1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Center for Modern Architecture Studies in Southeast Asia
Foundation in Natural and Built Environments
Elements of Natural & Built Environments [FNBE 0115]
Credit hours: 5
Prerequisite: None
L e c tur e r s : N or H a y a ti R a m li , Ha sm a n i r a M o k h ta r , I d a M ar li n a Maz la n & F ar iz H i l m i
_________________________________________________________________________________________
Abstract
Our planet earth and human inhabitation are sustaining by the elements found in these 2 major environments called
the natural and built environment. This module is aim to expose the elements found in the natural and built
environment. Their co-existence and symbiotic relationship has continually provided us a comfortable environment
to live, work and other activities. A variety of techniques will be explored throughout the module such as identifying,
exploring, analysing, comparing and evaluating the different elements found in the natural and built environment.
Students are encouraged to study the basic component of the elements in general and in details.
Teaching Objectives
The objectives of this module are to encourage the student:
•
•
•
•
To create awareness of the elements of the natural and built environment
To expose the elements of the natural and built environment in their basic unit, form & function.
To show the symbiotic relationship of the elements of the natural and built environment
To question, analyse and articulate the impact between the natural and built environment
Learning Outcomes
Upon successful completion of this module, students will be able to:
1. To recognize and identify the different elements of the natural and built environment.
2. To describe the different characteristics of the natural and built environment by exploring the basic
elements such as the natural topography, landscape, space, building and infrastructure.
3. To differentiate and compare the different development of the built environment through the study of rural,
suburban and urban context.
4. To analyse and evaluate the different development of the built environment by looking at the natural
topography, landscape, space, building and infrastructure.
5. To communicate ideas through observation and using different media/tools/techniques to present
information of the study of natural and built environment.
Mode of Delivery
This is a 5 credit hours module held over 18 weeks.
There are 2 contact hours of lecture and class interactive session once a week for the whole semester one cohort
and 3 hours of lecture and tutorial held in separate classes as per timetable.
The module will be conducted in the form of interactive lectures, tutorials and site visits.
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2. Expected Site Visits will be held throughout the semester as summarized in the weekly outline and as such there is
no class for some of the classes on as mentioned in the outline to replace the contact hours used for the visit.
Students are to be self-directed in their work comprising of sketches, drawings and models throughout the session.
Students are required to make available of all work in progress to facilitators for feedback at each session. Students
are expected to develop their work during their own time for effective feedbacks.
Contact Hours
Lecture/Studio:
Tutorial:
Self-Study:
2hrs/week
3hrs/week
6hrs/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the office
hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials, project
briefs, assignments and announcements
Contact:
Tutorial 1: Ida Mazlan
misz_lola@yahoo.com
Tutorial 2: Hasmanira Mokhtar
Hasmanira.Mokhtar@taylors.edu.my
Tutorial 3: Nor Hayati Ramli (Pn Yati)
norhayati.r@taylors.edu.my / rosyatie@gmail.com
Tutorial 4: Fariz Hilmi
farizhilmi@gmail.com
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3. Taylor’s Graduate Capabilities (TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills of our
graduates.
Discipline Specific Knowledge
1.0
TGCs Acquired
Through Module
Learning Outcomes
Discipline Specific Knowledge
1.1
Solid foundational knowledge in relevant subjects
1.2
1-3
Understand ethical issues in the context of the field of study
Cognitive Capabilities
2.0
Lifelong Learning
2.1
Locate and extract information effectively
2.2
Relate learned knowledge to everyday life
3.0
Thinking and Problem Solving Skills
3.1
Learn to think critically and creatively
4
3.2
Define and analyse problems to arrive at effective solutions
5
Soft Skills
4.0
4.1
5.0
5.1
6.0
Communication Skills
Communicate appropriately in various setting and modes
-
Interpersonal Skills
Understand team dynamics and work with others in a team
Intrapersonal Skills
6.1
Manage one self and be self-reliant
-
6.2
Reflect on one’s actions and learning.
-
6.3
Embody Taylor's core values.
-
7.0
Citizenship and Global Perspectives
7.1
Be aware and form opinions from diverse perspectives.
-
7.2
Understand the value of civic responsibility and community engagement.
-
8.0
8.1
Digital Literacy
Effective use of information and communication (ICT) and related
technologies.
FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013
4,5
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4. General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the percentage grade
assigned to the work on face value reduced by 10% for the first day and 5% for each subsequent day late. A
weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if they are
satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used if the
late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final examination.
You are expected to attend and participate actively in class. The lectures and tutorials will assist you in expanding
your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to attend
and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or resit an assessment component,
even though the student has achieved more than 50% in the overall assessment. Failure to attempt all assessment
components, including final exam and final presentation, will result in failing the module irrespective of the marks
earned, even though the student has achieved more than 50% in the overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the source, is a
serious case of misconduct which is deemed unacceptable by the University. "Work" includes written materials such
as books, journals and magazine articles or other papers and also includes films and computer programs. The two
most common types of plagiarism are from published materials and other students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the results of a
study or review, a standard system of referencing should be used. Examples of plagiarism may include a sentence
or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied from
another book, with an addition of only a sentence or two by the student. While the former can be treated as a simple
failure to cite references, the latter is likely to be viewed as cheating in an examination. Though most assignments
require the need for reference to other peoples’ works, in order to avoid plagiarism, students should keep a detailed
record of the sources of ideas and findings and ensure that these sources are clearly quoted in their assignment.
Note that plagiarism refers to materials obtained from the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice. However, with
the exception of group assignments, students should write their own papers. Plagiarising the work of other students
into assignments includes using identical or very similar sentences, paragraphs or sections. When two students
submit papers which are very similar in tone and content, both are likely to be penalised.
Student Participation
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5. Your participation in the module is encouraged. You have the opportunity to participate in the following ways:
Your ideas and questions are welcomed, valued and encouraged.
Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
You have opportunities to give feedback and issues will be addressed in response to that feedback.
Do reflect on your performance in Portfolios.
Student evaluation on your views and experiences about the module are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Student-centred Learning (SCL)
The module uses the Student-centred Learning (SCL) approach. Utilization of SCL embodies most of the principles
known to improve learning and to encourage student’s participation. SCL requires students to be active, responsible
participants in their own learning and instructors are to facilitate the learning process. Various teaching and learning
strategies such as experiential learning, problem-based learning, site visits, group discussions, presentations,
working in group and etc. can be employed to facilitate the learning process. In SCL, students are expected to be:
active in their own learning
self-directed to be responsible to enhance their learning abilities
able to cultivate skills that are useful in today’s workplace
active knowledge seekers
active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will provide
information to guide you in the research process. This form of assessment involves participation in discussions and
feedback sessions. Summative assessment will inform you about the level of understanding and performance
capabilities achieved at the end of the module.
Assessment Plan
Individual 60% Group 40%
Assessments
ENBE Journal
Project 1
Type
Individual
Learning
outcomes
ALL
Individual
Group
1,2,5
Group
Individual
3,4,5
Individual
ALL
Project 2
Marks
Presentation
Submission
20%
No
Interim:
WEEK 9
Final:
WEEK 18
15%
20%
WEEK 5
Presentation
+ Submission
WEEK 7
20%
15%
WEEK 13
WEEK13
WEEK 16
10%
No
WEEK 18
E-Portfolio
Total
100%
Coursework
This module will be graded in the form of coursework. It consists of THREE Projects and ONE portfolio submission.
FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013
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6. ENBE Journal (Individual)
Sketch Journal is a weekly in-class or on-site assignment that is given every week and the “progress” assessment is
normally due ½ an hour before end of class. Thus, students are encouraged to start off ahead of time on your own
the weekly sketch assignment before the due in-class/on site session. Each weekly task must be numbered and
titled accordingly e.g. “EJ1a: Deforestation Issue”. Completed task must be at least 2/3 of the paper composition
and has written explanation or annotation. It is compulsory to bring the sketchbook and in-progress project work all
the time to the class for the in-class, on site or tutorial review session. The journal submission for overall
assessment will be conducted twice in the semester i.e. Interim assessment in week 9 and final assessment in week
18.
Project 1 (Group/Individual)
Project 1 consists of 2 subsequent parts:
A. Individually you are to create ONE A3 (420x300mm) hardboard poster to highlight the benefits of
recycling of waste to the environment and how recycle helps to lighten or solve an environmental issue. It
has to be graphically attractive and eye catchy to highlight the main global issue and how recycling of
waste help to overcome the issue. The poster in the form of info-graphic must be in 2D (reasonable 3D is
acceptable) and either in portrait or landscape arrangement. It has to be generated in mix-media
(multimedia) of collage and sketches/drawings. It can be in decent B&W or colour techniques. You are
required to use a “Slogan/Tagline” in your poster (<10 words).
B. In group using recycled materials you are to create a workable or functional table sized art sculpture that
may expressing the global issue of 1A and/or conceptualizes images of solution to the issue. The art
sculpture should not exceed the size of 450 mm Length x 450 mm Width x 700 mm Height, and must be
workable during exhibition for example: as table/wall- lamp/clock, book shelves, 3D photo frame, holder for
multimedia gadgets or stationary, magazines rack or laptop lap desk etc. It can be placed on a table top or
hung on the wall. The art sculpture should also use some kind of lighting mechanism and durable enough
to stand on its own and firmly built to resist wear and tear caused by probing hands of the customers. The
art sculpture must creatively signify the tectonic texture of the recycled material and can be in the material
original colour or B&W, monochrome or colour. You are required to include a “Slogan/Tagline” (<10 words)
and a short description about the environmental issue, solution, idea, function and making of the art
sculpture on A4 sized hard board bearing the group name & ID to be attached with the art sculpture during
submission.
(Note: An info graphic multimedia montage is a creative work made by integrating drawings with cut and
paste a number of photographs, magazine cuts-off and text to form a unified whole that communicates
meaning to the viewer.)
Project 2 - Case Study
Project 2 consists of 2 subsequent assignments:
Assignment 2A (Group + Individual)
1. In this case study report, each group has to select 3 sites found in the context of rural, suburban & urban.
2. Each group has to do a brief introduction on the 3 distinctive built environments: rural, suburban & urban
and this introduction should consist of the location of the site, orientation, background, approximate size,
number and sizes of buildings, major activities during day/night times…
3. Each group has to find ONE existing site in EACH of the rural, suburban & urban built environment and do
ONE topical studies base on the lectures series such as nature, landscape, space, building, and
infrastructure.
4. Each group needs to submit minimum THIRTY A4 size reports. (*depending on each grouping size)
5. Each person needs to contribute minimum FOUR-FIVE A4 size and convey all the information into a visual
presentation: diagram, mapping, sketches, photographs, objects collection, video & audio recording…
FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013
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7. 6. There is no word count (as long as it provides correct, clear and sufficient info). Size of every presentation
must keep in A4 format. (*except video, audio & object)
Assignment 2B (Group + Individual)
1. Each group needs to do a visual & verbal presentation on the studied topic in Assignment 2a by using
power point, prezi or other multimedia software. (video can be included in the presentation)
2. Each group member must participate at least in one part of the whole presentation (min 3mins)
3. Each group should compile and reorganize all the research, studied and documentation to present them
systematically and clearly
Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual) 10%
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog. The ePortfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST PASS THIS
COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome, Programme Learning
Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and identity of the student as a
graduate of the programme. Submission of the E-Portfolio is COMPULSORY.
Student Input
Student participation is encouraged through various means. In this module, students have the opportunity to
participate in the following ways:
Students’ ideas and questions are welcomed, valued and encouraged.
Student input is sought to understand their perspectives, ideas and needs in planning module revision.
Students are offered opportunities to give feedback with the assurance that issues will be addressed in
response to that feedback.
Students reflect on their performance in personal portfolios.
Student evaluation allows their views and experiences about the sessions are actively sought and used as an
integral part of improvement in teaching and continuous improvement.
Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades and
necessary feedback for each submission. The grading system is shown below:
Grade
Marks
Grade
Points
A
80 – 100
4.00
Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A-
75 – 79
3.67
Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+
70 – 74
3.33
Definition
Description
Good
B
65 – 69
60 – 64
55 – 59
2.33
C
50 – 54
2.00
D+
47 – 49
1.67
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
2.67
C+
Pass
3.00
B-
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literature
Evidence of minimally acceptable familiarity with module
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8. Marginal
Pass
matter, critical and analytical skills
D
44 – 46
1.33
D-
40 – 43
1.00
F
0 – 39
0.00
Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD
-
-
Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W)
0
0.00
Fail
IN
-
-
Incomplete
P
-
-
Pass
Given for satisfactory completion of practicum
AU
-
-
Audit
Given for a module where attendance is for information only
without earning academic credit
Withdrawn after census date, typically mid semester
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
References
Primary:
1. Ching, Francis D.K., 2002. Architecture: Form, Space and Order, Van Nostrand Reinhold.
2. Ching, Francis D.K., 2000. Drawing: A Creative Process, John Wiley & Sons, Inc, New York.
3. Long, Richard, 1991. Walking in Circles, George Braziller.
4. T.C. Whitmore, 1998. An Introduction to Tropical Rain Forests, Oxford University Press, USA
Secondary:
1. Baker, Geoffrey H., 1996. Le Corbusier – An Analysis of Form, Van Nostrand Reihold, 1996.
2. de Sausmarez, F, 1983. Basic Design: the Dynamics of Visual Form, Rev. ed., London, Herbert.
3. Unwin, Simon, “ Analysing Architecture”, Routledge, 1997
4. Lawson, Bryan, “Designing Mind”, Butterworth, Oxford, 1994.
5. Khoolhaas, Rem, 1998. “S,M,L,XL”, Monacelli Press
Module Schedule Jan 2012
WEEK
Week 1
22nd -26th July
Week 2
1ST August
THURSDAY
TOPICS
ASSIGNMENTS/
EXERCISES
ORIENTATION WEEK
Photography
Workshop
Introduction to Unit – Module overview
and Projects briefing
Lecture 1: What is the Natural
Environment? Introduction Project 1
Lecture
Hour
EJ1a: Info-Graphic
Collage/ Sketches:
Environmental
Issues & its
consequences
EJ1b: Collage of
Art Sculpture of
Environmental
issues (features
FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013
Tutorial
Hour
Learning
Activities/
Blended /Blog
Posting
1
2
2
1
2
Observing the
elements of
natural
environment
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9. &/or solution)
HariRaya Break (5/8-9/8)
Week 3
15th August
THURSDAY
Week 4
August
22nd
THURSDAY
Lecture 2: Design Landscapes
A relationship between design
intervention and natural environment
EJ2 Sketches of
Recycled
Functional Art
Sculpture Proposal
Project 1 Tutorial
Lecture 3: What is the Built
Environment?
Shelter for inhabitation
EJ Timeline on Inhabitation
Evolution/Civilization
ENBE Journal
(Timeline) +
2
1
2
1
2
Observing
examples of
art works
related to
environment
issues
2
Constructing
Art Sculpture
2
Week 5
29th August
THURSDAY
Week 6
5th Sept
THURSDAY
Week 7
12th Sept
THURSDAY
Lecture 4: Built Environment - Space
What determines the quality of a
space?
Lecture 5: Built Environment –
Building
What makes a good building?
ENBE Journal
(Shadow +
Lighting)
Lecture 6: Built Environment –
Infrastructure
Ground, Air & Sea - Networking
Practice: Mapping a network
ENBE Journal
(Networking)
Presentation &
Submission:
Project 1B
Week 8
16th -19th Sept
THURSDAY
Week 9
26th Sept
THURSDAY
Week 10
3rd October
THURSDAY
Project 1A
Presentation +
Tutorial
Exhibition
Lecture 7: Built Environment – Rural
Context
Introduction Project 2 – Case Study
Site Visit: PER Tutorial group TBC
Lecture 8: Built Environment –
Suburban Context
Site Visit: PER Tutorial group TBC
Exhibition
Installation
ENBE Journal
(Rural) + ENBE
Journal Interim
Assignment 2a
Progress – Tutorial
ENBE Journal
(Urban) +
Assignment 2a
Progress – Tutorial
FNBE – Elements in Natural & Built Environments (FNBE 0115) - Module Outline for July 2013
1
1
2
Observation
of Spaces
features:
Form,
Materials,
opening,
shadow &
lighting
2
2
Observation
of Building
features:
2
1
2
1
2
Exhibition
Installation
at Sky Park:
13th - 14th
September
2
Exhibition
2
1
2
Observation
of Rural
Spaces
features:
2
1
2
Observation
of Suburban
Spaces
features:
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10. 2
Week 11
10th October
THURSDAY
Week 12
17th October
Lecture 9: Built Environment – Urban
Context
Site Visit: PER Tutorial group TBC
Introduction to Visual Presentation 1
THURSDAY
Week 13
24th October
ENBE Journal +
Mock Up
presentation:
Assignment 2a
1
2
Observation
of Urban
Spaces
features:
2
1
2
Introduction to Portfolio
ENBE Journal +
Submission:
Assignment 2a
Assignment 2b
Progress – Tutorial
1
2
ENBE Journal +
Project 2b Progress (Activity Week)
Online Tutorial
1
Observation
on examples
of Visual
Presentation
2
THURSDAY
Week 14
28th-1st Nov
ENBE Journal +
Assignment
Progress – Tutorial
2
Observation
on examples
of Portfolio
Presentation
2
DEEPAVALI BREAK (4/11-8/11)
2
Week 15
14th November
THURSDAY
Week 16
21st November
THURSDAY
Observation
on examples
of Research
Analysis
Presentation
ENBE Journal +
Project 2b Progress – Tutorial
Submission:
ENBE Journal
Assignment 2b
Progress – Tutorial
1
2
Presentation & Submission:
Project 2b
Presentation &
Submission:
Assignment 2b
1
2
2
E-Portfolio Progress – Tutorial
E-Portfolio
Progress – Tutorial
1
2
2
Assessment:
E-Portfolio
(06/12/13)
1
2
2
Week 17
28th November
THURSDAY
Week 18
6th December
THURSDAY
Study Leave
*NOTE: This module schedule is subject to change without prior notice.
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