Outline

Overview

New Design in Old Settings explores the architectural approaches, conservation methodologies and planning issues relevant to situations when new meets old in the built environment. The unit highlights architecturally innovative reuse projects, exemplary additions and alterations to historic places, and architecturally distinguished new buildings in historic precincts and landscapes. We also examine historic theming, facadism and some of the design ideas and planning compromises that have blighted historic places. The aims of the unit are to develop an understanding of the history of designing and building new buildings in old settings; to develop an understanding of the major theoretical and practical issues of designing new buildings in old settings; and to develop an ability to assess critically the appropriateness of new development in culturally significant places. Students will develop analytical skills in assessing design strategies and develop confidence in making critical judgements about design propositions in historically significant settings.

Unit details and rules

Academic unit	Architectural and Design Science
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Matt Devine, matthew.devine@sydney.edu.au
Lecturer(s)	Matt Devine, matthew.devine@sydney.edu.au
Tutor(s)	Matthew Byrnes, matthew.byrnes@sydney.edu.au
Tutor(s)	Nicole Winters, nicole.winters@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Responses to readings, case studies, debate and participation Reading responses, case study analyses, and in-class participation	40%	Multiple weeks	1500-2000 words
Outcomes assessed:
Assignment	Blot Written assignment with non-written elements	40%	STUVAC Due date: 31 May 2022 at 23:00	1500 words
Outcomes assessed:
Assignment	Documenting a new design in an old setting Storyboard or Visual Argument	20%	Week 03 Due date: 08 Mar 2022 at 23:00	8 pages
Outcomes assessed:

Assessment summary

Documenting a new design in an old setting: Students will produce a ‘storyboard’ or ‘visual argument’ based on available visual resources for one of three sites in Sydney.
Reading Responses, case study analysis, debate and participation: You will be required to submit multiple short responses in class throughout the semester. Students will also be assessed on their contribution to and participation in tutorials.
Blot: You will produce a bitter denunciation (j’accuse style) of a new intervention into an old place. Using text accompanied by drawings and other illustrations, you should highlight why your chosen project has undermined the significance of the existing historic place and failed to improve the scene architecturally and urbanistically.

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	Work of outstanding quality, demonstrating mastery of the learning outcomes assessed. The work shows significant innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or exceptional skill.
Distinction	75 - 84	Work of excellent quality, demonstrating a sound grasp of the learning outcomes assessed. The work shows innovation, experimentation, critical analysis, synthesis, insight, creativity, and/or superior skill.
Credit	65 - 74	Work of good quality, demonstrating more than satisfactory achievement of the learning outcomes assessed, or work of excellent quality for a majority of the learning outcomes assessed.
Pass	50 - 64	Work demonstrating satisfactory achievement of the learning outcomes assessed.
Fail	0 - 49	Work that does not demonstrate satisfactory achievement of one or more of the learning outcomes assessed.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Weekly schedule

WK	Topic	Learning activity
Week 01	i) Introduction: new design in old settings ii) Academic Integrity in your submitted work iii) What is an old setting & why is it important - Understanding Heritage Significance	Lecture (2 hr)
Week 01	Introduction & background to assessments Briefing on Assessment 1: Storyboard	Tutorial (1 hr)
Week 02	New design in old settings: Different typologies	Lecture (2 hr)
Week 02	Assessment 2: Readings 1 - Discussion	Tutorial (1 hr)
Week 03	i) Grounding the City: archaeology & new design, Caitlin Allen ii) Cultural Landscapes as setting	Lecture (2 hr)
Week 03	Assessment 1: Storyboard – Presentation & discussion	Tutorial (1 hr)
Week 04	Making new: conservation conversations, Catherine Lassen	Lecture (2 hr)
Week 04	Assessment 2: Tutors presenting example case studies	Tutorial (1 hr)
Week 05	Lessons from practice: architecture and urban design, Adam Haddow (SJB)	Lecture (2 hr)
Week 05	Assessment 2: Case Study 1 - Discussion	Tutorial (1 hr)
Week 06	i) Policy: Controls & Guidelines ii) Lessons from Practice: New Design in Conservation Projects, Tracy Skovronek (Purcell)	Lecture (2 hr)
Week 06	Assessment 2: Readings 2 - Discussion	Tutorial (1 hr)
Week 07	Lessons from practice: campus - tradition and innovation, Hector Abrahams (HAA)	Lecture (2 hr)
Week 07	Assessment 2: Debate 1	Tutorial (1 hr)
Week 08	i) Lessons from Practice: Commissioning contemporary design in historic contexts – New passenger lift in Hyde Park Barracks Elisha Long (Long Blackledge) ii) Managing Change, Sarah Jane Brazil	Lecture (2 hr)
Week 08	Assessment 2: Case Study 1 - Discussion	Tutorial (1 hr)
Week 09	i) Debunking the process: alternate frames for heritage places, Robyn Christie ii) Lessons from practice: Luc Bouliane, Lebel Bouliane Architects, Toronto, Canada	Lecture (2 hr)
Week 09	Assessment 2: Readings 3 - Discussion	Tutorial (1 hr)
Week 10	i) Heritage Documentation ii) Lessons from Practice: Careful interventions into a modern masterpiece, Alan Croker (Design 5)	Lecture (2 hr)
Week 10	Assessment 2: Case Study 3 Discussion	Tutorial (1 hr)
Week 11	i) Lessons from Practice: Award-winning conservation & design: Robert Gasparini, Design 5 & Belinda Koopman, Peter Stutchbury Architecture ii) Lessons from Practice: Regional Projects: Ashley Dunn, Dunn Hillam	Lecture (2 hr)
Week 11	Assessment 2: Debate 2	Tutorial (1 hr)
Week 12	Lessons from practice: Small public projects	Lecture (2 hr)
Week 12	Assessment 3: Discussion on the Blot	Tutorial (1 hr)
Week 13	Lessons from practice: architecture as regeneration	Lecture (2 hr)
Week 13	TBC	Tutorial (1 hr)

Attendance and class requirements

Please refer to the Resolutions of the University School: http://sydney.edu.au/handbooks/architecture/rules/faculty_resolutions.shtml

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

The Burra Charter (2013)
Assessing heritage significance (2015)
National Trust (NSW) Policy on Infill Development… (2018)
Historic Scotland, New Design in Historic Settings (2010)
English Heritage & CABE, Building in context: New development in historic areas (2002)
Australia ICOMOS, Practice Note - Heritage and Sustainability 1: Built Heritage (2019)
Vancouver Heritage Foundation, New life old buildings (n.d.)
The case for ... never demolishing another building (2020)

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. demonstrate an understanding of the main theoretical and practical questions associated with the planning and design of new buildings in old settings
LO2. demonstrate an awareness of accepted conservation principles connected with additions and alteration to significant places and the adaptive use of old buildings
LO3. delineate the differences between new and old and highlight formal relationships between them
LO4. analyse and critique examples of new design in old settings
LO5. respond to and criticise authorised modes of intervening in old places.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Restructure of subject into modules. Revision of learning activities to reflect contemporary issues

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

ARCH9075: New Design in Old Settings

Semester 1, 2022 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect