FAD0012 - A and D Handbook-2012

Faculty oF architecture and design
Te Whanga Waihanga-hoahoa
2012
Contents
Faculty oF architecture and design Te Whanga Waihanga-hoahoa 139 Vivian Street, Te aro Campus, Wellington 6011 Phone 04-463 6200 Fax 04-463 6204 email architecture@vuw.ac.nz design@vuw.ac.nz Websites www.victoria.ac.nz/architecture www.victoria.ac.nz/design Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 School of Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Undergraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Architecture History and Theory . . . . . . . . . . . . . . . . . . . . . . . .19 Interior Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27 Landscape Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Bachelor of Building Science . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Sustainable Engineering Systems . . . . . . . . . . . . . . . . . . . . . . .53 School of Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Undergraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 First-year Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Culture+Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Industrial Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Media Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 MDI with Computer Graphics Focus . . . . . . . . . . . . . . . . . . . . 95 Services and facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Te Rp whina: the whnau experience . . . . . . . . . . . . . . . 103 Victoria Overseas Exchange (Vic OE): enrich your degree. 111 Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Support, services and resources . . . . . . . . . . . . . . . . . . . . . . . 115 Architecture and Design Library . . . . . . . . . . . . . . . . . . . . . . . 121 Technical resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .122 Key dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .124
Important notice
Victoria University uses all reasonable skill and care to ensure the information contained in this document is accurate at the time of being made available. However, matters covered by this document are subject to change due to a continuous process of review, and to unanticipated circumstances. The University therefore reserves the right to make any changes without notice. So far as the law permits, the University accepts no responsibility for any loss suffered by any person due to reliance (either whole or in part) on the information contained in this document, whether direct or indirect, and whether foreseeable or not.
Important dates
To find lists of important dates, including enrolment deadlines, accommodation, scholarships and deadlines for international student dates, visit the following websites: www.victoria.ac.nz/home/study/dates.aspx www.victoria.ac.nz/accommodation www.victoria.ac.nz/scholarships www.victoria-international.ac.nz Fabricate by Aaron Gale for DSDN 104 Digital Creation.
Cover image
Cissy Zhang
Master of Interior Architecture student

Cissy left her native country of China in 2003 to attend high school in Christchurch and then travelled to Wellington to study Interior Architecture at Victoria in 2005. She says, Wellington attracts many art, architecture and design students, and they create an aesthetic and artistic atmosphere in the city. Interior Architecture at Victoria is different from interior design courses in other institutes. It is a course that bridges architecture and interior design, she says. Cissy enjoyed her discussions at Victoria with her supervisors about the deep meanings of interior architecture: I think Interiority is not necessarily limited by geometry, form, time and spacebut can also be generated through the natural environment on open ground, without an outer building envelope. Interiority could be an ephemeral space, enclosed by the elements of air and sound. Interiority could also be a reciprocal interaction between buildings and landscape, originating from the ambiguous treatment of figure and ground. Exteriors become interiors, and interiors become exteriors. Cissy is also pleased that the Interior Architecture course is not focused on interior design or decoration (like furniture arrangement and soft furnishing)it is more focused on holistic spatial planning and architectural forms, which is very interesting. It will be a new trend for the architectural field. Her plans for the future include designing her first home with her knowledge of interior design, starting her own architectural/ design firm, and to go travelling to see the world, and explore interesting architecture and design in other countries.
To be a professional interior designer was my dream when I was little, and Victoria helped me work towards my dream coming true.
Faculty of Architecture and Design 2012
Victoria University of Wellington
Introduction
The Faculty of Architecture and Design, Te Whanga WaihangaHoahoa, is one of New Zealands leading providers of innovative education in a wide selection of disciplines encompassing design and the built environment. The Faculty consists of the School of Architecture and the School of Design and offers an extensive range of undergraduate and postgraduate degrees that cater for the growing requirements of the creative sector. Our campus occupies a central city location just off cosmopolitan Cuba Street. We offer world-class exhibition spaces, lecture theatres, workshops, computer labs and design studios. Our location means we can easily engage with working practitioners in our teaching environmentthe highest number of all disciplines in the University. The Facultys programmes address the growing need for cross-disciplinary study and will provide students with greater capabilities for the professions they enter, and better prepare them for the increasingly complex society they engage with. Beyond undergraduate study, the Faculty offers a range of Masters-level qualifications in Architecture and Design that can lead to traditional careers as architects and designers as well as a diverse range of other possible career paths. For suitably qualified candidates the Faculty offers doctoral (PhD)-level study and supervision in architecture and designrelated fields. Contact the Faculty of Graduate Research (FGR) for further information by emailing pg-research@vuw.ac.nz
Three undergraduate qualifications

Bachelor of Architectural Studies (BAS) has specialisations in Architecture, Interior Architecture, Landscape Architecture and Architecture History and Theory. The BAS is a three-year degree programme of full-time study that provides students with a comprehensive grounding in the built environment, specific to their chosen specialisation. More information is on page 6. Bachelor of Building Science (BBSc) has specialisations in Project Management and Sustainable Engineering Systems. The BBSc is a three-year degree programme of full-time study that provides a thorough grounding in the science and technology of building and an understanding of architecture. This provides students with the skills and knowledge to create solutions to technical construction situations. More information is on page 43. Bachelor of Design Innovation (BDI) is a three-year degree programme of full-time study. Students can choose to specialise in one of three design disciplines (Culture+Context, Industrial and Media) and have the unique opportunity to combine study with a minor in another discipline such as Psychology, Cultural Anthropology, Mori or Pacific Studies, writing, Film or Media Studies. This provides students with the opportunity to configure their studies to suit their individual interests and intended careers. More information is on page 62.
www.victoria.ac.nz/architecture www.victoria.ac.nz/design
The built environment

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

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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 students for professional registration and would lead to a career as a technician rather than a professional architect or designer. Students aspiring to become professional architects will need to look into postgraduate programmes (see page 14).
(top) Studio project by Master of Architecture (Professional) graduate Shelly Clement. (bottom) Studio project by Master of Architecture (Professional) graduate Jane Mustard.
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Postgraduate overview
Masters degrees overview
The two-year Masters degrees in Architecture, Landscape Architecture and Interior Architecture prepare students for professional careers. The entry requirement is a B average in core subjects in years two and three of the undergraduate degree. Part One is a consolidation and integration of previous knowledge gained in Design, Technology, Environmental Studies, Communication Practice and Professional and Business Studies as a precursor to professional practice. Research methods are taught to prepare students for a Masters thesis in Part Two. Part Two involves a major design thesis that tests a research proposition and demonstrates a degree of academic rigour and professional specialisation prior to graduation.
Specialisation
Architecture
Year of study One Two

BAS (Architecture)
Three
Part One
Part Two
MArch(Prof) Master of Architecture (Professional)
Architecture History and Theory BAS year one
BAS (Architecture History and Theory)
PGDipAHT Postgraduate Diploma in Architecture History and Theory
MArch Master of Architecture
Interior Architecture
BAS (Interior Architecture) BAS (Landscape Architecture)
MIA Master of Interior Architecture MLA Master of Landscape Architecture
Landscape Architecture
Graduate programmes in Designed Environments

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

Graduate Certificate A Graduate Certificate requires 30 points (typically two courses) from your selected programme and 30 other points from courses offered by the School of Architecture. Graduate Diploma For a Graduate Diploma you will need to take the courses listed below plus courses as necessary to complete 120 points (usually five). Architecture
ARCI 311 ARCI 312 and one of: SARC 321 SARC 351 Construction Urban Design Theory and Practice Architecture Design Architecture Design Integration
Architecture History and Theory

Three of: SARC 351 SARC 352 SARC 353 SARC 354 Urban Design Theory and Practice Pacific Designed Environments History of Architecture Interior Architecture Conservation
Project Management
BILD 361 BILD 362 and one of: BILD 322 SARC 321 SARC 362 SARC 364 Structures Construction Introduction to Practice and Management Building Code Compliance Project Management Construction Law
INTA 311 INTA 312 and one of: INTA 321 SARC 323 Interior Fit-out Technologies Colour, Pattern, Light Interior Architecture Design Interior Architecture Design Integration
Sustainable Engineering Systems

BILD 321 BILD 331 and one of: BILD 322 SARC 321 SARC 362 SARC 364 Sustainable Engineering Systems Design Sustainable and Regenerative Design Structures Construction Introduction to Practice and Management Building Code Compliance
LAND 311 LAND 312 LAND 321 Landscape Architecture Design Landscape Architecture Design Integration Landscape Architecture Construction
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Architecture
Specialisation overview
Architecture is a science, responsive to the timeless needs of human inhabitation as well as new challenges such as environmental sustainability and rapidly evolving technologies. For these reasons, people are constantly making or remaking their physical world, producing the special buildings and places we call architecture. Our Architecture programme encompasses the technologies of building such as construction, structures and environmental science. It also situates architecture within a world of ideas, examining the different meanings of buildings through history and from various theoretical perspectives. All these subjects are brought together under the umbrella of design in a series of studio-based courses. At Victoria, this diverse learning experience occurs within a broader multidisciplinary environment. Our BAS in Architecture combined with the Master of Architecture (Professional) (MArch[Prof]) is recognised nationally and internationally as meeting the academic requirements for registration as a professional architect. Graduates from the programme possess the skills, practical knowledge and theoretical understanding required in the architecture profession. These include an ability to think visually and three-dimensionally, particularly in relation to spatial subjects.
(opposite pagetop) Third-year studio project by Oliver Booth. (opposite pagebottom) Third-year studio project by Samuel Skogstad.
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Career opportunities
Graduates move on to satisfying careers in the architecture profession, either establishing their own practices or working as employees in large firms or government agencies. Before registering as an architect in New Zealand, graduates must gain practical experience usually under the supervision of a registered architect. Not all Architecture graduates choose to follow this path. Because their skills and education are so broad, some pursue careers outside conventional architectural practice. Career opportunities are diverse, and some require further specialised courses of study: urban planning/urban design interior design environmental design stage/movie set design property management property development project management facilities management building conservation.
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 SARC 112 SARC 121 SARC 122 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Design Processes Introduction to Built Environment Technology Introduction to Applied Physics, Numerical Methods and Statistics for Designers* Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication 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.
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Years two and three
Year two of the BAS in Architecture introduces disciplinespecific 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 ARCI 212 ARCI 251 SARC 221 SARC 222 SARC 223 Architecture Design Architecture Design Integration History and Theory of Architecture Building Materials and Construction Structural Systems Human Environmental Science
and one elective course
Year three
ARCI 311 ARCI 312 SARC 321 SARC 351 SARC 352 SARC 362 Architecture Design Architecture Design Integration Construction Urban Design Theory and Practice Pacific Designed Environments Introduction to Practice and Management
(opposite pagetop) Second-year studio project by Josephine de Guzman. (opposite pagebottom) First-year studio project by Joshua Vlaanderen. (top) Second-year studio project by Henry Stephens. (bottom) Second-year studio project by Jae Warrander.
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Postgraduate study
The Master of Architecture (Professional) (MArch[Prof]) is a two-year course of study taught in two distinct sections. Part One
ARCI 411 ARCI 412 ARCI 421 ARCI 451 SARC 461 SARC 491 Architectural Design Research Architectural Design Research Integrated Technologies Architecture History and Theory Professional Practice Research Methodologies
Degree structure (MArch[Prof])

Part One
In Part One students demonstrate their command of a broad range of architectural knowledge and skills. Once again, integration is the key. The technical aspects of building are addressed in combination, and an extended studio allows students to demonstrate near-professional competency in dealing with large structures and complex accommodation needs. At the same time, studio courses emphasise researchled approaches to design. Students prepare proposals for a design-based thesis project which will be undertaken in Part Two of Masters study.
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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 ARCI 592 Architecture Research Thesis120 points Architecture Research Thesis90 points or in special circumstances and elective courses to the value of 30 points from courses numbered 400599.
(opposite page) Final-year studio project by Master of Architecture (Professional) graduate Shelly Clement. (top) Studio project by Master of Architecture (Professional) graduate William Samuels. (bottom) Studio project by Master of Architecture (Professional) graduate Nicholas Roberts.
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Grace Mills
Fourth-year Architecture student

When Grace finished high school she wanted to move cities to go to university, and so left her native Wellington for life in Dunedin. However, after a year away from home, the desire to pursue Architecture drew her back to Wellington. Architecture stayed on my mind the entire yearso I had to try it out, she says. And Wellington seemed the best place for it. Grace also says the School of Architecture held a special attraction: I had been to various final-year exhibitions at the School, and I very much liked the feel of it, as well as the variety and artistic approach of the projects. Shes happy she made the move: The programme is extremely wide in scopeit covers history, theory, design, mathematics and physics and almost anything else you want to incorporate. I have benefited hugely from both the practical and more theoretical aspects of the degree.
With its abundance of interesting architecture and its vibrant atmosphere, Wellington is a fabulous environment in which to get your first architectural bearings.
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Kelly Clark
Recent Master of Architecture (Professional) graduate

After finishing high school Kelly was ready for a new challenge, so he decided to leave his hometown of Christchurch and move to Wellington to study Architecture at Victoria. The competitive environment meant that I was pushed hard, so I learnt a lot more than I would have in a more laid-back atmosphere, he says. During his studies at Victoria, Kelly received the bonded merit scholarship based on first-year grades, the Stephenson & Turner Award and the NZIA Graphisoft Award for top fourthyear Architecture student. His advice for first-year students is: Pause and think carefully about what you are going to do for a project, as you have to inject a lot of effort into it. Further to this, do what you want to do and stick to your guns.
Wellingtons a great city to live in, especially for students.
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Architecture History and Theory

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).
There are many career opportunities for students studying in Architecture History and Theory, including: architectural conservator archivist critic or writer curator historian theorist librarian museum researcher.
(opposite page) Fourth-year studio project by Stephanie Liddicoat. (above) Final-year studio project by Master of Architecture (Professional) graduate Hannah France.
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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 SARC 112 SARC 121 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Design Processes Introduction to Built Environment Technology Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication Design Communication
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Years two and three
Year two teaches 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 INTA 251 LAND 251 SARC 251 History and Theory of Architecture History of Interior Architecture Landscape Architecture History and Theory 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 SARC 352 SARC 353 SARC 354 Urban Design Theory and Practice Pacific Designed Environments History of Architecture 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 200300 level of which 75 points must be from ARCI, INTA, LAND or SARC.
(opposite page) The Disconnector, fourth-year studio project by Patrick Thompson. (top) Second-year studio project by Frano Bazalo. (bottom) Third-year studio project by Zoe Chisholm.
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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 Postgraduate Diploma in Architecture History and Theory (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 SARC 491 One of: ARCI 451 INTA 451 LAND 451 ARCI 451 INTA 451 LAND 451 SARC 452 SARC 453 SARC 454 Architecture History and Theory Theory and Criticism in Interior Architecture Landscape Architecture Theory and Criticism Architecture History and Theory Theory and Criticism in Interior Architecture Landscape Architecture Theory and Criticism History of the City in Landscape History of Architecture Interior Architecture Conservation Critical Theory of the Designed Environment Research Methodologies
three further courses from:
and a further 30 points numbered 400499 from courses labelled ARCI, INTA, LAND or SARC.
(top) Fourth-year studio project by James Morgan. (bottom) First-year studio project by Ben Allnatt.
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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 Thesis120 points
(top) Secondyear studio project by Margot Bowen. (bottom) Final-year studio project by Master of Architecture (Professional) graduate Joseph Shepherd.
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Philip Belesky
Fourth-year Master of Landscape Architecture (Professional) and Bachelor of Arts in Architectural Studies student
For Philip the appeal of Architectural Studies is its multidisciplinary nature: It incorporates a variety of fields, and it is the conflicts and congruencies between its technical and liberal arts that I like.
Being able to work between science and art, craft and philosophy, or experience and culture makes every project interesting.
Philip enjoys the high level of interaction between students, and between the students and teachers. Coming from high school, Philip chose Victoria on the advice of friends and teachers, and on the School of Architectures reputation. He says that Te Aro is completely different from Victorias other campuses and it is an enjoyable and effective learning environment. His advice for first-year students is: Always make the most of studio time. Dont over-complicate projectsfocus on a simple idea early and execute it well.
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Akari Kidd
Master of Architecture student

Akari completed her Bachelor of Architecture degree and worked in Japan and New York before coming to Victoria, with a Victoria Masters (by thesis) Scholarship. Akari made her decision to study Architecture at Victoria after seeing work of previous students: From previous student work, it was apparent to me that this School exposes students to creative and theoretical, as well as technical aspects of architecture. The facility provided for postgraduate research at Te Aro is well maintained and provides a good environment for researching and studying, she says. She believes that Architecture is an integration of various disciplinesmusic and poetry, structure and construction, art and craft, history and theory, to name a few. That is perhaps the beauty of architecturethat it can draw people from diverse backgrounds. I dont believe there is another field that attracts people with interests that span from drawing to numbers.
Victoria has given me the opportunity to teach (tutor) students studying Architecture, which has been both challenging and rewarding.
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Interior architecture is defined as the study of spaces and spatial experiences, using the language of architecture, and with the goal of addressing and resolving issues of habitation. Interior Architecture at Victoria teaches students to design the 3D architecture of an interior. In this sense it is very different from interior design programmes offered elsewhere in New Zealand, that deal only with 2D surface treatments. Interior Architecture students have a unique advantage in sharing common courses with Architecture, Landscape Architecture, Architecture History and Theory and Building Science students, within a facility devoted to the study of the built environment. Students are trained to take a strong personal position in relation to design, to experiment and to reflect on the implications of their design position. Our aim is to prepare students for leadership roles in the interior discipline. Our Interior Architecture graduates are trained to become specialists in the design of architectural space and spatial experience. Students are taught to explore how time, movement and perception challenge presumed boundaries between the pragmatic and the theoretical, and even between the habitable and the mythological. Our graduates have gone on to design spaces for buildings, spaces for cities, spaces for movie narratives, spaces for video gamesany career that requires a specialised knowledge of how we interact within space.
(opposite page) The Chronological Displacement Apparatus, by Interior Architecture graduate Christopher Chui.
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Victorias Master of Interior Architecture degree is internationally recognised through its affiliation to the International Federation of Interior Design/Architecture (IFI). Our graduates find compelling careers as specialists within interior design and architecture firmsothers find career opportunities in the following: retail design lighting design exhibition and furniture design event and set design.

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 SARC 112 SARC 121 SARC 122 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Design Processes Introduction to Built Environment Technology Introduction to Applied Physics, Numerical Methods and Statistics for Designers* Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication 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.
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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 INTA 212 INTA 251 INTA 261 SARC 221 SARC 223 Interior Architecture Design Interior Architecture Design Integration History of Interior Architecture Drawing and Modelling for Interior Architecture Building Materials and Construction Human Environmental Science
Year three
INTA 311 INTA 312 INTA 321 SARC 323 SARC 352 SARC 362 Interior Architecture Design Interior Architecture Design Integration Interior Fit-out Technologies Colour, Pattern, Light Pacific Designed Environments Introduction to Practice and Management
(opposite page) World of Discontinuous Time +, by fourth-year Interior Architecture Masters student Samuel Whitburn. (right) The Process of Lost Personalities by Interior Architecture international exchange student Hanna Sommer.
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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 INTA 412 INTA 421 INTA 451 SARC 461 SARC 491 Interior Architecture Design Interior Architecture Design Research Integrated Technologies Theory and Criticism in Interior Architecture Professional Practice Research Methodologies
(left) Treasury of Communication by Interior Architecture graduate Hannah Hemus. (right) The Flatness of Depth by Interior Architecture graduate Jamie Exeter.
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Part Two
Part Two, which completes the degree, is structured as a one-year studio-based design research project, selected from a range of research topics. Students will learn to establish a strong personal position in response to social, cultural and theoretical imperatives, while independently researching interior architecture-specific issues through advanced modes of design inquiry.
Part Two
INTA 591 INTA 592 Interior Architecture Research Thesis120 points Interior Architecture Research Thesis90 points or in special circumstances and elective courses to the value of 30 points from courses numbered 400599
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Wen Ting
Recent Bachelor of Design in Interior Architecture graduate

After completing high school Wen decided to study Interior Architecture at Victoria, because it offered more opportunities. She says first year was great, given that we got a taste of each discipline (interior, landscape, industrial and digital media).
Your end result is proportionate to the hard work and dedication you put in during the process of learning, improving, experimenting and selfcritiquing.
Wen was the winner of the Victoria Medal of Academic Excellence in 2010 for the Faculty of Architecture and Design. She was awarded First Class Honours for the Bachelor of Design degree, with a higher grade average for her four years of study than all the other First Class Honours students. Wens advice to first-year students: Always challenge the brief, and remember to have fun! Wen Ting has recently completed the Bachelor of Design in Interior Architecture. This qualification has now been replaced by the Bachelor of Architectural Studies (BAS) in Interior Architecture.
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Chloe Walbran
Master of Interior Architecture student
Chloe Walbran is currently completing her Masters degree specialising in Interior Architecture, and has received awards for Excellence in Interior Architecture and Best Final Year Project. I felt Wellington, as a city, had such a great creative culture; it had to be the best environment to study such an artistic degree. I also felt Victoria would offer a level of practicality I may not find in the fine arts direction, she says. While studying at Victoria, Chloe has been given opportunities to go on overseas field trips with knowledgeable tutors, she says.
Prepare yourself for a fun-filled and busy five years.

Upon finishing her Masters degree, Chloe intends to travel around the world to experience a range of cultures and practices: It would be great to kill two birds with one stone travel the world and make an income at the same time.
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Third-year studio project by Landscape Architecture student Cory Manson.

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Landscape architecture sits at the forefront of rising global interest in the environment, the sustainability of cities and the quality of urban life. As facilitators of change, landscape architects draw together diverse disciplinary interests in the creation of landscapes that are culturally, economically, socially and environmentally responsive. Landscape architecture blends the rigorous understanding of the sciences, focusing on ecology and natural systems, with the creative process of embracing art and human interactions with the landscape. Victorias Landscape Architecture programme encompasses the technology of site development and site systems, historical and contemporary interactions of people in the landscape and design as critical methods of facilitating landscape change. All of these subjects are offered in an integrated programme anchored by the studio experience. Opportunities for the integration of teaching across disciplines are widespread at the School of Architecture and across the academic community at Victoria. Landscape Architecture students work on projects that address place, community, activity, meaning, form and aesthetics. The outcomes include integrated solutions for open space networks, transport routes, street typologies, built form, land use mixes, recreation space, community facilities and urban ecology. Our BAS in Landscape Architecture combined with the Master of Landscape Architecture (MLA) is recognised nationally and internationally as meeting the academic requirements for registration as a professional landscape architect. The programmes vigorous interdisciplinary design culture promotes the skills and values necessary to practise as a landscape architect in a wide variety of contexts within this rapidly growing and pivotal field of the built environment.
Landscape architects work in private, public and academic organisations and typically collaborate with artists, ecologists, architects, planners and engineers to plan and design a wide variety of projects at regional, urban and local scales. These may include large-scale infrastructure projects and the rehabilitation and design of post-industrial and residual urban sites as well as parks, gardens and public open spaces. Victorias Landscape Architecture programme is accredited by the New Zealand Institute of Landscape Architects (NZILA) and prepares students for registration as landscape architects. Graduates from the programme are working in many different capacities throughout New Zealand and abroad. Possible career opportunities include: parks and recreation planning site design and planning urban design civil design and public infrastructure consultant sustainable development consultant landscape assessor.
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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 SARC 112 SARC 121 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Design Processes Introduction to Built Environment Technology Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication Design Communication
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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 Bachelor of Architectural Studies (BAS) in Landscape Architecture. Year two
LAND 211 LAND 212 LAND 221 LAND 222 LAND 251 LAND 261 Landscape Architecture Design Landscape Architecture Design Integration Landscape Architecture Sites and Systems Landscape Architecture Application Landscape Architecture History and Theory Landscape Architecture Communication
Year three
LAND 311 LAND 312 LAND 321 SARC 351 SARC 352 SARC 362 Landscape Architecture Design Landscape Architecture Design Integration Landscape Architecture Construction Urban Design Theory and Practice Pacific Designed Environments Introduction to Practice and Management
(opposite page) Site analysis from final-year studio project by Peter McCartney. (right) How can Landscape Architecture inform, illustrate, and improve hydrological systems within the Wellington City?, images from final-year Landscape Architecture thesis by Nicolas Griffin.
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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 LAND 412 LAND 421 LAND 451 SARC 461 SARC 491 Landscape Architecture Design Landscape Architecture Design Research Urban Technologies Landscape Architecture Theory and Criticism Professional Practice Research Methodologies
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Part Two
In Part Two students work is devoted to the development of original work through preparation of the Masters 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 LAND 592 Landscape Architecture Research Thesis120 points Landscape Architecture Research Thesis90 points or in special circumstances and elective courses to the value of 30 points from courses numbered 400599
(opposite pagetop) Second-year studio project by Landscape Architecture student Sarah Blaschke. (opposite pagebottom) Planting Plan, studio project by Landscape Architecture student David McDermott. (right) Studio project by Landscape Architecture student Marita Hunt.
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Amy Collingbourne
Third-year Landscape Architecture student
Following a gap year and an exchange to France after the end of high school, Amy is now combining her Landscape Architecture studies with French courses. She says Landscape Architecture is interesting in the way that it combines spatial design with understanding about the landscape. I started out with hardly any expectations, and found a firstyear design project was really great in helping me understand the processes of landscape design, she says.
The programme crosses over several disciplines from science to art and everything in between.
Amy says she enjoys the creative side of designing spaces and presentations the most, as well as having discussions with tutors, and going on field trips for LAND 221 Landscape Architecture Sites and Systems. She lists her plans for the future as continuing with her degree and making a return trip to France at some point, and says she would like to continue to the Master of Landscape Architecture after her undergraduate studies.
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Cory Manson
Master of Landscape Architecture student

Cory says he had not heard much about Landscape Architecture until he started thinking about what to study at university, but was drawn to it by its focus on a combination of design, architecture and the natural environment. I came into the Landscape Architecture programme with a pretty open mind, Cory says. I had the impression the course would have an urban focus, which it does, but it has also developed my broader understanding of the subjectso many things can be relevant to a project. His studies have already seen him taking field trips to Melbourne, Sydney and New York. Cory is confident he has made the right study choice: I thought Landscape Architecture would be something I would have an interest in, but over the last few years it has turned into a passion, he says.
The field trips are great, especially going to the unique landscapes around the Wellington region. The class dynamics are also really good.
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Bachelor of Building Science

Our Bachelor of Building Science (BBSc) examines and analyses the built environment and the way people interact with it. It gives a thorough grounding in the development of construction methods, materials and systems, as well as an awareness of the impact and importance of trends in the development of sustainable building technologies. It introduces the science of comfort in terms of air quality, heat, light and sound. You will develop an understanding of structural engineering, and of the legal and economic environments in which buildings are constructed and inhabited. At Victoria, Building Science is taught alongside the Architecture, Architecture History and Theory, Interior Architecture and Landscape Architecture programmes, enabling BBSc students to engage with these related disciplines and ensure the science of buildings is explored in the context of an awareness of architectural design issues. The first year of the programme consists of seven introductory courses that lay the foundations for the following years, plus an elective course of your choice. Two technically-orientated courses focus on the technologies inherent in todays buildings and sustainability. Four others cover basic aspects of design and the associated history and theory. They will introduce you to the world of architecture in which building science plays a crucial role. In the following two years you will study core Building Science topics including construction, structures, environmental science, systems and management. Depending on your choice of courses you will specialise in one or both of Sustainable Engineering Systems and/or Project Management. At the end of three years study you will have knowledge and skills to either begin a satisfying career in some aspect of the building industry or continue your study in the two-year Master of Building Science programme. Students of Building Science should have a keen interest in the complexities of the building construction process and an ability to interact well with others. With the increasing emphasis on project management, students should develop a sharp business mind as well. We expect a majority of the BBSc graduates to continue their education and undertake the Masters degree in Building Science. This degree will present the opportunity for a graduate to focus on a specialist subject area of their choice. Some students will continue on beyond that to undertake a PhD in Building Science. For more information on the BBSc and its specialisations, go to www.victoria.ac.nz/bbsc
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Master of Building Science (MBSc)
The Master of Building Science (MBSc) is a two-year postgraduate degree with a focus on examining the science of the built environment in depth. Entry into the MBSc will be available to BBSc graduates with grades of B average in years two and three of the BBSc degree. During the first year of the MBSc students will enrol in courses such as Project Integration, Integrated Technologies, Sustainable Engineering, Buildings and Energy, Green Building Assessment, Building Project Management and Built Facilities Management and Research Methodologies. In the second year of the MBSc students undertake a Building Science Research Thesis, where a students interests in a topic of their choice are fully researched and developed. The thesis allows students to establish a strong academic position in the analysis of an aspect of a building, researched in both theoretical and practical form. Our current Masters students are working on a wide range of topics including analysing intelligent lighting systems, a benchmarking system for commercial buildings, developing a liveability index for urban apartments and examining the construction of structurally insulated panels. Year of study One Two Three
BBSc Project Management BBSc year one Sustainable Engineering Systems BBSc Sustainable Engineering Systems
Specialisation
Project Management
Four
Five
MBSc Master of Building Science Project Management MBSc Master of Building Science Sustainable Engineering Systems
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Project Management
Project management is the methodical approach to planning and guiding project processes from start to finish. The processes are guided through five stages: initiation, planning, executing, controlling and closing. Project management can be applied to almost any type of project. Victoria offers a new specialisation in Project Management within our Bachelor of Building Science (BBSc) degree that is designed for students who want a professional career at the core of the building industry. This specialisation focuses on the logistics surrounding the built economic environment. Some key topics include the feasibility analysis, planning, cost control and the critical path of building and urban environments. 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.
There are many career opportunities in this area of expertise that include the following: construction project management building consultant building research consultant on city council buildings consent processes technician in a structural engineering consultancy, perhaps beginning with computerised drafting and moving into management quantity surveying technical writing.
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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 SARC 121 SARC 122 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Introduction to Built Environment Technology Introduction to Applied Physics, Numerical Methods and Statistics for Designers* Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication 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) Interior building renders of the Monastery of Novy Dvur by Andrew Pester. (bottom) Interior building render by Anthony Gates.
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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 BILD 261 BILD 262 SARC 221 SARC 222 SARC 223 History of Building Technology Building Project Management and Economics Building Project Management Cost Planning Building Materials and Construction Structural Systems Human Environmental Science
and two elective courses
Year three
BILD 322 BILD 364 BILD 361 BILD 362 SARC 321 SARC 362 Structures Building Code Compliance Project Management Construction Law Construction Introduction to Practice and Management
(right) Construction models for Solar Decathlon project, created by students in SARC 221.
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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 Masters 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 BILD 421 BILD 431 BILD 461 BILD 463 SARC 491 Integration Project Integrated Technologies Green Building Assessments Project Management Facilities Management Research Methodologies
and at least 15 approved points from courses numbered 400499
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Part Two
In Part Two of your Masters 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 Thesis120 points
(opposite page) Students work on their construction project in workshops. (right) Interior building photograph of Te Aro Campus Atrium.
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Sustainable Engineering Systems

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

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 SARC 121 SARC 122 SARC 131 SARC 151 SARC 161 SARC 162 Introduction to Design Processes Introduction to Built Environment Technology Introduction to Applied Physics, Numerical Methods and Statistics for Designers* Introduction to Sustainability in the Designed Environment Introduction to Design History and Theory Introduction to Design Communication 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) Interior building render, created in BBSC 303 Computer Applications by Ashton Wright. (bottom) Building model by Steven Chen. (opposite pagetop) Interior building render, created in BBSC 303 Computer Applications by Ashton Wright. (opposite pagebottom) Interior building render of Sartogo Architetti Associatis Santo Volto di Ges by Thomas Ward.
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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 BILD 231 BILD 232 SARC 221 SARC 222 SARC 223 History of Building Technology Environmental Engineering Systems Sustainable Architecture Building Materials and Construction Structural Systems Human Environmental Science
Year three
BILD 322 BILD 364 BILD 321 BILD 331 SARC 321 SARC 362 Structures Building Code Compliance Sustainable Engineering Systems Design Sustainable and Regenerative Design Construction Introduction to Practice and Management
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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 BILD 421 BILD 431 BILD 422 BILD 423 SARC 491 Integration Project Integrated Technologies Green Building Assessments Sustainable Engineering Systems Project Building and Energy Research Methodologies
and at least 15 approved points from courses numbered 400499
Interior building render, created in BBSC 303 Computer Applications by Erica Brouard (top) and Duncan Barron (bottom).
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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 Thesis120 points
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Luke Newman
Recent Bachelor of Building Science graduate

Luke began studying a Bachelor of Commerce and Administration at Victoria, but changed his mind and switched to the Bachelor of Building Science after hearing about what a friend was getting to study in the programme. I was already studying at Victoria when I developed a passion for the building industry and I wanted to learn more about the technical side of buildings, Luke says. I enjoy analysing the performance of buildings through simulations and understanding how buildings are put together through construction detailing, he says. His advice for first-year students is:
Make the most of your tutors and lecturers. Ask as many questions as you can, because if you dont understand something you are most likely not the only one.
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Hayley Koerbin
Master of Building Science student
Hayley always had an interest in design and building at secondary school. Her decision to study Building Science was cemented after talking about it with a family friend who was in the engineering industry. After a visit to his workplace and a talk with one of the building scientists there, I realised this was the path of study I wanted to head down, she says. For Hayley, studying Building Science at Victoria has given her the foundations for an opportunistic future career in the industry. Having done courses from both the Sustainable Engineering Systems and Project Management specialisations I feel I attained a very broad, yet specific range of knowledge. She has received several scholarships and awards from Victoria that include the Building Energy End-Use Study (BEES) Research Scholarship, Victoria Graduate Award for study at Victoria in 2011, Victoria University Building Science Award for Excellence in Building Science, IRHACE Undergraduate Award and the Benson-Cooper Sustainability Award for Built Environment.
Apply for every scholarship you can, be prepared to work hard but have fun while youre doing it. It will pay off in the end!
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The relative isolation of New Zealand brings some real advantages. Being at the edge gives freedom to improvise, to invent and to imagine. This has created one of the worlds great experimental cultures and established a long track record of innovation for the country. Today we see this spirit in the unique capability and expertise emerging within Wellingtons digital creative sector. This capability has potential to bring considerable economic and cultural benefit to New Zealand as a result of the commitment to the development of innovative technologies through new government funding initiatives, combined with the growing number of companies in the region that specialise in game development, mobile applications, interaction, usability and interface design, animation, special effects and next generation manufacturing. Such promising regional developments are well aligned with the multidisciplinary teaching and research capability at the Victoria School of Design. The commitment to foresee and lead the latest developments in design education within a rapidly changing global context is core to our methodology of design education. The growth of new disciplines, along with the increasing sophistication and complexity of design theory and practice, demands new academic programmes to meet these emerging trends. We have
seized this opportunity and responded accordingly, starting with the introduction of the Bachelor of Design Innovation (BDI) in 2009 followed by the launch of the Master of Design Innovation (MDI) and the Design Research Innovation Lab (DRIL) PhD programme in 2012; all with a clear commitment to research, innovation and value creation by design. In order to sustain the high quality and global relevance of our programmes, the School of Design calls upon the significant international profile, expertise and experience of its academic staff. It also has a strong commitment to forming and maintaining working relationships with world-class businesses, organisations and institutes. With a focus on anticipating future trends, opportunities and needs within design, we can ensure that our young graduates are prepared for the changes they will face in their professional careers. The tools, skills and methods that they will learn at the School of Design will also provide them with the capacity to realise their potential, to actively implement meaningful change and to create more optimistic futures, not only for themselves, but also for humanity and the future of design. www.victoria.ac.nz/design
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Rachel Macdonalds project Dress investigates the camera and its case as an element of jewellery, while also referencing the style of renowned New Zealand fashion designers employing distinctive textiles. Faculty of Architecture and Design 2012 61
Bachelor of Design Innovation (BDI) overview
In 2009, the School of Design introduced the threeyear Bachelor of Design Innovation (BDI) with three specialisationsIndustrial Design, Media Design and Culture+Context. The BDI leads into a two-year Master of Design Innovation (MDI). This new degree structure, beginning in 2012, gives students a greater variety of recognised qualifications and a much greater opportunity to customise their course of study to their individual interests and intended careers. The option to include minors means that students can easily customise their course of study. Students enrolled in Culture+Context select one minor from a wide variety of possible minors in complementary disciplines available across the University. Media Design and Industrial Design students also may choose to pursue a minor in a design-related discipline, but it is not compulsory. Professor Simon Fraser, Head of the School of Design, says: We are uniquely positioned at Victoria to align the School with disciplines that are not normally associated with design but have 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 futurein 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.
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The new degrees are aimed not just at educating future generations of designers, but also design educators, curators, critics, advocates and scholars who will strengthen the operating framework for design by contextualising it within a broad theoretical, technological, commercial and cultural exchange. Our degree is named Bachelor of Design Innovation for several reasons. It accurately reflects the experimental approach to design and design education practised at the School, as well as capturing a philosophy and an approach to design where innovative and previously unknown design solutions are a primary objectiverather than reiterating or restyling the existing. Since innovation can only be achieved by research, it signals the research-led nature of the programmes. This is particularly true of the MDI which is aimed at graduates who are not only versed in forging innovative ideas and knowledge, but who also have the ability to create value by successfully applying and disseminating new ideas to expanding audiences and markets. For more information on the BDI and its specialisations, go to www.victoria.ac.nz/bdi
(opposite page) Students participating in a studio project review in the firstyear design course DSDN 111 Ideas and Principles of Design.
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Master of Design Innovation (MDI) overview
Beginning in 2012, the Master of Design Innovation (MDI) will be available in all three specialisationsIndustrial Design , Media Design and Culture+Context. This will offer students a structured qualification that provides necessary and critical support throughout the two-year programme. The MDI acknowledges that a Masters degree is becoming the standard entry-level professional qualification in Europe and that this trend is likely to grow internationally. prepare students for advanced levels of professional employment enable students to develop a critical view of new technologies and the social and cultural implications of design today develop high-level skills for conceiving and constructing artefacts, systems and environments ensure a high level of expertise in human factors research methodologies and design in multi-cultural contexts in combination with a concentration on the user/technology interface enable students to actively participate in the process of creating value by design, to shape business strategy, and to differentiate according to strategic design objectives engage with industry and cultural organisations through applied research projects encourage international exchanges at the postgraduate level.
PhD overview
The MDI will:
The Design Research and Innovation Lab (DRIL) provides the context and community for innovative design research to develop and flourish at the School of Design. The PhD in Design Innovation is intended for students who are highly-skilled designers and aspire to exceptional creative and analytical process, or for students who would like to pursue the study of design from a theoretical, philosophical or cultural perspective. For further information and the call for candidates, see: www.victoria.ac.nz/design/study/postgraduate/phd.aspx
Graduate Diploma in Design Innovation (GradDipDI)

The new 120-point GradDipDI is a flexible programme designed for BDI graduates (or those who have completed a similar degree) wishing to broaden their design education with a further year of study at 300 level in one of the other specialisations at the School of Design. It also will be particularly useful for students coming from other institutions prior to entry to the two-year MDI programme.
New postgraduate programme in Computer Graphics announced
In 2012, the School of Design will proudly offer a first in New Zealand with a new Masters qualification (MDI) in Computer Graphics. The emerging career opportunities in the regions internationally acknowledged digital creative sector make Wellington and the Victoria School of Design an optimal location to study this unique and exciting new specialisation. Refer to page 95 for details.
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Undergraduate and postgraduate chart

Specialisation
Culture+Context
Year of study One Two

BDI Culture+Context BDI Industrial Design BDI year one
Three
Part One MDI
Part Two MDI
MDI Master of Design Innovation Culture+Context MDI Master of Design Innovation Industrial Design MDI Master of Design Innovation Media Design MDI Master of Design Innovation Computer Graphics
Industrial Design
Media Design
BDI Media Design
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Fabricate by Ben Pexton for DSDN 104 Digital Creation. Here Ben created a physical expression of 3D form through digital manufacturing.
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First-year Design
Programme overview
A unique and distinguishing feature of the School of Designs first-year Design programme is its cross-disciplinary nature, which allows for relationships across Culture+Context, Industrial, 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. Vocabularies of three- and four-dimensional design 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.
Alexandra McDougal and fellow first-year students pin up an exhibition featuring works generated through computer programming.
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Culture+Context
A unique opportunity in New Zealand, the Culture+Context programme combines both studio-based and theoretical studies in design within a multidisciplinary approach. Culture+Context gives students the opportunity to design objects and environments (both real and virtual) within a critical, analytical and conceptual framework. Graduates will have a strong grounding in issues and influences within the expanding field of design and design knowledge as expressed through a diverse range of media. The Culture+Context specialisation offers a cross-disciplinary qualification for students who have a strong interest in design and who seek professional career opportunities in a wide variety of design and design-related fields, both enhancing and complementing traditional design practice.
Culture+Context minors
All Culture+Context students are required to include one minor in their programme of study to complete their degree. It is suggested that Culture+Context students complement their minor with design electives. Suggested minors include: Architecture Art History Asian Studies Computer Studies Cultural Anthropology English European Studies Film Geography Industrial Design Management Mori Studies Marketing Media Studies Music Pacific Studies Philosophy Psychology Religious Studies Sociology Sonic Arts Theatre.
(opposite page) Delectable Mini-worlds highlighting the culture of unrestrained production and consumption by Lily Thein for CCDN 371 Cultures of Design.
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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
Art History Cultural Anthropology Management Mori Studies Philosophy Psychology Sociology
Career
Museum/gallery critic/curator Design and material culture critic and researcher Design innovation manager (in-house or in cultural organisations) Mori design advocate/curator/specialist Design theorist/researcher/futurist Product/system interface and usability designer Design consultant/design critic/social issues advocate
Culture+Context specialisation with two minors

Minor subject
Film Industrial Industrial Media Psychology
Second minor subject

English Asian Studies Marketing Marketing Cultural Anthropology
Career
Film industry writer/film producer/film critic International design ambassador/facilitator Designer/retail store manager/start-up developer Advertising industry/design promoter/entrepreneur Design analyst/researcher/consultant
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DSDN 111 3D Ideas and Principles of Design project by Kristina Muller. Kristina used a complex set of visual data with light and shadow as primary compositional devices. Faculty of Architecture and Design 2012
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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 DSDN 111 DSDN 171 WRIT 101/151 Design Visualisation Ideas and Principles of Design Design in Context Writing English or Writing English as a Second Language*
one further DSDN course from courses numbered 100199 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.
DSDN 142 Creative Coding projects, Transformation of Sound and Visuals by Baoxiong Dai (left) and Ambient Aquarium by Myles Glass (right). (opposite page) Data visualisation of sensory response by Kathryn Glasgow for CCDN 231 Experimental Design Ideas.
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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 CCDN 271 Experimental Design Ideas Design as Inquiry
and elective courses to the value of 80 points
Year three
CCDN 331 CCDN 332 CCDN 371 Live Theory Design + 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 200399 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 200399 a total of at least 100 points from courses numbered 200399, including at least 20 points at 300 level.
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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 DSDN 481 CCDN 431 CCDN 444 CCDN 471 CCDN 472 Design Led Futures Research Methods Conceptual Design Ideas Computer Generated Culture Cultural Factors Advanced Theory
one course from:
and elective courses at 400 level to the value of 30 points
(left) An investigation of sensory responses by Brooke Bowers for CCDN 231 Experimental Design Ideas.
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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 Thesis90 points and elective courses to the value of 30 points from courses numbered 400599 All courses are subject to approval.
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Rangi Adams
Second-year Culture+Context student

After an extended period employed in the general workforce, Rangi Adams decided to create a new career pathway for himself and enrolled at Victoria Universitys School of Design. Rangi came to the School with a different objective than many of his classmates. Rather than wanting to become a designer, Rangi intends to pursue a career in teaching. With his unique interests, Culture+Context was particularly attractive, as it provides the flexibility necessary for the requirements specific to his career path.
The Culture+Context programme allows me the opportunity to integrate a minor into my degree and also pursue elective interests outside of my core papers.
I am aiming to gain a minor in Mori Studies, which will aid my teaching degree. I have also chosen photography as an elective to develop my creative interests, says Rangi. While his intention is to pursue a one-year Teaching Graduate Diploma after obtaining his BDI, Rangi is open to other professional opportunities as he already sees broadening horizons in design.
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Matthew Paterson
Master of Design student
As a postgraduate student studying for his Masters in Design at Victoria University, Matthew Patersons research explores the connection between photography, gaming and everimproving graphics quality. Blending historical research and contemporary practice, Matthew is constructing digital images that pose new challenges to audiences. that outwitting the audience is, and has long been, one of the cornerstones of media industry production. Having previously studied Fine Arts at the University of Canterbury, majoring in Documentary Photography, Matthews work has largely focused on documenting youth sub-cultures. Showing the dayto-day lives of the people involved in these groups helped situate these scenes into the New Zealand context. Matthew is excited about his research at Victoria because it offers him the opportunity to connect his Fine Arts background with a Design approach. As he says, fine arts asks questions, while design creates solutions.
We are all consumers of visual media, and weve all had to learn how to read it at some point.
However, as audiences become more familiar with new technologies and new image forms they become more adept at interpreting and reading an image. And yet, it also seems
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Industrial Design
Industrial design questions complex social and cultural issues and seeks solutions through the medium of manufactured products. Using technology in innovative ways and pursuing unexpected insights in collaboration with a diverse range of disciplines, industrial design results in useful and meaningful products, services and systems that enrich daily life. The programme encourages different approaches to design. Firstly, by fostering a hands-on experimental approach with a focus on creative applications of digital technologies, students are encouraged to experiment with digital technologies in the development of new and more sustainable forms of manufacturing and distribution. With full access to the Schools extensive digital prototyping capabilities, students quickly build expertise with a host of digital technologies and fabrication methods. Another emphasis of the specialisation is the investigation of the human body and mind through experimental design approaches that address physiological, cognitive, behavioural and emotional systems. Students are also exposed to a wide range of materials, and are encouraged to explore unseen properties to reveal new design opportunities. Committed to collaboration with industry leaders in New Zealand and internationally, we encourage students to work within a business context to create innovative design-led solutions.
(opposite page) Final-year Industrial DesignSPINTO by Felix Hartmann. This interactive toy develops childrens understanding of power generation and consumption through active play.
The Industrial Design specialisation prepares graduates for work as designers in a variety of traditional professional product design areas such as healthcare, office and industrial equipment, furniture and lighting, home entertainment, personal accessories, sports and leisure, transportation and many more. Graduates may choose to target a specific product category as an in-house designer or may prefer the diversity offered by a consultancy. Specialisations within the discipline such as computer-aided design expertise or human factors will lead to more focused career pathways, while careers in related fields such as design education are also possible. Opportunities include: Product designer Exhibition designer Film prop/set designer Computer-aided design and digital prototyping designer Design (innovation) manager/Design futurist Design consultant/Design strategist Design researcher/Design educator Biodesign/Bio-medical design Materials design/Materials designer.
Increasingly, the programme is exploring new and exciting definitions of cross-disciplinary professional activity such as design navigators, design scientists or materials designers.
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Year one
DSDN 101 DSDN 111 DSDN 171 DSDN 104 DSDN 141 WRIT 101/151 Design Visualisation Ideas and Principles of Design Design in Context Digital Creation Experimenting with Materials Writing English or Writing English as a Second Language*
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.
(top) Bamboo Tea: A set of tea and utensils; a strainer, clips and canisters, all made of bamboo, by Daniel Van Polanen. (bottom) Blue Hansel Lamp by Zoe Saville-Wood. The lamp involves an electroluminescent wire enclosed in a glass container that works as a night light for children.
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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 specialisation. Students may choose to complement their core courses with electives in a specific area of focus such as digital fabrication and manufacture or human aspects of design, 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 CCDN 271 INDN 211 INDN 212 Experimental Design Ideas Design as Inquiry Object Based Experiments Product Based Experiments
Year three
CCDN 331 INDN 311 INDN 312 INDN 341 Live Theory Digital Form Brand + Identity 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 200399. 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 200399 in the relevant subject, of which at least 15 points are at 300 level.
(right) Lamp Mug Me by Turumeke Harrington. This lamp visualises the warmth of hot drink and the process of consuming this treat, turning on when it feels the weight of a full mug on it and slowly dimming as the weight decreases.
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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 DSDN 481 INDN 441 INDN 452 Design Led Futures Research Methods Creative Digital Manufacturing Design and the Human Body
one course from:
and one elective course at 400 level
(top) Digitally printed experiments by Cameron Price and Charmaine Williams express the dynamic inspiration of Design Physiology. (bottom) Bone and 3D printed MP3 design by Earl Stewart.
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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 Thesis90 points and elective courses to the value of 30 points from courses numbered 400599 All courses are subject to approval.
(top)Thumb Drum by Byron Wood, a new musical tool that enhances the art of hand percussion by allowing the user to create a drum beat on anything, anywhere, at any time. Recorded digitally, the sample can be uploaded, shared and re-sampled with a web-based Thumb Drum community. (bottom) Emma Derwins thesis White Lies explores the element of surprise in products, particularly when it is elicited by sensory incongruities between the look and feel of an object.
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Ruth Sumner
Final-year Industrial Design student

Ruth Sumner says that design is her first language, and that she uses this vocabulary to navigate between conceptual design, industrial design and visual communication. She describes her holistic approach as drawing freely from cinema, medicine, anatomy, philosophy, neurology, literature and art. This multidisciplinary approach allows Ruth to explore any given question or challenge through design thinking and creative strategies. The final two years of her studies at the School of Design exceeded Ruths expectations and she found she was able to push herself further than she had previously thought possible. Ruth also gained a diversity of experiences outside of Victoria before finishing her degree. She worked at the Weleda Factory, went to Europe for a one-year drawing experience and returned to Wellington to start her own textile design studio. In her final year Ruth developed a design strategy for her familys film business, Foton. Looking to the future with the aim of establishing a clear career path for herself, Ruth plans to work for Bruce Mau Design in Toronto, then in Stockholm for a short period, before returning to Auckland and settling in to help grow the family businesses in design and film. Throughout her studies and beyond, Ruth continues to enjoy probing unfamiliar intellectual territories, and has developed the courage to speak and know her mind better. As Ruth describes her inquisitive spirit:
Virtually every avenue is meandered down to realise the narrative thrust of the particular design topic at hand.
Ruth Sumner with her project Archives of Authenticity, an in-depth investigation about the true origins of existing and emerging materials.
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Tiago Rorke and Greg Saul

Industrial Design graduates
Greg Saul and Tiago Rorke created a name for themselves in the School thanks to their talented experimental approach to design and their tireless curiosity. During their studies they completed an exchange trimester with Carnegie Mellon University in the United States and never looked back. On graduating Greg took a position as a visiting researcher at the JST Erato Design UI Project in Tokyo, while Tiago was much in demand at the School as a research assistant and teaching fellow. Perhaps an email from Tiago and Greg to the Head of School will capture the spirit of the relationships our students develop with the School, and the avenues they follow after graduating: Hi Simon, How is life at design school? We really miss you guys, and that place! I saw Ross showing 3D prints to the mayor yesterday, and felt muito saudades. Thats a special Portuguese word for when you have a deep missing of something. Greg and I have been collaborating on his SketchChair project (www.sketchchair.cc) for the past few months. As part of our new two-person company, Diatom Studio, were exploring using digital fabrication and computation to make tools that bring users into the design process, where they can enrich the products that they buy. In the case of SketchChair, customising furniture to be a personal design that is also the perfect fit, as well as being able to share designs and see them evolve within a community of chair-users. We are looking to launch very soon and will keep in touch! Tiago and Greg Tiago and Greg completed the Bachelor of Design in Industrial Design. This qualification has been replaced by the Bachelor of Design Innovation in Industrial Design.
Tiago on Rocking Stool co-designed with Nadeem Haidary and Defne Civelekoglu (left), and Greg on Antler Chair (right).
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Media Design
The Media Design programmes primary objective is to develop curious and dedicated students into promising design professionals, exemplary citizens and learned scholars. The programme guides this process by teaching valuable skills and studio approaches that will yield immediate advantages in the media design professions. Particular attention is given to computer and media literacy, virtuosity with digital production methods and promotion of cross-disciplinary collaboration. Another hallmark of the programme is its ties with local and international industry. Over a given term, the media lab showcases several in-house lectures from design professionals across a diverse range of digital media industries. Media courses are predominantly studio-based. This means that most of the time students are brainstorming and conceptbuilding, crafting projects and developing new software skills in our state-of-the-art media lab. Course coordinators and tutors monitor and guide this work, which culminates in critique and presentations that mirror professional practice.
Media design has a profusion of career opportunities that grows larger each year. To meet these varied demands for employment, the programme has identified three areas that are prominent both locally and internationallypostproduction, game design and interaction design. These areas also align closely with the expertise of media design lecturers. All of Media Design course work falls within these three areas which clearly indicate professional pathways with significant potential and growth. New Zealand excels in these fields, and is especially well represented in Wellington. Possible careers include: 3D Modeller/Animator Artistic director Character artist/Animator Digital video editor Flash animator Experience designer Game designer Game programmer Graphic designer Interactive designer Media installation designer Mobile applications designer Motion graphics designer Multimedia artist Special effects artist Video production specialist Web designer and developer.
(opposite page) This project was designed by Kelly Cheesman, a graduate of the Media Design programme in 2009. Kelly is currently working as an Interaction Designer at Mohawk Media.
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Year one
DSDN 101 DSDN 111 DSDN 171 DSDN 112 DSDN 142 WRIT 101/151 Design Visualisation Ideas and Principles of Design Design in Context Introduction to Interactive Design Creative Coding Writing English or Writing English as a Second Language*
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) MDDN 351 Wearable Technology project, Snuggie, by Natasha Nicholls. (bottom) Craig Hobern and Lessa Morfee work on their MDDN 251 Physical Computing project. (opposite pagetop) MDDN 311 Postproduction and Special Effects project, Algorithmic Architecture, by Michael Rimmer. (opposite pagebottom) MDDN 351 Wearable Technology project, Digitized Eye Shadow, by Lulin Ding.
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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 CCDN 271 MDDN 211 MDDN 241 MDDN 242 MDDN 243 MDDN 251 Experimental Design Ideas Design as Inquiry Digital Video Creation 3D Modelling and Animation Computer Graphics Introduction to Computer Game Design Physical Computing
three courses from:
Year three
CCDN 331 MDDN 311 MDDN 314 MDDN 343 MDDN 351 MDDN 352 Live Theory Postproduction and Special Effects Audio-Visual Space Advanced Computer Game Design Wearable Technology Ubiquitous Computing three courses from:
and elective courses to the value of 40 points including at least 20 points from courses numbered 200399 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 200399 in the relevant subject, of which at least 15 points are at 300 level.
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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 DSDN 481 MDDN 412 MDDN 414 MDDN 415 MDDN 441 MDDN 442 Design Led Futures Research Methods Interaction Design Topics in Special Effects Topics in Game Design Computer Graphics for Film Computer Graphics for Interaction Design
one course from:
and one elective course at 400-level
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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 Design90 points and elective courses to the value of 30 points from courses numbered 400599 All courses are subject to approval.
(opposite page) Ash Cross demonstrates Find Mea project developed in MDDN 351 Wearable Technology. (top) MDDN 412 Emergent Aesthetics project, Wai Mori, by Emma Gardiner. (bottom) MDDN 311 Postproduction and Special Effects project, Pipe World, by Matthew Mills.
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Jonathon Toon
Third-year Media Design student
In the Media Design programme, we emphasise that there is no time like the presentstudents are encouraged to not only create innovative work, but also to get their work out into the real world. Last year, Jonathon Toon did exactly this, as his project from the MDDN 221 Experience Design course was featured in issue 111 of the highly prestigious ProDesign magazine, with the title The Nature of Living. This interactive work tracked users motions with customised computer vision software and hardware, rewarding the actor with meditative abstract visuals in an experience highly influenced by notions of Visual Music and Synaesthesia.
My experience with studying at Victorias School of Design has taught me that all ideas are possible as long as you put in the extra hours and are committed to see through a project from the initial concept to the very end.
Jonathon found this was especially true with his Experience Design project, in which many hours were spent experimenting and refining the interactivity and then the legitimacy of its presentation. Jonathon is also quite active with a freelance design practice while studying. His high-level design excellence is highly sought afterhe has even been recruited to work on various internal School of Design work, including the upcoming rebrand of the School of Design website.
Jonathon Toon demonstrates his installation, The Nature of Living.

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Benjamin Jack
Media Design graduate
Media Design graduate Ben Jacks interactive installation, Elucidating Feedback, engages the audience through a very novel approach. Rather than relying on a keyboard or mouse, the user wears a special device which captures brain wave data. Fluctuations in this data are used to trigger various generative patterns expressed through computer graphics programming. In addition to displaying the installation at a local gallery, Ben was pleased to learn that his work will be featured at the upcoming FILE:Festival Internacional de Linguagem Eletrnica festival in So Paulo, Brazil. Ben has found the Media Design programme at Victoria University to be a fantastic way for me to cultivate an interest and understanding of the ways new technologies can be used for creative expression. In particular, Ben believes that the courses were instrumental in guiding him to the somewhat evasive point where the logical and creative disciplines meet.
Both my professional and personal projects have been significantly helped by the positive push at Victoria to come up with crazy awesome ideas and make them reality.
Since graduating, Ben has continued as part of our community as a tutor for our first-year Creative Coding course, while also working full-time with the eco-education gaming company, MiniMonos.
Monitored brainwaves direct the graphics in Benjamin Jacks installation.

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MDI with Computer Graphics focus

In 2012, the School of Design will proudly introduce a new Masters qualification (MDI) in Computer Graphics. Uniting design and computation, this degree blends computer programming and scripting processes with studio approaches to deliver cutting edge computer graphics compositions. The degree was developed in close consultation with Wellingtons internationally recognised entertainment industries and digital technologies sectors. This relationship with local industry will be continued in the Computer Graphics degree programme through sponsored scholarships, consultation, guest lectures and internship opportunities. Another hallmark of the degree is its cross-disciplinary nature, as the degree structure features shared courses with the School of Engineering and Computer Science. Computer Graphics students will use industry standard languages, libraries and software packages, with the aim of exploring how these can be pushed to produce new modes of creative visualisation. Emphasising the aesthetics and craft of computer graphics techniques, students graduating from the programme can expect to have developed a rich portfolio of computer graphics work, enabling them to enter the field from a highly competitive vantage.
Computer graphics has a well-established pool of career opportunities. Given the wealth of local companies that are world renowned for computer graphics excellence, the career paths we selectively focus on reflect these creative industries. 3D Modeller/Animator Computer graphics developer Digital video editor Game designer Game programmer Information visualisation Interactive designer Motion graphics designer Multimedia artist Pre-Visualisation Artist Production engineer Software engineer Special effects artist Technical director for special effects Texture artist Video production specialist
(opposite page) MDDN 242 Computer Graphics project, Algorithmic Flora, by Rosanna Fong.
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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 DSDN 111 DSDN 171 DSDN 112 DSDN 142 COMP 102 COMP 103 MATH 161 Design Visualisation Ideas and Principles of Design Design in Context Introduction to Interaction Design Creative Coding Introduction to Computer Program Design Introduction to Data Structure and Algorithms Discrete Mathematics and Logic
Students are expected to have a suitable level of written English prior to enrolling.
(left) MDDN 242 Computer Graphics project, Reeds, by Shanshan Zhou. (opposite pagetop) Dr. Robert Bridson, from the University of British Columbia, delivers the second talk in the Weta Digital & VUW Computer Graphics Lecture Series. (opposite pagebottom) MDDN 242 Computer Graphics project, Warped Vacuum, by Saul Paley.
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Years two and three
For Media Design students planning for the Masters 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 CCDN 271 COMP 261 MDDN 242 MATH 151 MDDN 211 MDDN 243 MDDN 241 Experimental Design Ideas Design as Inquiry Algorithms and Data Structures Computer Graphics Algebra Digital Video Creation Introduction to Computer Game Design 3D Modelling and Animation
two courses from:
Year three
COMP 308 CCDN 331 MDDN 311 MDDN 343 Introduction to Computer Graphics Live Theory Postproduction and Special Effects Advanced Computer Game Design
one further MDDN course 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 200300 level.
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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 DSDN 481 COMP 408 COMP 409 and one of: MDDN 441 MDDN 442 Computer Graphics for Film Computer Graphics for Interaction Design Design Led Futures Research Methods Computer Graphics Rendering Three-Dimensional Modelling for Computer Graphics
(top) Mark Brown works on his MDDN 412 Emergent Aesthetics project. (bottom) MDDN 242 Computer Graphics project, Parameterized Design, by Jonathon Toon.
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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 and one of: MDDN 441 MDDN 442 DSDN 463 Computer Graphics for Film Computer Graphics for Interaction Design Practicum Thesis in Computer Graphics90 points
All courses are subject to approval.
(top) MDDN 243 Introduction to Computer Game Design project, Crumm Worlds, by Ben Dudson, Ryan French, David Goodman, Jonathon Toon and Luke Smith. (bottom) MDDN 251 Physical Computing project, Thieving Panda, by Xanthe Flesch.
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Services and facilities

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Te Rp whina: the whnau experience

E nga Mana e nga reo tena koutou katoa he mihi tino mahana ki a koutou na te Rp whina
Te Rp whina is the on-campus whnau for Mori and Pacific students enrolled in the Faculties of Science, Engineering and Architecture and Design. We welcome all new students beginning their journey with us here at Victoria University. Doing well and achieving your goals here might be hard. But dont worrywe are here to help. If you believe in our kaupapa then it doesnt matter who you are or where youre fromyou can become a member of our whnau community. We are a combination of science, engineering, architecture and design students and staff with a common goalcollective successa goal we have achieved for the past 12 years. The kaupapa of whina is to produce Mori and Pacific science, engineering, architecture and design professionals. We strive to do this through offering a support system for our tauira who wish to be a part of a whnau and develop within a whnau environment. whina is made up of senior students across each discipline within the Faculty who will support you throughout your first year. We have a number of academic staff across the various disciplines who are actively involved in whina. In addition to this we have the support of our general staff within Student and Faculty Administration. Provide support on an individual and group basis. Provide a whnau room equipped with computers and various other discipline-specific resources. Provide supervision in the whnau room throughout the day (rosters posted on whnau room wall). Additional assistance with tutorials and one-to-one sessions. Assistance with exam preparation. te rp whina Room 148, Level 1, Cotton Building, Kelburn Campus Phone 04-463 5987 email teropuawhina@vuw.ac.nz Website www.victoria.ac.nz/science/awhina
What can whina do for you?
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Collective success
Mori are tngata whenua (people of the land)
The environment is looked upon as a taonga (treasure) and we are kaitiaki (guardians) of it, protecting it for the future generations of our people. Puipuiaki (treasure) is a storage cabinet that explores this idea of our connection to the land. Earl Stewart and David Hakaraia are both of Mori and European descent and together they have affiliations to the Ngpuhi Iwi (tribe) of Northland, and they seek to communicate these links through their work. With Puipuiaki they looked at how digital technology such as the CNC milling machine might be used as a way of expressing their tribal affiliations, heritage and connection to the land of Aotearoa. As David says, We chose a 3D topographical site within our Iwi that was special to us, transferring and manipulating the topographic data. This created a faceted effect for the faade of the drawers. It is also reminiscent of Mori whakairo (carving) where motif can represent different tribal areas. The frame is made up of two halves which are an abstract representation of both Earl and Davids Mori and European ethnicity. The European side of the frame remains unadorned and monolithic to characterise their European heritage. The Mori side is a patchwork of timber suggesting the interweaving connections of tribal affiliations. The inside of the drawers is similar to the faade, using topographical 3D milled forms. Here, however, they represent landscapes of great personal significance, crafted by Earl and David from memories that they treasure. Hence the name Puipuiaki. Although this work is autobiographical, David says, its embedded sense of whakapapa connects both Earl and I to the land and to our Iwi. It is a design that externally explores and represents our community in the far north of Aotearoa and internally speaks of places that have been important to us throughout our lives.
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Collective success
CybrospaceJourneys to Success Reloaded
Te Rp whina has two publications that highlight our students achievements and success. Our Cybrospace publications showcase Mori and Pacific whnau members, their journey to get to university and their reasons for choosing their degrees. A strong theme throughout whina and our Cybrospace books is the expectation that our whnau members will be successful and they will achieve! Because of this we acknowledge the successes of all whnau members at the various stages of their studies, with contributions from undergraduate and postgraduate students. To find out more about Te Rp whina, visit us at www.victoria.ac.nz/science/awhina or email us at teropuawhina@gmail.com
(above) CybrospaceJourneys to Success.
(above) CybrospaceJourneys to Success, Reloaded.

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Esekia Faiga
Fourth-year Master of Architecture (Professional) student Te Rp whina Mentor, Student Coordinator, Motootua, Samoa
For Esekia Faiga, the notion of whnau and family is a strong principle of great value to me as a Samoan. It is of no surprise then that when Esekia first heard about the whina programme from first-year mentors he happily took the opportunity to join. Esekia is a Master of Architecture (Professional) student who was strongly interested in illustration, animation and the gaming industry before choosing architecture as his tertiary option. What Esekia enjoys most about studying at the School of Architecture is conceiving the ideas in my mind and being able to put them to paper ... I am given a chance to show everyone what is in my mind in terms of creativity. Esekia is now a mentor and a student coordinator at the School of Architecture. When asked what whina means to him, Esekia replied, its about helping each other with success and achieving goals that are in line with our individual ones. whina has helped Esekia by broadening my network of contacts which has given me the confidence and ease to make that crucial transition from tertiary study to the outside world as easy as possible. After completing his Masters degree Esekia plans to begin a career in Europe.
Anyone who seeks help can join: although our ultimate goal is to get a higher success rate for Mori, Pacific Islanders and other minority groups to achieve success and get degrees.
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Oriwia Mason
Bachelor of Architectural Studies in Architecture student Ngai Tahu, Ngati Raukawa, Ng Puhi
Oriwia Mason was unsure about what direction to take when she first attended Victoria University in 2008, but after taking papers in Art History, Classics, Design and Interior Architecture she realised that architecture encapsulated all the principles and skills that she had admired in her other papers and wanted to develop. What Oriwia enjoys most about studying at Victoria is that everything Im learning will one day be applied when Im practising as an architectthis is immensely exciting for me. Oriwia first heard of whina through advertising around the campus and in the Victoria prospectus. Now Oriwia is a mentor for other first-year students: After receiving mentorship for my first years at university, whina really helped me with all aspects of my study. Now I am a mentor to other students. I am very happy and appreciative towards whina for having approached me in my first year because it is an aspect of university life that has helped me grow both in and out of my courses and would be hard to find anywhere else. When asked what whina means to her, Oriwia replied, whina is your sort of whnau at university where, if youre feeling lost or in need of help or just need someone to talk to, you can go and feel comfortable. After completing her Bachelors degree, Oriwia intends to start postgraduate studies overseas with the help of Victorias Overseas Exchange programme.
Victoria University offered a great range of papers, an amazing campus and an interesting approach to education that would undeniably help develop my passions for architecture.
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Ariana Pia
Bachelor of Design in Interior Architecture student whina Mentor Ng Puhi

What Ariana enjoyed the most about studying Interior Architecture at Victoria was the challenge of getting your ideas into a 3D form. Ariana moved to Wellington from Nelson and found work designing the window and in-store displays for Kirkcaldie and Stains. After working and travelling abroad in Germany, Ariana decided to start her tertiary studies at the Wellington School of Architecture. Ariana first heard about whina in her first year through a text message. It turned out to be her future mentor, telling her who he was and asking her whether she needed someone to bounce ideas off. Ariana is now a mentor herself. When she first entered the role, Ariana had no idea of how useful mentoring would be to her own study: Helping someone with their work, it makes you look at your own work in a different way. Whats unique about whina for Ariana is the mentality: Studying at the Architecture and Design Campus is very demanding and can be stressful, and although whina students are under the same pressure, we have a bit more of a laid-back approach. Stressing out gets you nowhere. Her advice to students considering joining whina is to Do it. Ha. Ariana is currently doing a Bachelor of Design in Interior Architecture. This qualification has now been replaced by the Bachelor of Architectural Studies (BAS) in Interior Architecture.
The whina programme is open to anyone as long as they understand and respect the kaupapa.
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Matamoana Nuku
Second-year Bachelor of Architectural Studies student whina Mentor

Matamoana (Matty) took a gap year after high school to travel abroad in Europe where he got to see first-hand some pretty epic architecture. After his year off, Matty decided to begin his tertiary studies at the Wellington School of Architecture. What Matty enjoys most about studying is that while Victoria works you hard, the rewards are endlessbeing able to put whats in your head on paper, build a model of it and imagine people inhabiting and interacting with your creation is pretty cool. Matty is currently in his second year of study and is a mentor for the whina programme. Matty enjoys the fact that the common room for whina students is full of many laughs and smiling faces ... its exactly what you need during times of stress. For Matty, hwina is a family environment with everyone helping everyone, and the fact that they actually genuinely care about how well youre doing really hits home.
whina is sweet and is full of people who want to see you succeed in your field.
When asked what qualities are essential for making the most of whina, Matty replied that the key is not being afraid to ask for help ... I owe a lot of my success to whina because they assisted me through the hard patches of first year. Matty is looking forward to attaining a Masters degree in Architecture and then further overseas travel with his new qualifications.
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Victoria Overseas Exchange (Vic OE): enrich your degree

Victoria Overseas Exchange (Vic OE) offers you the possibility to broaden your personal, academic and cultural horizons. Study towards your degree for one or two semesters on an exchange overseas and receive a grant of up to $2,000. Vic OE gives you the chance to complete part of your degree abroad at one of more than 100 prestigious exchange partners worldwide. You can attend an institution overseas and study for credit towards your degree while still paying normal Victoria fees. The benefits of having an international academic experience as part of your studies are invaluable. It is an opportunity to travel, to learn new languages and study novel academic disciplines while you come into contact with different cultures. Faculty of Architecture and Design exchange students may attend over 30 universities throughout Europe (including HfG Schwaebisch Gmuend, ENSNP Blois and University of Eindhoven), Asia (including Korea University and National University of Singapore), North America (including Carnegie Mellon University, University of British Columbia) and Latin America (including University of Brasilia, University of Chile, Pontificia University of Monterrey). Both domestic and international students are eligible for Vic OE (international students pay Victoria international fees). If you are interested in applying for the Vic OE, you must: be enrolled as a full-time student at Victoria University (at the time of application) have completed a year of full-time study at Victoria University by the date of your intended departure have achieved a B average overall in your studies at Victoria be able to demonstrate that you would be a good ambassador for Victoria. Successful applicants will be supplied with grant funding of up to $2,000 and can gain extra funding by participating in the Victoria International Leadership Programme (VILP). Students are also eligible for full StudyLink Student Loans and Allowances (if normally eligible in New Zealand). Note: Certain exchange agreements to non-English taught universities have specific language requirements. Application deadlines 16 January 2012 (for study in Trimester Two, 2012) 16 July 2012 (for study in Trimester One, 2013) University of California applications must be received earlier. See website for details. www.victoria.ac.nz/exchange/howtoapply.aspx student exchange oFFice Level 2, easterfield Building gate 4, Kelburn Campus Phone 04-463 5667 or 04 -463 6794 email exchangestudents@vuw.ac.nz Website www.victoria.ac.nz/exchange
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Scholarships
Victoria has a range of scholarships and awards available to students including hundreds of scholarships for first-year undergraduate students. Victoria Excellence Scholarships are awarded on academic merit. Students who have their NCEA Level 2 Certificate endorsed with Excellence are encouraged to apply. Applicants with alternative qualifications (eg. CIE or IB) will be assessed on a case-by-case basis. In 2012 the majority of these scholarships will be awarded at $5,000 with a small number being awarded at $10,000, which will be competitively awarded. Applications close on 1 October. Victoria Achiever Scholarships are offered to academicallyable students who are of Mori or Pacific descent, have a disability, can demonstrate financial hardship or were educated at a decile 13 school. These scholarships aim to encourage students who may otherwise be unable to attend Victoria University. In 2012 the majority of these scholarships will be awarded at $5,000 with a small number being awarded at $10,000, which will be competitively awarded. Applications close on 1 October. Applying for scholarships Eligibility criteria for all scholarships may change, so it is essential that scholarship details are checked on the website www.victoria.ac.nz/scholarships prior to application. Up-to-date information and application forms are available from the Scholarships Database accessed from the Scholarships webpage. Our students have been acknowledged for their cutting edge designs, studio projects and research while studying here with us. They have been awarded top prizes or have been highly commended in these national design competitions: red dot design awards BeST design awards (DINZ) New Dowse student design awards World of WearableArts Dyson awards.
In addition to the scholarships and awards offered by Victoria, the School of Architecture has developed, with industry connections and friends, awards and scholarships that are offered annually to students. There is a range of undergraduate and postgraduate awards available including: Benson-Cooper Sustainability Awards New Zealand Historic Places Trust Prize BRANZ Project Award CCANZ Concrete3 Sustainability Award John Fitzgerald Memorial Award Team Architects Scholarship in Architecture Mainzeal Undergraduate Scholarship.
More information on these scholarships and awards can be found on the School of Architecture website by visiting www.victoria.ac.nz/architecture scholarships oFFice Research office, 10 Kelburn Parade, Kelburn Campus Phone 04-463 5113 email scholarships-office@vuw.ac.nz Website www.victoria.ac.nz/scholarships
Faculty of Architecture and Design scholarships
The Faculty of Architecture and Design encourages students to apply for scholarships and awards and also encourages applications into national design competitions. Throughout the year you will receive email notifications and material is displayed on our noticeboards located within our main foyer.
(opposite page) Tutor Brad Knewstubb interacting with student work during project review and presentation.
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Support, services and resources

Advice and further information
Admission to Victoria
There are various ways you can gain admission to Victoria University of Wellington. You need to understand what qualifications and results you require for admission and how to apply to the University. For full details of admission and enrolment requirements, see www.victoria.ac.nz/home/admisenrol
Student Recruitment, Admission and Orientation
Course advice
The Student Recruitment, Admission and Orientation team provides independent, informed advice on courses and programmes to potential first-year students. They have liaison officers specifically to help both Mori and Pacific students. The team also welcomes enquiries from mature students and has a specifically designated liaison officer for initial enquiries about all postgraduate programmes. student recruitment, admission and orientation Level 1, hunter Building, Kelburn Parade, Kelburn Campus Phone 0800 ViCToRia (842 867) 04-463 5374 email course-advice@vuw.ac.nz Website www.victoria.ac.nz/futurestudents
The Faculty of Architecture and Design has student advisers who look after students from admission through to graduation. All our dedicated team are knowledgeable in all the programmes we offer and are well-placed to give advice. Student advisers can help with a variety of services, including campus tours and information sessions, admission advice, credit assessment of prior study, degree audits, Vic OE (Exchange) or even just a friendly face to talk to. We offer objective advice to help you make the right decisions when choosing your degree and planning your courses. Whether youre entering first year or fifth, whether you want to change your degree programme midstream or you just want to be sure youre on the right track, drop in and talk to them about your plans. student and academic services 139 Vivian Street, Te aro Campus Phone 04-463 6200 emails architecture@vuw.ac.nz design@vuw.ac.nz Websites www.victoria.ac.nz/architecture www.victoria.ac.nz/design
International students
The Faculty of Architecture and Design welcomes international students. If you are a prospective international student thinking of studying with us you should contact Victoria International. The International Student Services team is dedicated to providing support to current and prospective international students. They can help you with any questions or concerns, big or small. victoria international Level 2, easterfield Building, Kelburn Parade, Kelburn Campus Phone +64-4-463 5350 email victoria-international@vuw.ac.nz Website www.victoria-international.ac.nz
(opposite page) Xanthe Flesch and Cornelia Tan working on a project in the Media Design computer lab.
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Scholarships
As outlined on page 113, Victoria has a number of scholarships available to both undergraduate and postgraduate students. These include Victoria Excellence Scholarships and Victoria Equity Scholarships. scholarships oFFice 10 Kelburn Parade, Kelburn Campus Phone 04-463 5113 email scholarship-office@vuw.ac.nz Website www.victoria.ac.nz/scholarships
Counselling
Counsellors are available to discuss personal and academic issues that affect your general sense of wellbeing, your relationships or your learning. Ring to make an appointment for this free, confidential service. counselling service 2 Wai-te-ata Road, Kelburn Campus Phone 04-463 5310 email counselling-service@vuw.ac.nz Website www.victoria.ac.nz/counselling
Accommodation Service
If you need a flat, flatmates or Hall of Residence information, the Accommodation Service is a great place to start. The website has an online letting service with a range of vacancy listings to suit all budgets and tastes. Our staff are happy to advise you on tenancy issues. accommodation service Level 1, The atrium, Student Union Building, Kelburn Parade, Kelburn Campus Phone 04-463 5896 email accommodation@vuw.ac.nz Website www.victoria.ac.nz/accommodation
Crches
The University crches can provide your children with the best possible education and care while you study. The Student Crche has three centres on Kelburn Campus and one at the Law School, Pipitea Campus. crches Phone 04-463 5151 email childcare@vuw.ac.nz Website www.victoria.ac.nz/creches
Disability Services
Career Development and Employment
The Vic Careers team is available to help you explore work, study and lifestyle options. The service includes a comprehensive careers resource library, graduate destination information, internet access to research career opportunities and more. Workshops are held throughout the year on jobsearching strategies and making career decisions. career development and employment 14 Kelburn Parade, Kelburn Campus Phone 04-463 5393 email career-service@vuw.ac.nz Website www.victoria.ac.nz/careers
Support is provided for people with permanent, temporary or recurring impairments, injuries or chronic medical conditions. Contact Disability Services Student Advisers to confidentially discuss your individual needs. disability services Level 1, Robert Stout Building, Kelburn Campus Phone 04-463 6070 email disability@vuw.ac.nz Website www.victoria.ac.nz/disability
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Financial Support and Advice
Finance advisers can provide you with practical advice on budgeting and coping financially, help you with Student Loan and Allowance applications and the preparation of financial statements for scholarship applications. Through the Hardship Fund they are also able to provide emergency financial assistance. Financial support and advice 14 Kelburn Parade, Kelburn Campus Phone 04-463 6070 email disability@vuw.ac.nz Website www.victoria.ac.nz/finadvice
Student Learning Support Services (SLSS)
Build confidence and maximise your academic success with support from SLSS. They offer workshops and oneto-one tuition in such areas as essay writing, mathematics and statistics, learning strategies, study skills and language skills. SLSS offers regular seminars on topics of interest to postgraduate students, including advice on writing research proposals and literature reviews, how to manage the research process and how to edit your thesis. They also facilitate postgraduate writing workshops, help set up and maintain peer support groups and organise other workshops on request. Some individual assistance is also available. student learning support services (slss) Level 0, Kirk Wing, hunter Courtyard, Kelburn Campus Phone 04-463 5999 email student-learning@vuw.ac.nz Website www.victoria.ac.nz/ slss
Health Service
The Health Service offers you a general practice medical advice on campus which is free or very low cost for most students. It deals with illness, accidents and prescriptions, and offers specialist services such as psychiatry, nutrition, dermatology and physiotherapy. health service 4 Wai-te-ata Road, Kelburn Campus Phone 04-463 5308 04-463 7474 email student-health@vuw.ac.nz Website www.victoria.ac.nz/st_services/health
VUWSA
The Victoria University of Wellington Students Association (VUWSA) is your students association. When you enrol at Victoria you become a member of the Association which gives you voting rights at all student meetings and VUWSA general elections. VUWSA supports and funds the many student clubs and societies that exist on campus. Check out www.vuwsa.org.nz/clubs/clubs-directory for a complete list of VUWSA clubs and societies. VUWSA also provides entertainment, including Orientation, Reorientation and other events throughout the year. For more information, check out www.vuwsa.org.nz
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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 thingskeep 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 info@studio.org.nz Website www.studio.org.nz
(opposite page) School of Design student Charmaine Williams using the digital computer lathe machinery in our world-class workshop facilities.
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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, 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 library-architecture@vuw.ac.nz Website www.victoria.ac.nz/library/ Catalogue http://victoria.lconz.ac.nz/
(right and opposite page) Developed by Loesje van Wetten in the Culture+Context course IDDN 389 Design Research, Eye Spy triggers our curiosity, inviting us to look behind the wall and revealing the unexpected ourselves. Eye Spy provokes compelling questions of who is watching and who is being watched.
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Technical resources
The Faculty has a team of 15 technicians and a Technical Services Manager, supporting the specialist Architecture and Design technical infrastructure and services for students and staff teaching and research. These include:
Technical resource centre
Computing services
The Faculty computing environment consists of approximately 500 student computers and 100 staff computers spread around nine studios, numerous staff offices and five computer labs to support the particular needs of Architecture and Design students and staff. This also includes a dedicated Mac computer lab for students studying in the Digital Media Design and Media Design programmes currently offered by the School of Design.
This service for students provides for their specialist architecture and design needs. From here students can order wide-format printing and have prototyping carried out on site. Students can also loan digital AV equipment and building science test equipment, and purchase specialist modelling and art supplies at costan essential service considering the difficulty students would otherwise face attempting to source various modelling supplies from around the country.
Specialist Building Science and School of Design labs

These currently include an Architecture School wind tunnel and lighting lab, and a Design School ergonomics lab and a photographic studio. mark shaw Manager, Technical Services 139 Vivian Street, Te aro Campus Phone 04-463 6251 email mark.shaw@vuw.ac.nz
Audio-visual (AV) and photographic facilities
These include lecture theatres, seminar rooms, portable AV teaching equipment, mobile LCD displays, SmartBoard equipment and loan AV equipment for students. The Faculty 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.
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Key dates
2011
11 JULY Second trimester begins AUGUSTOCTOBER Liaison Officers visit schools for course planning 26 AUGUST Study at Vic Day OCTOBER Guide to Enrolment available 1 OCTOBER Online enrolment opens Halls of Residence applications due Victoria Achiever Scholarship applications due 30 OCTOBER Application deadline for courses in 2011/12 summer trimester 14 NOVEMBER Summer trimester begins 21 NOVEMBER9 DECEMBER Course Planning Weeks for first-year students, Kelburn Campus and Auckland 1 DECEMBER International students first-year applications due for February 2012 intake 10 DECEMBER Application due date for all degrees and courses for 2012 Discretionary Entrance applications deadline for first trimester 2012
2012
27 FEBRUARY2 MARCH New Students Orientation Week 5 MARCH First trimester begins 16 JULY Second trimester begins 19 NOVEMBER Summer trimester begins
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Final-year design project, Urban Neighbours, by Simon Harrison.

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Faculty oF architecture and design Student and academic Services office Phone 04-463 6200 Fax 04-463 6204 email architecture@vuw.ac.nz design@vuw.ac.nz Websites www.victoria.ac.nz/architecture www.victoria.ac.nz/design 139 Vivian Street Te aro Campus Wellington 6011 Victoria University of Wellington Po Box 600 Wellington 6140 new Zealand
student recruitment, admission and orientation Phone 0800 ViCToRia (842 867) 04-463 5374 Fax 04-463 5193 email course-advice@vuw.ac.nz Website www.victoria.ac.nz/futurestudents Level 1, hunter Building gate 2, Kelburn Parade Po Box 600 Wellington 6140 new Zealand
victoria international Phone +64-4-463 5350 Fax +64-4-463 5056 email victoria-international@vuw.ac.nz Website www.victoria-international.ac.nz Level 2, easterfield Building Kelburn Parade Po Box 600 Wellington 6140 new Zealand
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Faculty oF architecture and design

Master of Interior Architecture student

Faculty of Architecture and Design 2012

Victoria University of Wellington

Three undergraduate qualifications

Faculty of Architecture and Design 2012

The built environment

Victoria University of Wellington

Final-year project by Master of Architecture (Professional) graduate Joseph Shepherd.

Victoria University of Wellington

Year of study One Two

MArch(Prof) Master of Architecture (Professional)

Architecture History and Theory BAS year one

BAS (Architecture History and Theory)

PGDipAHT Postgraduate Diploma in Architecture History and Theory

MArch Master of Architecture

BAS (Interior Architecture) BAS (Landscape Architecture)

MIA Master of Interior Architecture MLA Master of Landscape Architecture

Faculty of Architecture and Design 2012

Graduate programmes in Designed Environments

Victoria University of Wellington

Specialisation information/programme structure

Architecture History and Theory

Sustainable Engineering Systems

Faculty of Architecture and Design 2012

Victoria University of Wellington

Undergraduate degree structure

Victoria University of Wellington

Years two and three

and one elective course

and one elective course

Degree structure (MArch[Prof])

and one elective course

Victoria University of Wellington

Fourth-year Architecture student

Victoria University of Wellington

Recent Master of Architecture (Professional) graduate

Wellingtons a great city to live in, especially for students.

Faculty of Architecture and Design 2012

Victoria University of Wellington

Architecture History and Theory

Faculty of Architecture and Design 2012

Undergraduate degree structure

and one elective course

Victoria University of Wellington

Years two and three

and elective courses to the value of 90 points*

Postgraduate degree structure

three further courses from:

Victoria University of Wellington

Master of Architecture (MArch)

Victoria University of Wellington

Master of Architecture student

Faculty of Architecture and Design 2012

Victoria University of Wellington

Undergraduate degree structure

Victoria University of Wellington

Years two and three

and one elective course

and one elective course

Postgraduate degree structure

and one elective course

Victoria University of Wellington

Faculty of Architecture and Design 2012