studio project by Brad Dobson. (opposite page) Fourth-year studio project by Landscape Architecture graduate Nicholas Griffin.

40 Victoria University of Wellington Part Two In Part Two students’ work is devoted to the development of original work through preparation of the Master’s thesis. This is intended to be a culminating experience that demonstrates the capability for individual thought and creativity in landscape architecture.

Part Two LAND 591 Landscape Architecture Research Thesis—120 points or in special circumstances LAND 592 Landscape Architecture Research Thesis—90 points and elective courses to the value of 30 points from courses numbered 400–599

Faculty of Architecture and Design 2013 41 Robbie Budge Third-year Landscape Architecture student Robbie is currently completing his undergraduate degree in Landscape Architecture. During his studies he has received a Faculty Award for Excellence in Landscape Architecture and has made it on to the Dean’s List for his academic achievements. “Wellington is a great city to be in no matter what you are studying. Victoria has great staff with international backgrounds who can provide a new perspective on my degree, which is really important in such a fast growing and global- natured course,” he says. Robbie enjoys both the content of the Landscape Architecture programme and the relationships he has developed while studying at Victoria. “The smaller size of the class means that you get so much more out of your classmates and also lecturers. You can develop a really good relationship with the staff which is such a benefit to your studies,” he says. The Landscape Architecture course is “really in depth and covers so many aspects of Landscape Architecture. Each paper teaches you new skills that are really different but all help towards becoming a more competent designer,” he says. “The course content and staff are amazing. It really makes me appreciate my course choice, especially with such a great class of mates as well.” Upon completing his undergraduate degree in Landscape Architecture Robbie plans to go on an exchange to France where he will begin his Master’s degree: “It’s through an amazing university and has the prospect of an internship with a European firm of my choice. After that I will be back to Victoria to continue my Master’s and then will look for a job, maybe overseas again.”

42 Victoria University of Wellington Jaime Macfarlane Master in Landscape Architecture graduate When Jaime completed high school she decided to “get on” with university, and left her native city of Nelson for Wellington. “I love it here. It is, without a doubt, the creative hot- spot of New Zealand.” Jaime found herself studying Landscape Architecture “almost completely by accident”. Wanting to keep her options open, she decided to do some first-year Design and Architecture courses but was later convinced to attend an introductory Landscape Architecture lecture and “I haven’t looked back since,” she says. “Landscape Architecture is unique in the fact that it has the potential to be the meeting point for most other designs and architectures. What I’ve loved about it is that it is still evolving within New Zealand, but has taken off overseas. It has so many different opportunities, and the range of scales you are expected to engage with are inspiring—from sculptural land- art, to urban design and large-scale programmatic approaches to problems within sites and society. Landscape Architecture gives you the tools and the freedom for you to really explore what niche interests you within the architectural world.” The relationships Jaime formed at Victoria have really stood out for her. “You definitely make life-long friends within your class. This is further influenced by the interdisciplinary work done between all the streams, which I hope the University will continue to engage in, as it stretches people’s perceptions beyond their own discipline, and pushes the quality of the work produced,” she says. Studying Landscape Architecture at Victoria gave Jaime the opportunity to travel to New York. “It was an amazing six weeks Her advice to students considering postgraduate studies is to exploring the city, the culture, the architecture and learning “do your research into site and inspiration early and create a how to get around by yourself. Most importantly we had the topic/question which will keep you impassioned and interested ways and means to contact architectural firms operating within all year. Most importantly, use the workshop and the library to the city to see how firms manifest and define themselves within their utmost—they’re invaluable, and you’ll miss them when such a competitive city,” she says. you don’t have them!”

Faculty of Architecture and Design 2013 43 44 Victoria University of Wellington Bachelor of Building Science

Undergraduate overview Our Bachelor of Building Science (BBSc) examines and analyses In the following two years you will study core Building Science the built environment and the way people interact with it. It topics including construction, structures, environmental gives a thorough grounding in the development of construction science, systems and management. Depending on your choice methods, materials and systems, as well as an awareness of of courses you will specialise in one or both of Sustainable the impact and importance of trends in the development of Engineering Systems and/or Project Management. At the end sustainable building technologies. It introduces the science of of three years’ study you will have knowledge and skills to comfort in terms of air quality, heat, light and sound. You will either begin a satisfying career in some aspect of the building develop an understanding of structural engineering, and of industry or continue your study in the two-year Master of the legal and economic environments in which buildings are Building Science programme. constructed and inhabited. Students of Building Science should have a keen interest in the At Victoria, Building Science is taught alongside the complexities of the building construction process and an ability Architecture, Architecture History and Theory, Interior to interact well with others. With the increasing emphasis Architecture and Landscape Architecture programmes, on project management, students should develop a sharp enabling BBSc students to engage with these related business mind as well. disciplines and ensure the science of buildings is explored in We expect a majority of the BBSc graduates to continue their the context of an awareness of architectural design issues. education and undertake the Master’s degree in Building The first year of the programme consists of seven introductory Science. This degree will present the opportunity for a graduate courses that lay the foundations for the following years, plus to focus on a specialist subject area of their choice. Some an elective course of your choice. Two technically-orientated students will continue on beyond that to undertake a PhD in courses focus on the technologies inherent in today’s buildings Building Science. and sustainability. For more information on the BBSc and its specialisations, go to Four others cover basic aspects of design and the associated www.victoria.ac.nz/bbsc history and theory. They will introduce you to the world of architecture in which building science plays a crucial role.

(opposite page) Tours through the First Light House at Frank Kitts Park.

Faculty of Architecture and Design 2013 45 Postgraduate overview Master of Building Science (MBSc) The MBSc is a two-year postgraduate degree with a focus on In the second year of the MBSc students undertake a Building examining the science of the built environment in depth. Science Research Thesis, where a student’s interests in a topic of their choice are fully researched and developed. The thesis Entry into the MBSc will be available to BBSc graduates with allows students to establish a strong academic position in grades of B average in years two and three of the BBSc degree. the analysis of an aspect of a building, researched in both During the first year of the MBSc students will enrol in theoretical and practical form. courses such as Project Integration, Integrated Technologies, Our current Master’s students are working on a wide range Sustainable Engineering, Buildings and Energy, Green Building of topics including analysing intelligent lighting systems, a Assessment, Building Project Management and Built Facilities benchmarking system for commercial buildings, developing Management and Research Methodologies. a liveability index for urban apartments and examining the construction of structurally insulated panels.

Year of study Specialisation One Two Three Four Five MBSc BBSc Project Management Master of Building Science Project Management Project Management BBSc year one MBSc Sustainable Engineering BBSc Master of Building Science Systems Sustainable Engineering Systems Sustainable Engineering Systems

46 Victoria University of Wellington Faculty of Architecture and Design 2013 47 48 Victoria University of Wellington Project Management

Specialisation overview Career opportunities Project management is the methodical approach to planning There are many career opportunities in this area of expertise and guiding project processes from start to finish. The that include the following: processes are guided through five stages: initiation, planning, ͠͠ construction project management executing, controlling and closing. Project management can be applied to almost any type of project. ͠͠ building consultant ͠͠ building research Victoria offers a new specialisation in Project Management within our Bachelor of Building Science (BBSc) degree that is ͠͠ consultant on city council buildings consent processes designed for students who want a professional career at the ͠͠ technician in a structural engineering consultancy, perhaps core of the building industry. This specialisation focuses on the beginning with computerised drafting and moving into logistics surrounding the built economic environment. Some management key topics include the feasibility analysis, planning, cost control ͠͠ quantity surveying and the critical path of building and urban environments. ͠͠ technical writing. The Project Management specialisation is taken alongside the core Building Science and elective courses of your choosing. In this specialisation students will study topics including economics, cost planning, project management and construction law in the second and third years of study. These courses can be enhanced by carefully selected elective courses related to Project Management or by taking a second specialisation in Sustainable Engineering Systems. This specialisation is available as a postgraduate specialisation within the Master of Building Science (MBSc), for students who wish to pursue further study at postgraduate level for a professionally recognised qualification.

(opposite page) Testing the limits of a Project Management assignment.

Faculty of Architecture and Design 2012 49 Undergraduate degree structure Year one In your first year you study core courses alongside students in the first year of the Bachelor of Architectural Studies (BAS). This maximises your exposure to all aspects of the built environment and is designed to increase your awareness of different disciplines that contribute to it. You will take a series of design- and lecture-based courses in communication, sustainability, building technology and history and theory.

Year one SARC 111 Introduction to Design Processes SARC 121 Introduction to Built Environment Technology SARC 122 Introduction to Applied Physics, Numerical Methods and Statistics for 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 and one elective course

*SARC 122 may be replaced by an elective course by students who have at least 14 credits at Level 3 in each of two of the following: calculus, statistics, physics or modelling.

(top) Student working with a model on a large sander. (bottom) Heng-Yi Huang and Thien Ngan Nguyen work on their construction project. (opposite page) Carinnya Feaunati and Benjamin Alnatt work on their construction project in workshops.

50 Victoria University of Wellington Years two and three In your second and third years you will study core Building Science topics including construction, structures, environmental science, systems and management. Within this specialisation you will take courses in building economics, cost planning, project management and construction law.

Year two BILD 251 History of Building Technology BILD 261 Building Project Management and Economics BILD 262 Building Project Management Cost Planning SARC 221 Building Materials and Construction SARC 222 Structural Systems SARC 223 Human Environmental Science and two elective courses

Year three BILD 322 Structures BILD 364 Building Code Compliance BILD 361 Project Management BILD 362 Construction Law SARC 321 Construction SARC 362 Introduction to Practice and Management and two elective courses

Faculty of Architecture and Design 2013 51 Postgraduate degree structure The Master of Building Science (MBSc) specialising in Project Management is a two-year course of study taught in two distinct sections. Part One In Part One of your Master’s you will cover a series of topics within your core courses that include project integration, building technology, green building assessments, research methodologies and project management. These courses prepare 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 461 Project Management BILD 463 Facilities Management SARC 491 Research Methodologies and at least 15 approved points from courses numbered 400–499

52 Victoria University of Wellington Part Two In Part Two of your Master’s you will undertake a written thesis which can be in Project Management or a related field within the Building Science discipline that can be supervised within the School of Architecture.

Part Two BILD 591 Building Science Research Thesis—120 points

(opposite page—top) Students work on their construction projects in workshops. (opposite page—bottom) Fourth-year design project exploring traditional Samoan patterning and modern laser-cutting methods by Jay Vaai. (right) Fourth-year Building Science project by Michael Anderson.

Faculty of Architecture and Design 2013 53 54 Victoria University of Wellington Sustainable Engineering Systems

Specialisation overview Career opportunities Sustainability is an important component in the built There are many career opportunities in this area of expertise environment. It involves the promotion of energy efficient that include the following: buildings and minimising the harm to our environment. At ͠͠ sustainable engineering systems designer Victoria, we are now offering a new specialisation in Sustainable Engineering Systems within our Bachelor of Building Science ͠͠ consultant advising design teams on energy conservation (BBSc) degree that is designed for students who want a ͠͠ lighting adviser, designer or supplier professional career at the core of the building industry. ͠͠ researching building materials’ performance either in Sustainable Engineering Systems focuses on the study and a private company or a research institution such as the performance simulation of environmental engineering systems Building Research Association of New Zealand (BRANZ) and sustainability at both the building and urban level. ͠͠ consultant for the city council buildings consent processes Students will study and develop appropriate design systems ͠͠ technician in a structural engineering consultancy, perhaps to address the quality of the built environment from heating beginning with computerised drafting and moving into to lighting to air quality and acoustics, while incorporating the management efficient use of sustainable materials and building resources. ͠͠ fire design and regulations This specialisation is taken alongside the core Building Science ͠͠ quantity surveying and elective courses of your choosing. In this specialisation ͠͠ acoustic engineering students will study topics including environmental engineering systems, sustainable architecture, sustainable engineering ͠͠ technical writing. systems design and sustainable and regenerative design in buildings in the second and third years of study. These courses can be enhanced by carefully selected elective courses related to sustainability or engineering, or by taking a second specialisation in Project Management. This specialisation is available at a postgraduate level within the Master of Building Science (MBSc), for students who wish to pursue further study at postgraduate level for a professionally recognised qualification.

Faculty of Architecture and Design 2013 55 Undergraduate degree structure Year one In your first year you study core courses alongside students in the first year of the Bachelor of Architectural Studies (BAS). This maximises your exposure to all aspects of the built environment and is designed to increase your awareness of different disciplines contributing to it. You will take a series of design- and lecture-based courses in communication, sustainability, building technology and history and theory.

Year one SARC 111 Introduction to Design Processes SARC 121 Introduction to Built Environment Technology SARC 122 Introduction to Applied Physics, Numerical Methods and Statistics for 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 and one elective course

*SARC 122 may be replaced by an elective course by students who have at least 14 credits at Level 3 in each of two of the following: calculus, statistics, physics or modelling.

(top) Third-year studio project by Loren Pingol. (bottom) Melissa Howey works on her second-year construction project. (opposite page) Sara Wareing and Andrew Turner construct the model of the First Light House at 1:10 scale for their construction course.

56 Victoria University of Wellington Years two and three In your second and third years you will study core Building Science topics, including construction, structures, environmental science, systems and management. Within this specialisation you will take courses in environmental engineering systems, sustainable architecture, sustainable engineering systems design and sustainable and regenerative design.

Year two BILD 251 History of Building Technology BILD 231 Environmental Engineering Systems BILD 232 Sustainable Architecture SARC 221 Building Materials and Construction SARC 222 Structural Systems SARC 223 Human Environmental Science and two elective courses

Year three BILD 322 Structures BILD 364 Building Code Compliance BILD 321 Sustainable Engineering Systems Design BILD 331 Sustainable and Regenerative Design SARC 321 Construction SARC 362 Introduction to Practice and Management and two elective courses

Faculty of Architecture and Design 2013 57 Postgraduate degree structure The Master of Building Science (MBSc) in Sustainable Engineering Systems is a two-year course of study taught in two distinct sections. Part One In Part One you will cover a series of topics within your core courses that include project integration, building technology, green building assessments, research methodologies and sustainable engineering systems. These courses prepare 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 422 Sustainable Engineering Systems Project BILD 423 Building and Energy SARC 491 Research Methodologies and at least 15 approved points from courses numbered 400–499

58 Victoria University of Wellington Part Two In Part Two you will undertake a written thesis. This can be in Project Management or in a related field within the Building Science discipline that can be supervised by the School of Architecture.

Part Two BILD 591 Building Science Research Thesis—120 points

(opposite page—top) A student works on his studio project in the workshop. (opposite page—bottom) Construction models for Solar Decathlon project by students in SARC 211. (right) A Project Management class goes on a site visit to the Student Hub Project.

Faculty of Architecture and Design 2013 59 Brian Berg Master of Building Science student Before coming to Wellington to study Building Science at Victoria, Brian was an Architectural Draughtsman. “From my previous work as an architectural draughtsman I developed a keen interest in building services design and energy efficiency in buildings. Through that degree I went on a six-month student exchange to Denmark where I was exposed to the European building systems. Coming back to New Zealand and working in an architecture firm, colleagues at the time recommended studying Building Science at Victoria as they saw real value in the programme and the industry moving towards more sustainable buildings,” he says. Brian believes that the Master’s programme has exceeded his expectations: “The further I progress the more I enjoy the work and the more I can see that the work has real relevance in the building industry. I am at the point where the research I do now has the possibility to add real value to the way that we design buildings working towards the goal of sustainable development in New Zealand,” he says. “I was surprised by the scope of learning and work that we are exposed to. Sustainable buildings require far more consideration than just putting more insulation in the walls. We cover specialist topics of: thermal performance/comfort, daylighting, HVAC, acoustics, wind, natural ventilation.” “I enjoy every year more than the previous one. We get to do more of the work that we are directly interested in and it’s more comprehensive.” “We are a really small group. There are only eight of us in my year and we have our own room separate from the general school. This has allowed us to become quite close. The integration with the other postgraduate Building Science students and lecturers is also really great,” he says.

60 Victoria University of Wellington Victoria Toner Third-year Building Science student After Victoria had completed high school she decided to study Building Science at Victoria after training as an automotive engineer and working for Toyota. “After working at Toyota for a year I became more interested in environmental studies which led me into the Sustainable Engineering Systems major of Building Science,” she says. Victoria says that she chose to study Building Science “because I would like a career designing NetZero Energy Buildings, or working in an area which is involved in lowering the built environment’s impact on the natural environment.” When asked what she enjoyed the most about studying Building Science, she replied “Doing a degree that involves report writing and research, design and creativity, and aspects of environmental studies.” During her studies at Victoria she was nominated for the New Zealand Institute of Building’s Central Chapters Awards by Victoria University and made it on to the Dean’s List of Academic Excellence for 2011. Upon completing her degree Victoria plans to “continue my studies overseas or work in the building industry in an interesting country for a few years”. Her advice to first-year students is to “make the most of free tutoring such as public speaking and the research and referencing tutorials that the library provides.”

Faculty of Architecture and Design 2013 61 The relative isolation of New Zealand brings some real advantages. seized this opportunity and responded accordingly, starting with Being at the edge gives freedom to improvise, to invent and to the introduction of the Bachelor of Design Innovation (BDI) in 2009 imagine. This has created one of the world’s great experimental followed by the launch of the Master of Design Innovation (MDI) cultures and established a long track record of innovation for and the Design Research Innovation Lab (DRIL) PhD programme the country. Today we see this spirit in the unique capability and in 2012; all with a clear commitment to research, innovation and expertise emerging within Wellington’s digital creative sector. value creation ‘by design’. This capability has potential to bring considerable economic and In order to sustain the high quality and global relevance of our cultural benefit to New Zealand as a result of the commitment programmes, the School of Design calls upon the significant to the development of innovative technologies through new international profile, expertise and experience of its academic government funding initiatives, combined with the growing staff. It also has a strong commitment to forming and maintaining number of companies in the region that specialise in game working relationships with world-class businesses, organisations development, mobile applications, interaction, usability and and institutes. interface design, animation, special effects and next generation With a focus on anticipating future trends, opportunities and manufacturing. needs within design, we can ensure that our young graduates Such promising regional developments are well aligned with the are prepared for the changes they will face in their professional multidisciplinary teaching and research capability at the Victoria careers. The tools, skills and methods that they will learn at the School of Design. The commitment to foresee and lead the latest School of Design will also provide them with the capacity to realise developments in design education within a rapidly changing their potential, to actively implement meaningful change and to global context is core to our methodology of design education. The create more optimistic futures, not only for themselves, but also growth of new disciplines, along with the increasing sophistication for humanity and the future of design. and complexity of design theory and practice, demands new www.victoria.ac.nz/design academic programmes to meet these emerging trends. We have

62 Victoria University of Wellington Design work for First Light project by David Hakaraia 2011. Image: Bettina Neu. Faculty of Architecture and Design 2013 63 Undergraduate overview

Bachelor of Design Innovation (BDI) overview In 2009, the School of Design introduced the three-year BDI generations of designers, but also design educators, curators, with three specialisations—Industrial Design, Media Design critics, advocates and scholars who will strengthen the and Culture+Context. operating framework for design by contextualising it within a broad theoretical, technological, commercial and cultural The BDI leads into a two-year Master of Design Innovation exchange. (MDI). This new degree structure gives students a greater variety of recognised qualifications and a much greater Our degree is named Bachelor of Design Innovation for several opportunity to customise their course of study to their reasons. It accurately reflects the experimental approach to individual interests and intended careers. design and design education practised at the School, as well as capturing a philosophy and an approach to design where The option to include minors means that students can easily innovative and previously unknown design solutions are a customise their course of study by adding a secondary primary objective—rather than reiterating or ‘restyling’ the field that they want to specialise in. Students enrolled in existing. Since innovation can only be achieved by research, Culture+Context select one minor from a wide variety of it signals the research-led nature of the programmes. This is possible minors in complementary disciplines available across particularly true of the MDI which is aimed at graduates who the University. Media Design and Industrial Design students are not only versed in forging innovative ideas and knowledge, may also choose to pursue a minor in a second discipline, but it but who also have the ability to create value by successfully is not compulsory. applying and disseminating new ideas to expanding audiences Professor Simon Fraser, Head of the School of Design, says: and markets. “We are uniquely positioned at Victoria to align the School with For more information on the BDI and its specialisations, go to disciplines that are not normally associated with design but have www.victoria.ac.nz/bdi real potential to enrich the discipline. We felt it was an opportunity not to be missed. The minors offer courses of study for our students which are simply not available elsewhere—nationally or internationally. We expect to see our graduates occupying some exciting, unexpected and influential career niches in the future—in areas where other design schools cannot compete. “Design is increasingly understood as a multidisciplinary activity. Because of the growing importance of collaborative work, the ability to function effectively across disciplines and in multidisciplinary teams is a critical workplace competency for new graduates.” (opposite page) First-year studio projects by Max Barrow, Maria Meintjes, Isobelle Bush, Adam Ben-Dror, Brett Liebenberg, Abraham Hollingsworth, The new degrees are aimed not just at educating future Alastair Gray, Andrei Rotar and Paul Jensen.

64 Victoria University of Wellington Faculty of Architecture and Design 2013 65 Postgraduate overview

Master of Design Innovation (MDI) overview The MDI is available in all three specialisations—Industrial PhD overview Design, Media Design and Culture+Context. The Design Research and Innovation Lab (DRIL) provides the This offers students a structured qualification that provides context and community for innovative design research to necessary and critical support throughout the two-year develop and flourish at the School of Design. The PhD in Design programme. The MDI acknowledges that a Master’s degree is Innovation is intended for students who are highly-skilled becoming the standard entry-level professional qualification in designers and aspire to exceptional creative and analytical Europe and that this trend is likely to grow internationally. process, or for students who would like to pursue the study of design from a theoretical, philosophical or cultural perspective. The MDI will: For further information and the call for candidates, see ͠͠ prepare students for advanced levels of professional www.victoria.ac.nz/design/study/postgraduate/phd.aspx employment Graduate Diploma in Design Innovation (GradDipDI) ͠͠ enable students to develop a critical view of new The new 120-point GradDipDI is a flexible programme technologies and the social and cultural implications of designed for BDI graduates (or those who have completed design today a similar degree) wishing to broaden their design education ͠͠ develop high-level skills for conceiving and constructing with a further year of study at 300 level in one of the other artefacts, systems and environments specialisations at the School of Design. It will also be ͠͠ ensure a high level of expertise in human-focused research particularly useful for students coming from other institutions methodologies and design in multicultural contexts in prior to entry to the two-year MDI programme. combination with a concentration on the user/technology interface New postgraduate programme in Computer Graphics announced ͠͠ enable students to actively participate in the process of In 2012, the School of Design introduced a new Master’s creating value by design, to shape business strategy and to qualification (MDI) in Computer Graphics. The emerging career differentiate according to strategic design objectives opportunities in the region’s internationally acknowledged ͠͠ engage with industry and cultural organisations through digital creative sector make Wellington and the Victoria School applied research projects of Design an optimal location to study this unique and exciting ͠͠ encourage international exchanges at the postgraduate new specialisation. Refer to page 95 for details. level.

66 Victoria University of Wellington Undergraduate and postgraduate chart Year of study Specialisation One Two Three Part One MDI Part Two MDI MDI BDI Culture+Context Master of Design Innovation Culture+Context Culture+Context

MDI BDI Industrial Design Master of Design Innovation Industrial Design Industrial Design BDI year one MDI Master of Design Innovation BDI Media Design Media Design Media Design MDI Master of Design Innovation Computer Graphics

Faculty of Architecture and Design 2013 67 68 Victoria University of Wellington Master’s students on a mission

A group of 13 Media and Industrial Design postgraduate standard of design at Victoria, which he rated of outstanding students volunteered their time during the mid-trimester international quality, while Meredith noted that, break to assist in assembling a complex array of electronic “The experience is completely invaluable to me. One of the microprocessors, sensors, actuators and digitally fabricated most amazing things about it was seeing just how much can components at the City Gallery Wellington, one of the city’s be achieved in such a short space of time as long as you have a key cultural institutions. The three-way collaboration between good team and a great plan.” Toronto-based Philip Beesley Architect Inc., the City Gallery Wellington and the School of Design proved to be inspirational The City Gallery Wellington was equally enthusiastic about for all concerned. Volunteer and Media Design postgraduate the installation, reporting that it has enchanted their patrons, student Meredith Crowe observed at the opening event, many of whom made return visits bringing friends with them to share the experience. The exhibition has also been very “The finished installation is breathtaking. Once we had it all popular with schools, including groups doing school-based working I would whisper and tiptoe around it; it truly felt alive. projects on the work. Even though I had seen it come together from the start, I was in complete awe of the finished space.” Read more at http://desform2012.schoolofdesign.ac.nz/ news/desform-in-the-media/ The internationally acclaimed artist and architect Philip Beesley was brought to Wellington as a keynote speaker at the international conference DeSForM2012: Meaning, Matter, Making, hosted by the School of Design. Vesica, his latest installation in the Hylozoic Series, also premiered his work in the Southern Hemisphere for the first time. This project features an ethereal lacework of interactive kinetic systems that demonstrate how buildings in the future might move, smell—even feel and think. Assembling the work was intensive and physically exacting; working to a carefully orchestrated schedule the students had just nine days to assemble and install well over 10,000 components. The event was an exciting and mutually rewarding collaboration. Philip Beesley was impressed with the

(opposite page—top) Alexander Buckman and Meredith Crowe. Image: PBAI (opposite page—bottom) Sarah Kong and Luke De Villiers. Image: PBAI (opposite page—right) Tahi Rewiri-Chastecky, Richard Clarkson, James Bennett, Steven Lam and Meredith Crowe. Image: PBAI (right) “Assembling the work was intensive and physically exacting!” Image: PBAI

Faculty of Architecture and Design 2013 69 DSDN 104 project GROW by Annabelle Nichols (top left), Tyler Frenguelli (top right), Jessica Campbell (bottom left) and Paul Jensen (bottom right). GROW is an intense exploration of additive fabrication as an innovative constraints-free method of digital creation. Students investigated the School’s state-of-the-art 3D printing technology and presented their findings as ‘grown’ 3D objects.

70 Victoria University of Wellington First-year Design

Programme overview A unique and distinguishing feature of the School of Design’s first-year Design programme is its cross-disciplinary nature, which allows for relationships across Culture+Context, Industrial Design and Media Design to be investigated and redefined. In an intense and integrated programme of study, first-year students investigate a broad range of essential design ideas, principles, histories, theories, practices and strategies. Reflections on three- and four-dimensional design ideas are also undertaken during this first year, allowing students to challenge traditional and presumptive definitions of design. The first-year Design programme offers a highly structured learning environment which supports creative exploration, helping students to develop the discipline necessary for working in an innovative design practice. Study is structured around the concept of ‘designing by making’ where students develop design confidence and commitment through a series of strategically formulated and progressively complex design challenges. All students are encouraged and assisted to develop a strong, individual approach to design that allows them to engage in both physical and digital while evolving around a commitment to a specific design discipline. Students are able to vary the structure of the first-year programme to a certain degree, allowing them several options when they move into their second year of study. Following the first-year Design programme, students enter their chosen specialisation, selecting from Culture+Context, Industrial Design or Media Design.

Faculty of Architecture and Design 2013 71 72 Victoria University of Wellington Culture+Context

Specialisation overview Culture+Context minors A unique opportunity in New Zealand, the Culture+Context All Culture+Context students are required to include one minor programme combines both studio-based and theoretical in their programme of study to complete their degree. It is studies in design within a multidisciplinary approach. suggested that Culture+Context students complement their minor with design electives. Suggested minors include: Culture+Context gives students the opportunity to design objects and environments (both real and virtual) within a ͠͠ Architecture ͠͠ Māori Studies critical, analytical and conceptual framework. Graduates will ͠͠ Art History ͠͠ Marketing have a strong grounding in issues and influences within the ͠͠ Asian Studies ͠͠ Media Studies expanding field of design and design knowledge as expressed through a diverse range of media. ͠͠ Computer Studies ͠͠ Music ͠͠ Cultural Anthropology ͠͠ Pacific Studies The Culture+Context specialisation offers a cross-disciplinary qualification for students who have a strong interest in design ͠͠ English ͠͠ Philosophy and who seek professional career opportunities in a wide ͠͠ European Studies ͠͠ Psychology variety of design and design-related fields, both enhancing and ͠͠ Film ͠͠ Religious Studies complementing traditional design practice. ͠͠ Geography ͠͠ Sociology ͠͠ Industrial Design ͠͠ Theatre. ͠͠ Management

(opposite page) Delectable Mini-worlds highlighting the culture of unrestrained production and consumption by Lily Thein for CCDN 371 Cultures of Design.

Faculty of Architecture and Design 2013 73 Career opportunities Potentially, there are unlimited opportunities within reach for students with a Culture+Context background, as this programme aligns with contemporary expectations and the developing needs across the creative industries, businesses and cultural organisations. The BDI and MDI in Culture+Context provide a wide variety of career opportunities, a few of which are listed below: Culture+Context specialisation with one minor Minor subject Career Art History Museum/gallery critic/curator Cultural Anthropology Design and material culture critic and researcher Management Design innovation manager (in-house or in cultural organisations) Māori Studies Māori design advocate/curator/specialist Philosophy Design theorist/researcher/futurist Psychology Product/system interface and usability designer Sociology Design consultant/design critic/social issues advocate Culture+Context specialisation with two minors Minor subject Second minor subject Career Film English Film industry writer/film producer/film critic Industrial Asian Studies International design ambassador/facilitator Industrial Marketing Designer/retail store manager/start-up developer Media Marketing Advertising industry/design promoter/entrepreneur Psychology Cultural Anthropology Design analyst/researcher/consultant

(opposite page) Lomographic Flight project by Marius Myklebust explored the relationship between flight and film in DSDN 244 Expanded Photographics.

74 Victoria University of Wellington Faculty of Architecture and Design 2013 75 Undergraduate degree structure Year one The first year of study is shared across all specialisations and introduces students to the fundamentals of design practice and theory in a cross-disciplinary context. Students will learn to take ownership of their course of study and configure it accordingly with a view to their ultimate specialisation or intended areas of focus. Students enrolling in a minor outside the Faculty need to identify and commit to the minor in the first trimester of study.

Year one DSDN 101 Design Visualisation DSDN 111 Ideas and Principles of Design DSDN 171 Design in Context WRIT Writing English or Writing English as a Second Language* 101/151 one further DSDN course from courses numbered 100–199 and three elective courses≠

*WRIT 101/151 may be replaced with any 100-level course offered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.

(left) Do not resuscitate project explores what happens to our digital presence once we die. Created by Kelly Ann McKercher, Matthew McCallum, Emma Ng, Zoe Wood and Charmaine Williams in CCDN 371 Cultures of Design. (opposite page—top) Jessica Wolter’s CDDN 332 Design+ final project offers a critique to the drink-driving culture in New Zealand. Her project expresses the difference between what people think they have drunk and what their alcohol level actually is when caught drink-driving. (opposite page—bottom) Emma Ng’s CDDN 332 Design+ final project used research into American ‘hobo signs’ as a starting point for her project which explores how the transience intrinsic to the hobo sign system might be made relevant to contemporary or potential future contexts. Emma suggested ‘dumpster diving’ as a possible context for a vernacular code system using QR codes, one of the languages of the digital age. The code is used as an information network for transients—put out ‘fresh’ like the food, and then eventually breaking down or fading away as the food does.

76 Victoria University of Wellington Years two and three In year two of the BDI, Culture+Context students will gain insightful and critical understanding of contemporary design and design issues. In year three, students will acquire a broad appreciation of how design contributes to the fields of material and visual culture as well as the diversity of other disciplines and practices. Year three culminates in the innovative and integrative course Design +, where students explore the affinities between design and their minor in a studio context.

Year two CCDN 231 Experimental Design Ideas CCDN 271 Design as Inquiry and elective courses to the value of 80 points≠

Year three CCDN 331 Live Theory CCDN 332 Design + CCDN 371 Cultures of Design and elective courses to the value of 60 points≠

≠Electives within the BDI in Culture+Context must include: ͠͠ a minor in a recognised subject requiring 60 points from courses numbered 200–399 from a set of courses offered for a major, including at least 15 points from courses at 300 level ͠͠ 80 points from BDI courses, including at least 20 points from courses numbered 200–399 ͠͠ a total of at least 100 points from courses numbered 200–399, including at least 20 points at 300 level.

Faculty of Architecture and Design 2013 77 Postgraduate degree structure The Master of Design Innovation (MDI) specialising in Culture+Context is a two-year course of study taught in two distinct sections. Part One Students interested in postgraduate study are encouraged to continue for two additional years and earn the MDI degree. In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Culture+Context-specific electives. All students are introduced to design research methods as well as sharing their unique expertise in the cross-disciplinary Design Led Futures course.

Part One DSDN 411 Design Led Futures DSDN 481 Research Methods one course from: CCDN 431 Conceptual Design Ideas CCDN 444 Computer Generated Culture CCDN 471 Cultural Factors CCDN 472 Advanced Theory and elective courses at 400 level to the value of 30 points

(left) Gaming Ethnography Master’s project by Matthew Paterson studies the behaviours, spaces and emergent aesthetics of gaming.

78 Victoria University of Wellington Part Two In Part Two work is devoted to the development of an original creative or theoretical work by thesis. Each student will do one elective course and a 90-point thesis or a 120-point thesis. The thesis is a self-initiated project offering the opportunity to explore design issues to significant levels of complexity, sophistication and resolution.

Part Two CCDN 592 Thesis—90 points and elective courses to the value of 30 points from courses numbered 400–599

All courses are subject to approval.

Faculty of Architecture and Design 2013 79 Matthew Paterson Master of Design Innovation student As a postgraduate student studying for his Master’s in Design that outwitting the audience is, and has long been, one of the at Victoria University, Matthew Paterson’s research explores cornerstones of media industry production. the connection between photography, gaming and ever- Having previously studied Fine Arts at the University of Canterbury, improving graphics quality. Blending historical research and majoring in Documentary Photography, Matthew’s work has largely contemporary practice, Matthew is constructing digital images focused on documenting youth sub-cultures. Showing the day- that pose new challenges to audiences. to-day lives of the people involved in these groups helped situate “We are all consumers of visual media, and we’ve all these scenes into the New Zealand context. had to learn how to read it at some point.” Matthew is excited about his research at Victoria because it However, as audiences become more familiar with new offers him the opportunity to connect his Fine Arts background technologies and new image forms they become more adept with a Design approach. As he says, “fine arts asks questions, at interpreting and reading an image. And yet, it also seems while design creates solutions”.

80 Victoria University of Wellington Amanda Rayner Second-year Cuture+Context student After attending Victoria’s Study at Vic Open Day, Amanda decided Amanda’s advice to first-year students is: “Participate in to leave her hometown of Auckland, and move to Wellington to the Campus Coaches programme. It definitely helped me study Design: “I was very impressed and inspired by the campus find my way around the campuses and to get to know a and the existing work that was on display. I also found the few people in my course. One of the girls I met in my group Architecture and Design handbook very informative and useful, on that very first day is now one of my flatmates and best as it gave me a good insight as to what was involved with the friends. I would also advise you to fully embrace orientation course and what sort of things I would be doing,” she says. week—it is a whole lot of fun and a great way to get to know more people within your Hall of Residence and course.” Amanda chose to study Culture+Context, as it allowed her to complete a design degree together with a minor. “I was not 100% sure of what area of design I wanted to major in, and so the first year of study at Victoria was perfect as I gained an overview of all aspects of the various design courses,” she says. “First year allowed me to explore different design methods and techniques that I never expected I would. I gained so many valuable skills and found it quite difficult at the end of the year to decide whether I wanted to major in Industrial Design or Culture+Context. I did choose Culture+Context in the end as it allowed me to have a broader field of study within my degree. Second year has also been really great. Now that the course has become more specialised, I have found that I am really enjoying all of my courses,” she says. “I enjoy the freedom that Culture+Context allows me. With only two core courses in second year I have been able to select what courses interested me the most, and this has helped me to personalise my degree.” “Victoria has such a wide range of courses that I have found my academic opportunities have been very broad. Alongside my first-year Design courses I was also able to take an Art History, Marketing and Management course. I have also found the amount of clubs and groups available through the University very extensive. I have joined the University’s netball club, and was offered the opportunity to participate in the 2012 Uni Games,” she says.

Faculty of Architecture and Design 2013 81 ABSORB by Cody Law. This project focuses on enhancing an object’s ability to absorb and express memories and stories. The dining table remains the heart and hub of the kiwi bach and manifesting as a vibrant source of ‘information’ becomes the centre point for this project. Using Footfalls and Heartbeats pressure-sensing fabrics to design a tablecloth with the ability of recording human and object interaction and writing that data to a storage device provides a user with a cache of genuine, digital memories and stories. This data is then inset within the table’s surface using CNC routing technologies to preserve those stories in a unique, tangible object that will last generations.

82 Victoria University of Wellington Industrial Design

Specialisation overview Career opportunities This programme extends the traditional understanding of The Industrial Design programme offers a qualification in Industrial Design beyond physical products to design-led product design with a specialisation in computer-aided design solutions for business, society and culture. By applying new and digital fabrication, human aspects and upcoming in material design practices, using technology in innovative ways and and processes as well as in design strategy and design thinking. pursuing unexpected insights in collaboration with a diverse Graduates may choose to work as an in-house designer or range of disciplines, students can become design professionals prefer the diversity offered by a design firm. The combination who create meaningful design solutions that enrich daily life. with minors offers again more specialised pathways: The programme offers different approaches that express the Engineering—CAD experts, experts in digital prototyping, cross-disciplinary nature of designing in the 21st century. design engineer. Synergetic combinations of traditional with new design methodologies, materials, processes and technologies Computer Science—CAD experts, interaction designer, design will broaden student scope towards cross-disciplinary of robotics and physical interactions. design. Students will gain understanding of how to create Science—material designer, biomedical design solutions. user experiences by exploring the physiological, cognitive, behavioural and emotional aspects of designing. Through Marketing—product designer. various independent experiments, students will be empowered Management—design management, design strategy. to explore unseen properties of materials and utilise their findings to design coherently. Students will understand how to Media Design—design of physical interactions. use digital technologies with intent and to discover how these Social Science/Psychology—user experience expert, can contribute to new forms and processes of sustainable usability designer. manufacturing and distribution. Cultural Science—exhibition designer, curator for museum/ cultural institutions. Film—film prop and set designer.

Faculty of Architecture and Design 2013 83 Undergraduate degree structure Year one The first year of study is shared across all specialisations and introduces students to the fundamentals of design practice and theory in a cross-disciplinary context. Students will learn to take ownership of their course of study and configure it accordingly with a view to their ultimate specialisation or intended areas of focus. Students enrolling in a minor outside the Faculty need to identify and commit to the minor in the first trimester of study.

Year one DSDN 101 Design Visualisation DSDN 111 Ideas and Principles of Design DSDN 171 Design in Context DSDN 104 Digital Creation DSDN 141 Experimenting with Materials WRIT Writing English or Writing English as a Second Language* 101/151 and two elective courses

*WRIT 101/151 may be replaced with any 100-level course offered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.

(left—top) Revealing and recording anomalies, mutations and physiology by Simon Crane. (left—bottom) Deluce lamp by Jesse Badger. This design experiments with the flexible qualities of LED strips. Jesse embedded the LED strip inside a knitted piece that can take many shapes, from a spiral to a wearable lamp. (opposite page—top) Alex Buckman’s project investigates how to elicit the state of ‘flow’ in people, using a centrifugal spinning device that allows people to become so immersed in the state of drawing that they enter the state of ‘flow’. (opposite page—bottom) Cradle chair by Grace Emmanuel, Brodie Campbell, Kahlivia Russell, Richard Clarkson, Eamon Moore, Jeremy Brooker and Joya Boerrigter. The design was heavily directed by research into Autism and children with Rhythmic Movement Disorder (RMD) as well as safety, sustainability, function and aesthetics.

84 Victoria University of Wellington Years two and three Year two of the BDI in Industrial Design teaches students how to acquire and use the core skills and knowledge of the discipline. Students may choose to complement their core courses with electives in a specific area of focus, currently digital fabrication and manufacture or human aspects of design, or they may choose a more general approach. Year three provides deeper design knowledge with an emphasis on agility, thoughtfulness, resourcefulness and inventiveness to answer more complex design questions.

Year two CCDN 231 Experimental Design Ideas CCDN 271 Design as Inquiry INDN 211 Object Based Experiments INDN 212 Product Based Experiments and elective courses to the value of 40 points

Year three CCDN 331 Live Theory INDN 311 Digital Form INDN 312 Brand + Identity INDN 341 Mass Production + Digital Manufacturing and elective courses to the value of 40 points

Year two and year three electives must include at least 40 points from courses numbered 200–399. The BDI will be awarded with a minor when your personal course of study includes at least 60 points in a cohesive set of courses numbered 200–399 in the relevant subject, of which at least 15 points are at 300 level.

Faculty of Architecture and Design 2013 85 Postgraduate degree structure The Master of Design Innovation (MDI) specialising in Industrial Design is a two-year course of study taught in two distinct sections. Part One Students interested in postgraduate study are encouraged to continue for two additional years and earn the MDI degree. In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Industrial Design-specific electives. All students are introduced to design research methods as well as sharing their unique expertise in the cross-disciplinary Design Led Futures course.

Part One DSDN 411 Design Led Futures DSDN 481 Research Methods one course from: INDN 441 Creative Digital Manufacturing INDN 452 Design and the Human Body and one elective course at 400 level

(left—top) DeStill by Ruth Sumner is a domestic distillation system designed to obtain essential oils from plants in your garden. It targets new forms of sociable making, marketing and distribution reminiscent of ‘chutney clubs’ in the past, while engaging the ‘kitchen as laboratory’ as evidenced by chefs such as Heston Blumenthal. (left—bottom) Urban Jungle Gym—earthquake protection bubble. A proposal by a group of Design Led Futures (DLF) students for large inflatable bubbles that make downtown Wellington safer and more exciting. The bubbles provide cushioning between the buildings in an earthquake and an internal microclimate (out of the wind) ideal for growing food. The project was sponsored by the Wellington City Council as part of their long-term plan for ‘WGTN 2040’. The initial concept was developed by the ‘Urban Jungle Gym’ team and the rendering was done by ID graduate, Richard Borrett. See www.designledfutures.com (opposite page) Sensitive touch—intelligent gloves for prosthetic arms by Daniel Kamp. Sensitive touch is the outcome of a project for the start-up company ‘Footfalls and Heartbeats’ in which students were required to develop new product concepts and the accompanying business identity, in response to the company’s break-through technology; an ‘intelligent fabric’ with the ability to register pressure, stretch and compression.

86 Victoria University of Wellington Part Two In Part Two students’ work is devoted to the development of an original creative work by thesis. Each student will do one elective course and a 90-point thesis or a 120-point thesis. The thesis is a self-initiated project offering the opportunity to explore Industrial Design to significant levels of complexity, sophistication and resolution.

Part Two INDN 592 Thesis—90 points and elective courses to the value of 30 points from courses numbered 400–599

All courses are subject to approval.

Faculty of Architecture and Design 2013 87 Richard Clarkson BDI in Industrial Design graduate Richard discovered his passion for design during his time at high school in Hastings where the focus was on economics and art. “In a way, design—specifically industrial design—was a way to merge the two,” he says. “I have found that the thinking behind each object tells a story with so much more depth and emotion than the object itself. This ideology is what drives my design process and has begun to define my style of design. While my foundations lie in product design I also have interests in media and graphic design as well as photography, fashion, painting and architecture.” He describes his design approach as “critical design thinking with a strong focus on the values of designs”. His design work often references historical objects “whose pride in craftsmanship and durability meant something much more than it does in many of the designs today”. Richard decided to study design at Victoria “because of the benefits of working closely with other academic areas”. He says, “I always believed that design is a method to bring together the humanities, sciences and arts into a dynamic entity that helps to shape the world. Victoria has the distinct advantage of having those other resources at hand to utilise and collaborate with.” Richard was awarded a highly competitive scholarship into the Master’s programme at the School of Visual Arts (SVA) in New York. It is encouraging to see that the BDI programme is not only producing internationally competitive graduates— Richard’s success also demonstrates that they are also being acknowledged at the highest international academic levels. “I realise it’s a massive jump from an isolated farm near Hastings to central New York City—but in every way Victoria University has been a perfect stepping stone,” he says. See Richard’s portfolio at www.richardclarkson.com “I’ll never forget Victoria, the place where I found design.” (top) Digital vs Mechanical—The Rotary Mechanical Smartphone combines and synthesises digital technologies and physical mechanical systems in order to elicit more value in our everyday objects. (bottom) A CAD render showing construction details.

88 Victoria University of Wellington Fabricating futures —a collective commitment celebrating our future The ‘Fabricating Futures’ exhibition celebrating Wellington’s ideas the various designers were exploring and the chance to uniquely diverse digital design community was a collective work on a real, internationally recognised event.” Lulin enjoyed effort in every respect. Designed and curated by students setting up the exhibition the most, but admits that it was a huge and staff, it featured a wide selection of creative works and challenge and much insight is needed to realise the concept. research projects from the School and our industry partners. *Now offered as the BDI. It opened to the general public for three weeks and provided a thought-provoking centre point for the International DeSForM conference hosted by the School in April 2012. See http://desform2012.schoolofdesign.ac.nz/ The initial design impetus was provided by 45 undergraduate design students who developed individual proposals for an exhibition system in the DSDN 383 Digital Fabrication course, coordinated by Senior Lecturer Tim Miller. Following a challenging selection process the winning proposal by final-year BDes* student Jamie Yau was then refined for production. Meanwhile, the exhibition curator Bettina Neu, Industrial Design Programme Director, formed a team of recent Industrial Design graduates to configure the content with interactive elements and new ways of storytelling in response to the conference themes of ‘Meaning, Making, Matter’. For Annelies Zwaan, working on this project has expanded her view of what realising an exhibition in every detail means. “It is a lot more than simply hanging interesting work on the wall. To have the opportunity as a graduate to really investigate and come to understand how multiple and unique works could be composed together to form an ongoing narrative was a great opportunity.” Lulin Ding’s most valuable experience was the new way of working in a group: “In this project everyone understood and knew what they should be doing and what they are contributing to the whole exhibition.” For Ruth Sumner it was a true honour to be part of the team. “This was an exciting job that culminated in a rewarding outcome and the project will be a great asset in my portfolio.” She hopes that it will help her to get a job in similar fields. Annelies (top) Jamie Yau’s digital render of the exhibition system. comments, “It allowed me to gain a new level of depth to the (bottom) Interactive elements and new ways of storytelling. Image: Bettina Neu

Faculty of Architecture and Design 2013 89 Tekila Dress, illuminated interactive garment by Shiping Toohey and Simon Jarvis. Tekila Dress is inspired by microscopic images of alcohol molecules, displaying colourful light patterns controlled by the wearer’s movements.

90 Victoria University of Wellington Media Design

Specialisation overview Career opportunities The Media Design programme’s primary objective is to Media design has a profusion of career opportunities that develop curious and dedicated students into promising design grows larger each year. To meet these varied demands for professionals, exemplary citizens and learned scholars. employment, the programme has identified three areas that are prominent both locally and internationally—postproduction, The programme guides this process by teaching valuable skills game design and interaction design. These areas also align and studio approaches that will yield immediate advantages in closely with the expertise of media design lecturers. the media design professions. Particular attention is given to computer and media literacy, virtuosity with digital production All of Media Design course work falls within these three areas methods and promotion of cross-disciplinary collaboration. which clearly indicate professional pathways with significant potential and growth. New Zealand excels in these fields, and is Another hallmark of the programme is its ties with local especially well represented in Wellington. and international industry. Over a given term, the media lab showcases several in-house lectures from design professionals Possible careers include: across a diverse range of digital media industries. ͠͠ 3D Modeller/Animator ͠͠ Media installation Media courses are predominantly studio-based. This means ͠͠ Artistic director designer that most of the time students are brainstorming and concept- ͠͠ Character artist/Animator ͠͠ Mobile applications building, crafting projects and developing new software skills in designer our state-of-the-art media lab. Course coordinators and tutors ͠͠ Digital video editor ͠͠ Motion graphics designer monitor and guide this work, which culminates in critique and ͠͠ Flash animator ͠͠ Multimedia artist presentations that mirror professional practice. ͠͠ Experience designer ͠͠ Special effects artist ͠͠ Game designer ͠͠ Video production ͠͠ Game programmer specialist. ͠͠ Interaction designer

Faculty of Architecture and Design 2013 91 Undergraduate degree structure Year one The first year of study is shared across all specialisations and introduces students to the fundamentals of design practice and theory in a cross-disciplinary context. Students will learn to take ownership of their course of study and configure it accordingly with a view to their ultimate specialisation or intended areas of focus. Students enrolling in a minor outside the Faculty need to identify and commit to the minor in the first trimester of study.

Year one DSDN 101 Design Visualisation DSDN 111 Ideas and Principles of Design DSDN 171 Design in Context DSDN 112 Introduction to Interaction Design DSDN 142 Creative Coding WRIT Writing English or Writing English as a Second Language* 101/151 and two or three elective courses

*WRIT 101/151 may be replaced with any 100-level course offered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.

(top) Tardigotchi, interactive installation by Associate Professor Douglas Easterly in collaboration with Matt Kenyon and Tiago Rorke. Image: Studio Bureau (bottom) Sir Timmy. Flash game by Max O’Brien-Bowling, Charles Chen, Saul Paley, Khan Wall. (opposite page—top) Interaction Experiments. Interactive iPad application by Jonathon Toon. (opposite page—bottom) Slave Now. Flash game by Ryan Loader.

92 Victoria University of Wellington Years two and three Year two of the BDI in Media Design teaches students how to acquire and use the core skills and knowledge of the specialisation. The Media Design curriculum uses a menu system that allows students to complement their core courses with electives in a specific area of focus such as interaction design, gaming or postproduction, or they may choose a more general approach. Year three provides deeper knowledge of the specialisation with an emphasis on agility, resourcefulness and inventiveness in solving more complex design problems.

Year two CCDN 231 Experimental Design Ideas CCDN 271 Design as Inquiry three courses from: MDDN 211 Digital Video Creation MDDN 241 3D Modelling and Animation MDDN 242 Computer Graphics MDDN 243 Introduction to Computer Game Design MDDN 251 Physical Computing and elective courses to the value of 20 points

Year three CCDN 331 Live Theory three courses from: MDDN 311 Postproduction and Special Effects MDDN 314 Audio-Visual Space MDDN 343 Advanced Computer Game Design MDDN 351 Wearable Technology MDDN 352 Ubiquitous Computing and elective courses to the value of 40 points including at least 20 points from courses numbered 200–399

The BDI will be awarded with a minor when your personal course of study includes at least 60 points in a cohesive set of courses numbered 200–399 in the relevant subject, of which at least 15 points are at 300 level.

Faculty of Architecture and Design 2013 93 Postgraduate degree structure The Master of Design Innovation (MDI) specialising in Media Design is a two-year course of study taught in two distinct sections. Part One Students interested in postgraduate study are encouraged to continue for two additional years and earn the MDI degree. In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Media Design-specific electives. The Media Design electives reflect the three discipline areas the programme aligns with: Interaction Design, Gaming and Postproduction. All students are introduced to design research methods as well as sharing their unique expertise in the cross-disciplinary Design Led Futures course.

Part One DSDN 411 Design Led Futures DSDN 481 Research Methods one course from: MDDN 412 Interaction Design MDDN 414 Topics in Special Effects MDDN 415 Topics in Game Design MDDN 441 Computer Graphics for Film MDDN 442 Computer Graphics for Interaction Design and one elective course at 400 level

94 Victoria University of Wellington Part Two In Part Two students’ work is devoted to the development of an original creative work by thesis. Each student will do one elective course and a 90-point thesis or a 120-point thesis. The thesis is a self-initiated project offering the opportunity to explore design to significant levels of complexity, sophistication and resolution.

Part Two MDDN 592 Thesis in Media Design—90 points and elective courses to the value of 30 points from courses numbered 400–599

All courses are subject to approval.

(opposite page) SAP-G: III, interactive, motorised and illuminated design by Hadley Boks-Wilson and Craig Barrington. (right—top) Between the Edge, final-year project by Meredith Crowe.Between the Edge is an audio-visual installation that seeks the edges of the extended consciousness. (right—bottom) Misuse and Recontextualise: Projections of Technological Physicality by Master’s student Silard Ozorak. This performative installation uses objects that no longer have functional relevance to us today, and combines them into a sculpture that communicates through movement, sound and light.

Faculty of Architecture and Design 2013 95 Hadley Boks-Wilson MDI specialising in Media Design student In the Media Design programme students are encouraged “My time at Victoria has introduced me to new to think ‘outside the box’ in order to create forward-thinking technologies and tools that have provided a whole projects that inspire and awe with their uniqueness. This is range of new possibilities, in both my study and certainly true for the projects of Hadley Boks-Wilson, which have gained exposure at the UX11 Experience Design conference personal projects. I feel confident that with the skills at Te Papa and the annual AJ Park exhibition. Together with I’ve developed I can excel at any project in this line of fellow student Craig Barrington he created the illuminated, work.” motorised and interactive wearable SAP-G: III, a design that impresses through its detailed and skilful interpretation of the steampunk style. The Latreille Board was motivated by an interest in combining light and motion to express the connection between rider and board. The illuminated longboard detects acceleration and tilt, and as the rider speeds up and reaches extreme angles the board responds with various light patterns. Not only does this bring a new aesthetic dimension to skating, but it also increases the visibility and safety of the rider.

96 Victoria University of Wellington Samantha Carew Media Design graduate The BDI allows students to explore a variety of design practices, This level of versatility and ability to work across multiple and seeks to equip students with a range of skills to prepare disciplines gave her the desirable edge when it came to applying them for professional life. During her studies Sam was the for design jobs. After completing her degree, Sam was offered recipient of a Victoria Summer Scholarship, and worked an internship at the multi-media company Unlimited Realities with Dr Anne Galloway’s “Counting Sheep: NZ Merino in an in their Wellington office. At Unlimited Realities Sam continued Internet of Things” research team. In this role, she produced to learn and develop her skill set in user experience design and two animated videos that provide a brief cultural history of multi-platform applications. New Zealand merino wool. Both videos were released under Creative Commons licences and are available on the Digital NZ “I went into this degree wanting to work hard and website so that people around the world can easily access and create works that I could be proud of. I committed remix them. Sam also won the Most Entertaining Poster award myself to each project and gave them my all. Not at the Victoria Summer Scholar Poster Competition for her only did this allow me to become top equal in explanation of this project. Media Design in our graduating year, but it has While Sam states that she did not expect to delve into video also prepared me for the fast real-world design creation or coding when she started her studies, she is now challenges I am faced with today.” grateful for the resourceful skill set that make her a confident designer. Throughout her studies, Sam became accomplished in multiple areas of media design, from creative coding, animation, game design and app development to postproduction in videos.

Video stills: The Story of NZ Merino Wool, Part 1: From Commodity to Brand by Samantha Carew.

Faculty of Architecture and Design 2013 97 MDDN 311 Postproduction and Special Effects generative computer graphics project, Inanimacy, by Jonathan Toon.

98 Victoria University of Wellington MDI with Computer Graphics specialisation

Specialisation overview Career opportunities Since 2012, the School of Design has proudly offered the Computer graphics has a well-established pool of career Master’s qualification (MDI) with a specialisation in Computer opportunities. Given the wealth of local companies that are Graphics. Uniting design and computation, this degree blends world renowned for computer graphics excellence, the career computer programming and scripting processes with studio paths we selectively focus on reflect these creative industries. approaches to deliver cutting edge computer graphics ͠͠ 3D Modeller/Animator compositions. The degree was developed in close consultation with Wellington’s internationally recognised entertainment ͠͠ Computer graphics developer industries and digital technologies sectors. This relationship ͠͠ Digital video editor with local industry will be continued in the Computer ͠͠ Game designer Graphics degree programme through sponsored scholarships, ͠͠ Game programmer consultation, guest lectures and internship opportunities. Another hallmark of the degree is its cross-disciplinary nature, ͠͠ Information visualisation as the degree structure features shared courses with the ͠͠ Interactive designer School of Engineering and Computer Science. ͠͠ Motion graphics designer Computer Graphics students will use industry standard ͠͠ Multimedia artist languages, libraries and software packages, with the aim of ͠͠ Pre-Visualisation Artist exploring how these can be pushed to produce new modes of ͠͠ Production engineer creative visualisation. Emphasising the aesthetics and craft of computer graphics techniques, students graduating from the ͠͠ Software engineer programme can expect to have developed a rich portfolio of ͠͠ Special effects artist computer graphics work, enabling them to enter the field from ͠͠ Technical director for special effects a highly competitive advantage. ͠͠ Video production specialist.

Faculty of Architecture and Design 2013 99 Undergraduate degree structure Year one The first year of study is shared across all specialisations and introduces students to the fundamentals of design practice and theory in a cross-disciplinary context. However, Media Design students planning for the Masters in Computer Graphics will enrol in a minor in Computer Science in order to systematically build the unique skill set and knowledge base required by this specialisation.

Year one DSDN 101 Design Visualisation DSDN 111 Ideas and Principles of Design DSDN 171 Design in Context DSDN 112 Introduction to Interaction Design DSDN 142 Creative Coding COMP 102 Introduction to Computer Program Design COMP 103 Introduction to Data Structure and Algorithms MATH 161 Discrete Mathematics and Logic

Students are expected to have a suitable level of written English prior to enrolling.

(left—top) MDDN 311 Postproduction and Special Effects generative 3D environment project, Digital Nature by Ben Dudson. (left—bottom) MDDN 311 Postproduction and Special Effects generative computer graphics project, Entanglement by Andrew Millar. (opposite—top) MDDN 311 Postproduction and Special Effects generative 3D environment project, Colossal Organic Entities of an Industrial Nature by Alex Klaricich. (opposite—bottom) MDDN 242 Computer Graphics Production project, Experiment by Shanshan Zhou.

100 Victoria University of Wellington Years two and three For Media Design students planning for the Master’s in Computer Graphics, years two and three of the BDI will continue to build the minor with the requisite courses in Computer Science and Software Engineering in order to properly prepare for this special qualification.

Year two CCDN 231 Experimental Design Ideas≠ CCDN 271 Design as Inquiry COMP 261 Algorithms and Data Structures MDDN 241 3D Modelling and Animation MDDN 242 Computer Graphics Production MATH 151 Algebra and one further MDDN course at 200 level

Year three COMP 308 Introduction to Computer Graphics CCDN 331 Live Theory MDDN 311 Postproduction and Special Effects two further MDDN courses at 300 level and at least one elective course*

*Students wishing to complete a minor in Computer Science must replace the elective course with two courses from COMP, SWEN or NWEN at 200–300 level. ≠The requirement to include CCDN 231 is under review at the time of publication.

Faculty of Architecture and Design 2013 101 Postgraduate degree structure The Master of Design Innovation (MDI) with a specialisation in Computer Graphics is a two-year course of study taught in two distinct sections. Part One Students interested in postgraduate study are encouraged to continue for two additional years and earn the MDI degree. In Part One students can customise their course of study by selecting from a range of Computer Graphic-specific electives. All students are introduced to design research methods as well as sharing their unique expertise in the cross-disciplinary Design Led Futures course.

Part One DSDN 411 Design Led Futures DSDN 481 Research Methods COMP 408 Computer Graphics Rendering COMP 409 Three-Dimensional Modelling for Computer Graphics and one of: MDDN 441 Computer Graphics for Film MDDN 442 Computer Graphics for Interaction Design

(opposite—top) Computer Graphics Production Project, Pixeland by Christopher Mather. (opposite—bottom) Computer Graphics Production project, Amaryllis by Sinead Jephson. (right—top) MDDN 311 Postproduction and Special Effects generative 3D environment project, Nurture by Samantha Carew. (right—bottom) MDDN 311 Postproduction and Special Effects generative 3D environment project, Mechanical Chaos by Amanda Dorell.

102 Victoria University of Wellington Part Two In Part Two students’ work is devoted to the development of an original creative work by thesis. Each student will do one elective course and a 90-point thesis or a 120-point thesis. The thesis is a self-initiated project offering the opportunity to explore Computer Graphics to significant levels of complexity, sophistication and resolution.

Part Two MDDN 594 Thesis in Computer Graphics—90 points and one of: MDDN 441 Computer Graphics for Film MDDN 442 Computer Graphics for Interaction Design DSDN 463 Practicum

All courses are subject to approval.

Faculty of Architecture and Design 2013 103 Richard Roberts MDI specialising in Computer Graphics student Victoria University’s Master’s qualification in Computer Richard is now applying knowledge gained in his internship to Graphics is designed with guidance from industry leaders his Master’s research. One of the biggest challenges faced by Weta Digital and Sidhe. As one of the first students in this 3D artists is the vast number of models required in a movie or programme, recent Media Design graduate Richard Roberts game. Software that can automatically generate prototypes is bringing his experience and creativity back to the campus and populate scenes with models, therefore allowing artists to through a research project in procedural model generation. focus on polish and creativity, is highly sought after. Beginning his studies with a focus on interaction for gaming, “My experience with my fellow students and the staff at Richard used programming languages like Python and C++ to Victoria University provided the direction I needed to develop his projects. These skills quickly led to an internship at give substance to my projects, as well as the motivation Weta Digital. There he developed the first prototype of a system that helped make the pipeline infrastructure more efficient for required. During my studies I have created a strong future productions including Rise of the Planet of the Apes and passion for the digital realm, one which I hope to now The Adventures of Tintin. share with those following a similar path—through my work as a tutor.”

Fake Nature by Richard Roberts

104 Victoria University of Wellington Computer Graphics Production interactive generative graphics project, Machina Infinitum by Luke Smith.

Faculty of Architecture and Design 2013 105 106 Victoria University of Wellington Te Rōpū Āwhina: the whānau experience

E nga mana e nga reo tena koutou katoa he mihi tino mahana ki a koutou na te Rōpū Āwhina Te Rōpū Āwhina (Āwhina) is the on-campus whānau (family) Āwhina outreach brings pupils and their whānau together to for Māori and Pacific students enrolled in degrees and majors engage with the STEAD (Science, Technology, Engineering, within the Faculties of Science, Engineering and Architecture and Architecture and Design) disciplines through ‘hands-on’ Design. Āwhina whānau values are high expectations, aspirations activities. Over the last three years Āwhina published four and achievements, reciprocity and collective success. essential outreach resources designed to normalise and increase Māori, Pacific and other low-income groups’ uptake The kaupapa (goal) of Āwhina is to produce Māori and and success; three Cybrospace booklets and the STEP into Pacific scientists, technologists, engineers, mathematicians, STEAD DVD are available free from [email protected] architects and designers who will contribute to Māori and Pacific development and leadership. Āwhina has an inclusive Te Rōpū Āwhina in the Faculty of Architecture and Design environment that enables non-Māori and Pacific students Room 123, Vivian St, Te Aro Campus to contribute as whānau members. To achieve the Āwhina Phone 04-463 6172 kaupapa requires academic success at all levels including the Email [email protected] workplace, and working in partnership with pupils’ whānau and Website www.victoria.ac.nz/fad/awhina their communities. Notable achievements are 850 degree completions including 10 PhDs (one being a Pacific mathematician), significant growth of postgraduate numbers, six Postdoctoral Fellowships, six secondary science/mathematics/computer science teachers, $7.2 million of nationally and internationally contested scholarships (including a prestigious scholarship for overseas PhD study), one iwi Director of Fisheries, the development of Āwhina Schools and Community Clusters and an Āwhina incubator at VUCEL (Victoria University Coastal Ecology Lab) to develop more Māori and Pacific marine scientists.

Faculty of Architecture and Design 2013 107 Collective success Brendan Laurence—First Light House One of our very own whānau members, Brendan Laurence (Te Āti Awa, Ngāti Ruanui), was part of the 2011 First Light team of Victoria University students who competed in the U.S. Department of Energy Solar Decathlon competition. The competition tasks students with building highly energy efficient, transportable, solar powered homes. Having always been fascinated by creativity, he enjoys the competition and challenges that his studies provide him. His First Light experience has become one of his greatest achievements as a student, with the Victoria team finishing an incredible third place overall with their Kiwi-styled ‘bach’. The group of highly dedicated individuals gelled together and were willing to work hard to get this difficult task finished. The team unity was cultivated by the almost Marae-like atmosphere of their living arrangements—they cooked, cleaned and played together. Through this whānau environment they were forged into a tight-knit team, one that was prepared to represent themselves, their university and their country on the world stage. A strong team breeds success, and Brendan believes that manaakitanga and whanaungatanga play a big part of a successful team. These beliefs played a big part in his decision to be a part of Te Rōpū Āwhina, noting that “I get a sense of achievement when I have helped someone, and Āwhina allows me to do that often.” He explains that mentoring has helped keep him humble and grounded as it reminds him of how confused he was in first year, how far he has come and how much he still has ahead of him. “Āwhina is a group of people who value whānau and want to give back to others. It’s a wonderful source of support and knowledge.” His advice to future aspiring architects is to “be prepared to be confused and stressed, but to also be amazed at what you can achieve”. After completing his Master’s, he wants to change the world one building at a time!

108 Victoria University of Wellington Collective success Outreach Te Rōpū Āwhina has helped inspire pupils and teachers alike through various community and school initiatives. These initiatives focus on broadening possibilities, encouraging higher education and inspiring rangatahi (youth) to think about possible careers in science, technology, engineering, architecture and design. Recently, Āwhina supported the Wairarapa REAP programme that facilitates workshops which highlight career opportunities for pupils from Wairarapa schools at the ‘Be Inspired’ conference held in Masterton. A team of mentors studying at the Schools of Architecture and Design presented two workshops. The first had pupils building cantilevered structures that had to support a small weight, while the second was the ‘egg drop’ challenge where eggs had to be cradled by makeshift structures that stopped them breaking when dropped from a height. Both hands-on activities were met with enthusiasm and plenty of laughs, which added to the buzz of creativity and enjoyment felt throughout the day. Āwhina mentors’ work was also on display to give the pupils an idea of how the activities they were enjoying are applied in the real world. The 3D printer amazed pupils by turning out 3D models before their eyes. Āwhina mentors spoke about studying at the Schools of Architecture and Design and introduced pupils to new options and areas of study. Some pupils said they were interested in future studies in those areas. The overwhelmingly positive response from pupils reinforced the importance of the Āwhina kaupapa.

Faculty of Architecture and Design 2013 109 Carinnya Feaunati Bachelor of Architectural Studies student Āwhina mentor Samoan Studying architecture was an easy choice to make for Carinnya, “Becoming an Āwhina mentor was awesome! I love the who explains “I was the kid in class that doodled on any available fact that when I meet up with my mentees to help them space in my textbooks. My teachers noticed and told me to take with their work, I’m passing on the same knowledge and Graphics so I could put the doodling to good use. After choosing to re-design our school foyer as a Graphics project (and loving every skills that were passed on to me when I was in first year.” bit of it), I’ve never looked back.” When asked what she hopes to see more of in the future, Carinnya Now in the final year of her undergraduate degree, Carinnya has replied that she’d “love to see more Pacific and Māori inspired discovered that her greatest accomplishment at Victoria University architecture merged into the current design environment. This has been to get to her third year and still love everything about is important because sustainable methods and manipulation of architecture and her studies. materials promote regenerative design.” Carinnya was a mentee before stepping up and becoming an After completing her studies, Carinnya is looking forward to Āwhina mentor and says that Āwhina to her is a “whānau/aiga that working towards becoming a registered architect. provides a collective sharing and passing of knowledge to benefit our people. Everyone is very friendly and willing to help. Most whānau members have done similar projects, so there are always people with an experienced eye to look over your work and guide you in the right direction.”

110 Victoria University of Wellington Nui Hetutu Bachelor of Building Science student Āwhina mentor Niuean Nui chose to study at Victoria University due to its good reputation. He wanted to get a degree in Building Science because he liked dealing with figures and calculations. He says that he “was largely influenced by his family to go to university so he could get a job when he gained his degree” and explains that he enjoys studying at the Architecture and Design campus and learning “different ways of thinking and expressing architecture”. “I came to university straight out of college just to kick start my passion for Building Science.” In his first week on campus, Nui attended Pacific Orientation week and signed on to become a mentee with Te Rōpū Āwhina. He says that Āwhina “helped me understand the really tricky stuff, and is a place to find help and great friends”. Now in his first year of mentoring, Nui explains that the important qualities for making the most of Āwhina are to be responsible, respectful and considerate of others, but most of all to be a team player. Being a mentor has also helped him with his studies: “Even as I’m helping my mentees, I’m getting help with my own studies from postgraduate Āwhina mentors. It’s all about giving back.” His advice to future students at the Architecture and Design campus is that “it’s going to be a lot of hard work, but it’s worth it in the end”. Nui plans to get his Master’s after he has completed his Bachelor of Building Science.

Faculty of Architecture and Design 2013 111 Brad Dobson Master of Landscape Architecture student Āwhina mentor Te Āti Awa, Ngāti Ruanui For Brad, making the choice to study Landscape Architecture at Victoria University was an easy one as it was a combination of all the subjects that he’d enjoyed in college: geography, design and graphics. Another factor that influenced his decision was the scale at which the profession works—“it was an area where I felt I would really be able to make an innovative difference. I also felt that it was an increasingly relevant and important profession in combating modern-day tensions in relation to the environment.” When asked what his greatest achievement in his studies has been, Brad replied that it was being awarded the Faculty Excellence Award in Landscape Architecture for 2011. “It was particularly special because not only was it a recognition of all my hard work but it also removed the previous doubts I had about not being able to make it in the academic world.” Now in the first year of his Master’s degree, Brad has been an Āwhina mentor for three years since discovering Te Rōpū Āwhina through a friend and fellow mentor. He can’t think of a reason not to join Āwhina: “Āwhina has provided me with support and guidance, but most importantly it has allowed me to give that same support and guidance to others. It has been an invaluable experience throughout.” “Seeing mentees who I have helped thrive in their studies inspires confidence in my own ability to excel.” For Brad, Āwhina is a whānau, and the key to success within it is “ask for help when you need it, be confident in your ability to learn and have a sense of generosity and reciprocity in terms of giving back to the group”. After he’s completed his degree, Brad plans to find a job in landscape architecture and hopes to see more innovative designs within New Zealand as well as greater collaboration between landscape architects and other professionals.

112 Victoria University of Wellington Jodi Meadows BDI in Industrial Design student Āwhina mentor Cook Islands Māori and Fijian Coming straight from college, Jodi chose to study Industrial talk to a mentor about your work and always pass down your Design and Culture+Context as she had always enjoyed creating knowledge to others. Āwhina is a whānau with members at things and using tangible materials. Her choice of degree different levels of different degrees. Use their knowledge to has set her on the right path toward a job within the creative better understand your own work.” industries, and offers a wide range of options outside of core On completion of her degree, Jodi hopes to “work with Pacific design papers. artefacts, making designs inspired from these objects”. Jodi enjoys learning how to utilise all the workshop machinery to make objects of a high standard, and has presented one of her assignments at a Te Papa workshop. Jodi says that her degree will give her “a well-rounded understanding of design principles which will allow me to bring all my knowledge together and create designs that are useful and appreciated by the Pacific community”. Jodi was contacted in her first year by her Āwhina mentor and quickly made friends with other mentors and mentees. She enjoys the Āwhina whānau environment and sharing ideas with others from different disciplines. Her advice is to “utilise the many opportunities that Āwhina brings, never be afraid to

Faculty of Architecture and Design 2013 113 Services

and114 Victoria University of Wellington facilities Services

and facilities Faculty of Architecture and Design 2013 115 116 Victoria University of Wellington Victoria Overseas Exchange (Vic OE)

Victoria Overseas Exchange (Vic OE) offers you the opportunity Eligibility to broaden your personal, academic and cultural horizons. In order to be eligible for exchange, you must: Study towards your degree for one or two trimesters on an ͠͠ be enrolled as a full-time student at Victoria University exchange overseas and receive a grant of up to $2,000. Both (at the time of application) domestic and international students are eligible for Vic OE ͠͠ have completed a year of full-time study by the time you (international students pay Victoria international fees). leave for your exchange Vic OE gives you the chance to complete part of your degree ͠͠ be an academically-sound student with a B average overall abroad at one of more than 100 prestigious exchange partners in your studies at Victoria in over 30 countries worldwide. You can attend an institution ͠͠ meet language requirements (in some non-English taught overseas and study for credit towards your degree while universities) still paying normal Victoria fees. The benefits of having an international academic experience as part of your studies are ͠͠ be able to demonstrate that you would be a good invaluable. It is an opportunity to travel, to learn new languages ambassador for Victoria. and study novel academic disciplines while you encounter Funding different cultures. Participants in Victoria International Students eligible for StudyLink Loans and Allowances can Leadership Programme can count an overseas exchange as a receive these while on exchange. All accepted students component (see www.victoria.ac.nz/vilp). receive a travel grant of up to $2,000, and a number of other As a Faculty of Architecture and Design student, you will have scholarship opportunities are available for specific destinations the opportunity to study in over 30 locations throughout or specific types of students. Europe (including HfG Schwaebisch Gmuend, ENSNP Blois and There are accommodation subsidies and travel grants offered University of Eindhoven), Asia (including Korea University and at specific locations. Students on the Victoria International National University of Singapore), North America (including Leadership Programme can receive extra funding (see Carnegie Mellon University, University of British Columbia) and www.victoria.ac.nz/vilp for more information). Latin America (including University of Brasilia, University of Chile, Pontificia University of Monterrey). Application deadlines ͠͠ 16 July 2012 (for study in Trimester One, 2013). ͠͠ 5 January 2013 (for study in Trimester Two, 2013). ͠͠ University of California applications should be submitted as early as possible, no later than 25 November and 28 May. www.victoria.ac.nz/exchange/howtoapply.aspx Student Exchange Office Victoria International, Easterfield Building, Level 2, Kelburn Campus Phone 04-463 5667, 04-463 6794 Email [email protected] Website www.victoria.ac.nz/exchange

Faculty of Architecture and Design 2013 117 118 Victoria University of Wellington Scholarships

Victoria has a range of scholarships and awards available to Our students have been acknowledged for their cutting edge students including hundreds of scholarships for first-year designs, studio projects and research while studying here with undergraduate students. us. They have been awarded top prizes or have been highly commended in these national design competitions: Victoria Excellence Scholarships are awarded to students who have their NCEA Level 2 Certificate endorsed with Excellence, ͠͠ red dot design awards or equivalent (some conditions apply). In 2013 the majority of ͠͠ BeST design awards (DINZ) these scholarships will be awarded at $5,000. A small number of ͠͠ New Dowse student design awards applicants will receive $10,000. Applications close on 1 October. ͠͠ World of WearableArts Victoria Achiever Scholarships are offered to students ͠͠ Dyson awards. who: are of Māori or Pacific descent; have a disability; can demonstrate financial hardship; or were educated at a In addition to the scholarships and awards offered by Victoria, decile 1–3 school. All applicants should have their NCEA the School of Architecture has developed, with industry Level 2 Certificate endorsed with Merit, or equivalent. These connections and friends, awards and scholarships that are scholarships aim to encourage students who may otherwise offered annually to students. There is a range of undergraduate be unable to attend Victoria University. They are awarded and postgraduate awards available including: competitively after assessment of the merits of each individual ͠͠ Benson-Cooper Sustainability Awards application. In 2013 the majority of these scholarships will be awarded at $5,000. A small number of applicants will receive ͠͠ New Zealand Historic Places Trust Prize $10,000. Applications close on 1 October. ͠͠ BRANZ Project Award Applying for scholarships ͠͠ John Fitzgerald Memorial Award Eligibility criteria for all scholarships may change, so it is ͠͠ Team Architects Scholarship in Architecture essential that scholarship details are checked on the website ͠͠ Mainzeal Undergraduate Scholarship. www.victoria.ac.nz/scholarships prior to application. Up-to- More information on these scholarships and awards can be date information and application forms are available from the found on the School of Architecture website by visiting Scholarships Database accessed from the Scholarships webpage. www.victoria.ac.nz/architecture Faculty of Architecture and Design scholarships Scholarships Office The Faculty of Architecture and Design encourages students Research Office, 10 Kelburn Parade, Kelburn Campus to apply for scholarships and awards and also encourages Phone 04-463 5113 applications into national design competitions. Throughout Email [email protected] the year you will receive email notifications and material is Website www.victoria.ac.nz/scholarships displayed on our noticeboards located within our main foyer.

(left—top, right—bottom) Snapture camera by Sarah Kong. (right—top, left—bottom) Fobcam camera by Sarah Mokhtar.

Faculty of Architecture and Design 2013 119 120 Victoria University of Wellington Admission Careers

There are various ways you can gain admission to Victoria Employers look for enthusiasm and passion as well as good University of Wellington. You need to understand what grades. They hire graduates who are able to explain why they qualifications and results you require for admission and how to chose their particular course of study and why they enjoyed apply to the University. For full details of admission and enrolment it. The right attitude to life, study and work is what gives requirements, see www.victoria.ac.nz/home/admisenrol graduates the competitive edge when applying for jobs. Applications for limited-entry degrees and courses are due Career Development and Employment before 10 December 2012, and open-entry degrees and courses The Vic Careers team is available to help you explore are due before 10 January 2013. The online enrolment system work, study and lifestyle options. The service includes will be open from 1 October 2012. a comprehensive Careers Resource Library, graduate destination information, internet access to research career opportunities, excellent reference books, free handouts, information on internships, scholarships and summer work, Publications Victoria CareerHub—our 24/7 web-based job vacancy service—and graduate recruitment programmes including The Online Course Catalogue will have the most up-to-date employer seminars. Workshops are held throughout the year course information: www.victoria.ac.nz/coursecatalogue on job-searching strategies and making career decisions. On CareerHub, you can also register for the Victoria Plus Award, All of our publications can be downloaded from Victoria’s service and leadership award. There is also a Resume www.victoria.ac.nz/publications or requested in Builder to help you get your CV started and an ePortfolio for hardcopy by contacting Student Recruitment, Admission you to record your skills and experiences. and Orientation (see back cover). Useful resources ͠͠ Introduction to Victoria (February) gives a brief overview to ͠͠ Career View series www.victoria.ac.nz/careers/resources/ Victoria’s degrees and student life. career_publications/career_view ͠͠ Guide to Undergraduate Study (July) includes all ͠͠ What can I do with my degree/subject? information students need about first-year courses, www.victoria.ac.nz/careers/resources/degree_options degrees, student life and how to apply. ͠͠ Enrolled students and Victoria graduates can access ͠͠ Guide for Parents (May) answers questions parents have up-to-date careers information and job vacancies about sending their children to university. 24/7 by registering on Victoria CareerHub ͠͠ Accommodation Guide (June) gives information about each http://careerhub.victoria.ac.nz Hall of Residence and how to apply. Career Development and Employment 14 Kelburn Parade, Kelburn Campus Phone 04-463 5393 Fax 04-463 5252 Three second-year Industrial Design object-based experiments that explore Email [email protected] form material and meaning as well as context and use, by Lauren Oakes (top), Larissa Meredith (left—bottom) and Marieke Zwaans (right—bottom). Website www.victoria.ac.nz/careers

Faculty of Architecture and Design 2013 121 Support, services and resources

Student and Academic Services Counselling Service Visit the office for help with anything from enrolment to Professional, confidential counselling available at all campuses graduation. Get help with choosing your degree, planning for any issue that is impacting on your personal or academic your courses or changing your degree programme. This office success. should be your first point of contact for any enquiries you www.victoria.ac.nz/counselling have about your studies. Crèche Student and Academic Services The University crèches can provide your children with the best 139 Vivian Street, Te Aro Campus possible education and care while you study. Phone 04-463 6200 www.victoria.ac.nz/creche Emails [email protected] Disability Services [email protected] If you have a temporary or ongoing impairment you can get Websites www.victoria.ac.nz/architecture planning help, liaison with academic staff, adaptive equipment, www.victoria.ac.nz/design technology and training, sign language interpreting, note-taking Accommodation Service assistance, mobility parking, ergonomic furniture and access to Advice on our Halls of Residence, renting and other rest and study rooms. accommodation options. www.victoria.ac.nz/disability www.victoria.ac.nz/accommodation Enrolment Office Campus Care If you are a prospective or a current student, you can get 24/7 campus security. information, advice and support with enrolment. 04-463 9999 (if calling from outside University) www.victoria.ac.nz/enrol 8888 (if calling from within University) Fees and Payments Career Development and Employment Get information and advice related to fees, payments, student Also known as Vic Careers—find out what you need to know to levies, scholarships and liaising with StudyLink. get a job, what career options are open to you and what your www.victoria.ac.nz/fees ideal future might look like. Financial Support and Advice www.victoria.ac.nz/careers Get information on money matters. Financial Support and CareerHub Advice also manages the Hardship Fund. 24/7 access to part-time jobs, graduate jobs, contract work, www.victoria.ac.nz/finadvice tutoring positions, internships, work experience opportunities Health Services and a CV building tool. Use your student computing account to Get access to a full range of general practice medical services. log in. www.victoria.ac.nz/studenthealth http://careerhub.victoria.ac.nz

122 Victoria University of Wellington Information Technology Services Student Interest and Dispute Advisor Support relating to ITS computers on all campuses, access If you need support or guidance on any matter involving to myVictoria (the student portal), standard software such safety, conflict or misconduct, make contact to discuss what as Microsoft Office and other specialised software like SPSS assistance is available to deal with the problem. and Endnote. www.victoria.ac.nz/disputes-advice www.victoria.ac.nz/its Student Learning Support Service Language Learning Centre Group and one-to-one academic support—useful at any stage Self-study and classroom facilities, resources and people to of your study. help you with language learning. www.victoria.ac.nz/slss www.victoria.ac.nz/llc Student Recruitment, Admission and Orientation Libraries If you are a prospective or new student, get course advice and Information resources and people to support you in your your admission questions answered. research and learning; space to think and work. www.victoria.ac.nz/futurestudents www.victoria.ac.nz/library Te Rōpū Āwhina Marae See page 107. The marae provides a turangawaewae—a standing place where Māori custom prevails—for students and staff. vicbooks and Student Notes www.victoria.ac.nz/marae Buy your textbooks (new or second hand) and your student notes. www.vicbooks.co.nz Overseas Exchange (Vic OE) See page 117. Victoria International If you are an international student you can get access to support Physiotherapy Clinic services, including insurance and student visa renewal, as well as No referral necessary, you can come straight to the Clinic. admission, enrolment and orientation (for new students). www.victoria.ac.nz/physio www.victoria.ac.nz/international Recreation Services Victoria University of Wellington Students’ Get access to recreation, fitness and sports, to stay healthy and Association (VUWSA) happy during your studies. VUWSA is a Victoria student association that provides www.victoria.ac.nz/reccentre advocacy, support and advice for all students. www.vuwsa.org.nz

Faculty of Architecture and Design 2013 123 STUDiO

STUDiO is the student representative group for students in all courses of study at the Faculty of Architecture and Design. STUDiO officers are elected each year and are responsible for everything from social and sporting events to student representation on faculty boards. Along with class reps, STUDiO reps are able to assist their fellow students with course-related issues. STUDiO holds regular social events such as STUDiO-invited talks, barbeques, drinks evenings and sports tournaments, the annual STUDiO Ball each August and design competitions throughout the year, arranging student discounts with local shops and suppliers and generally incites fun and excitement to give everyone a break from study now and then. STUDiO is always looking for people to get involved and help run things—keep an eye out for STUDiO noticeboards near the main staircase of the Te Aro Campus and the STUDiO website for information about events and meetings. STUDiO Faculty of Architecture and Design Atrium, 139 Vivian Street, Te Aro Campus Email [email protected] Website www.studio.org.nz

(right) Emily Steel’s Little Slide Dress was conceived in MDDN 351 Wearable Technology. The dress is made from old 35mm film strips, backlit by LEDs and programmed by sensors with an Arduino Lilypad. As evening arrives and ambient light dims, the dress lights up and can even flicker to evoke the magic of classic movies—a source of inspiration for Emily’s design.

124 Victoria University of Wellington Architecture and Design Library

The Architecture and Design Library supports the research and teaching activities of all subjects within the School of Architecture and the School of Design. It offers a range of reference, borrowing, short loan and teaching services. The Library provides access to books, journals, plans and resources in other formats including DVDs and an increasing range of online electronic resources. Users can request books from the other four University campus libraries through Intersite Delivery while the Borrow Direct service connects students and staff to collections at Waikato University, Auckland University of Technology (AUT) and Otago University libraries. Photocopying and scanning facilities can be found in the Library as well as space for group study. Computers with internet access and word processing are also available for student use. Reference services and classes to increase research skills are regularly offered to assist the development of all users. Architecture and Design Library 139 Vivian Street, Te Aro Campus Phone 04-463 6241 Email [email protected] Website www.victoria.ac.nz/library/ Catalogue http://victoria.lconz.ac.nz/

(right) Third-year studio project by George Goodwin.

Faculty of Architecture and Design 2013 125 Technical resources

The Faculty has a team of 15 technicians and a Technical Technical resource centre Services Manager, supporting the specialist Architecture and This service for students provides for their specialist Design technical infrastructure and services for students’ and architecture and design needs. From here students can order staff teaching and research. These include: wide-format printing and have prototyping carried out on Computing services site. Students can also loan digital AV equipment and building science test equipment, and purchase specialist modelling The Faculty computing environment consists of approximately and art supplies at cost—an essential service considering the 500 student computers and 100 staff computers spread difficulty students would otherwise face attempting to source around nine studios, numerous staff offices and five computer various modelling supplies from around the country. labs to support the particular needs of Architecture and Design students and staff. This also includes a dedicated Mac Specialist Building Science and School of Design labs computer lab for students studying in the Digital Media Design These currently include an Architecture School lighting lab, a and Media Design programmes currently offered by the School Design School ergonomics lab and a photographic studio. of Design. Mark Shaw Audio-visual (AV) and photographic facilities Manager, Technical Services These include lecture theatres, seminar rooms, portable 139 Vivian Street, Te Aro Campus AV teaching equipment, mobile LCD displays, SmartBoard Phone 04-463 6251 equipment and loan AV equipment for students. The Faculty Email [email protected] also has an Advanced Learning Communications Facility (ALCF) containing video conferencing equipment and MediaSite recording. The ALCF room also has Access Grid technology connected to KAREN high-speed internet. There is also a photography studio open to all students, located next to the Faculty photography office/studio. 3D modelling workshop facilities This includes not only the traditional carpentry and metal machinery areas, paint booth and modelling equipment, but also three ULS laser cutters, four small 3D Modella routers, a full bed (2.4m x 1.2m) Techno CNC router, two Eden 3D Rapid prototype machines and a HAAS CNC lathe.

126 Victoria University of Wellington Faculty of Architecture and Design 2013 127 Key dates

2012 2013 March January Liaison Officers begin visiting schools to introduce study at 10 January—Application due date for all other programmes Victoria University 10 January—Application due date for Discretionary Entrance June February Accommodation Guide available 25 February—New Students’ Orientation Week begins (through 14 June—Year 12 day on campus to 1 March 2013) JuLy March Guide to Undergraduate Study first-year prospectus available 4 March—First trimester begins August July Liaison Officers visit schools for course planning (through to 15 July—Second trimester begins October) November 1 August—Halls of Residence applications open for 2013 18 November—Summer trimester begins 31 August—Study at Vic Open Day October 1 October—Online enrolment opens 1 October—Halls of Residence applications due 1 October—Victoria Excellence and Achiever Scholarship applications due 30 October—Application deadline for courses in 2012/13 Trimester Three November 19 November—Course Planning Weeks for first-year students, Kelburn Campus and Auckland (through to 7 December) December 1 December—International students’ first-year applications due for February 2013 intake

(opposite page) Third-year studio project by George Goodwin.

128 Victoria University of Wellington Faculty of Architecture and Design 2013 129 FAD0015 +64-4-463 5350 +64-4-463 5056 +64-4-463 International Victoria Phone Fax Email [email protected] www.victoria-international.ac.nz Website 2, Building Level Easterfield Parade Kelburn 600 PO Box 6140 Wellington New Zealand ORIA (842 867) 0800 VICT 04-463 5374 5374 04-463 5193 04-463 ecruitment, Admission and tudent Recruitment, S Orientation Phone Fax Email [email protected] www.victoria.ac.nz/futurestudents Website Building Hunter 1, Level 2,Gate Parade Kelburn 600 PO Box 6140 Wellington New Zealand cademic Services Office 04-463 6200 04-463 6204 04-463 [email protected] www.victoria.ac.nz/fad Phone Fax Email [email protected] Websites www.victoria.ac.nz/architecture www.victoria.ac.nz/design 139 Vivian Street Campus Aro Te 6011 Wellington of Wellington University Victoria 600 PO Box 6140 Wellington New Zealand rchitecture and Design of Architecture Faculty Student and A