Faculty of Architecture and Design Handbook

Faculty of Architecture and Design
2014
- HANGA WAIHANGA-HOAHOA TE WA
The Trading City of Ersilla, an algorithmic city by Saul Paley.
KNOW WHAT YOU STAND FOR. KNOW WHERE YOUR PASSIONS LIE. KNOW YOUR NEXT MOVE.
Familial clouds exhibition at the 2012 Venice Architecture Biennale.
Contents
Introduction .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 School of Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Undergraduate overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 First Light: New Zealands entry to the Solar Decathlon. . . 15 Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Architecture History and Theory. . . . . . . . . . . . . . . . . . . . . . . . .27 Interior Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Landscape Architecture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Bachelor of Building Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Project Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Sustainable Engineering Systems.. . . . . . . . . . . . . . . . . . . . . . . 55 School of Design.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Undergraduate overview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Postgraduate overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 First-year Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67 Culture+Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 Industrial Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Media Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 MDI with Computer Graphics specialisation.. . . . . . . . . . . . . 99 Te Rp whina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Services and facilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Victoria Overseas Exchange (Vic OE).. . . . . . . . . . . . . . . . . . . . 117 Scholarships. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Admission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Careers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Support, services and resources . . . . . . . . . . . . . . . . . . . . . . . 122 STUDiO. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Architecture and Design Library.. . . . . . . . . . . . . . . . . . . . . . . 125 Technical resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 Key dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside back cover
Faculty of Architecture and Design 2014 - 3
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 suered 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 nd 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 www.victoria.ac.nz/accommodation www.victoria.ac.nz/scholarships www.victoria-international.ac.nz 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/fad www.victoria.ac.nz/architecture www.victoria.ac.nz/design
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 oers 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 o cosmopolitan Cuba Street. We oer 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 environment. 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 oers a range of Masters-level qualications 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 qualied candidates the Faculty oers doctoral (PhD)-level study and supervision in architecture- and designrelated elds. Contact the Faculty of Graduate Research (FGR) for further information by emailing pg-research@vuw.ac.nz
Three undergraduate qualications

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, specic to their chosen specialisation. More information is on page 8. 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 49. 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 Design and Media Design) and have the unique opportunity to combine study with a minor in another discipline such as Psychology, Cultural Anthropology, Mori or Pacic Studies, writing, Film or Media Studies. This provides students with the opportunity to congure their studies to suit their individual interests and intended careers. More information is on page 60. www.victoria.ac.nz/fad www.victoria.ac.nz/architecture www.victoria.ac.nz/design
School of
Architecture
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 oers a multidisciplinary perspective from which to speculate on the implication of these issues for Wellington, New Zealand and the broader context of the Pacic rim. Teaching, learning and research opportunities are structured around ve research clusters that align with the Schools strengths and aspirations. The clustersCritical Practices, Constructing Ecologies, Resilience, Spatial Praxis and Habitationsoperate schoolwide 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 occasionally undertake 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
6 - Victoria University of Wellington
Final-year project by Master of Architecture (Professional) candidate Grace Mills, highly commended in the 2012 NZIA Graphisoft Awards.
Undergraduate overview
Bachelor of Architectural Studies (BAS)
The BAS is a three-year undergraduate degree oered in four specialisations: Architecture Architecture History and Theory Interior Architecture Landscape Architecture.
All four specialisations share a rst-year programme in which design, technology, environmental studies and communication practices are studied in the context of all disciplines oered 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 apply for selection into one of the BAS disciplines to specialise in. The second year is disciplinespecic, inclusive of technological, theoretical and design subjects that relate to the chosen specialisation. The third year reintegrates the disciplines and oers a richer and more complex interdisciplinary approach. This undergraduate degree alone does not qualify Architecture or Landscape Architecture students for professional registration. Students aspiring to become professional architects or landscape architects will need to look into postgraduate programmes (see pages 20 and 44). Similarly, Interior Architecture students should undertake postgraduate study in order to pursue careers as specialised designers (professional registration is not available in New Zealand for Interior Architecture).
(top) ARCI 211 project by Brett Nicholas. (bottom) ARCI 211 project by Megat Othman. 8 - Victoria University of Wellington
First-year experience
The rst year at the School of Architecture is the start of an exciting educational journey. There is much to learn which, by way of exploratory design work, makes for a vibrant and exciting learning experience. There are over 300 students participating in a common rst year of Architecture, Building Science, Interior Architecture and Landscape Architecture. Students are taught through lectures, tutorials and studios. Studio tutorials are a signicant part of learning at the School of Architecture and allow students to develop their projects in a collaborative atmosphere. In the rst trimester, each discipline is introduced to the students: a sequence of Architecture, Interiors, Landscape and Building Science studios enable students to understand each discipline and support their choices as to which they are interested in. A big part of the rst-year experience is integrating with campus culture. Support to enhance this journey is provided by the University and at the School of Architecture there are regular student representative meetings and Te Rp whina to support new students in reaching their aspirations. The rstyear student body is an important component of the School and contributes to its vitality.
(lefttop) SARC 111 project by Vanessa Coxhead. (leftmiddle) SARC 162 project by Paul Dey. (leftbottom) SARC 111 project by Eliot Blenkarne. Faculty of Architecture and Design 2014 - 9
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. Students specialising in Architecture History and Theory can continue studies with a one-year Postgraduate Diploma in Architecture History and Theory. This leads into a nonprofessional thesis-based Master of Architecture (see page 29). 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 Architecture History and Theory Interior Architecture Landscape Architecture
Year of study One Two

BAS (Architecture) BAS (Architecture History and Theory) BAS year one BAS (Interior Architecture) BAS (Landscape Architecture)
Three
Part One
Part Two
MArch (Prof) Master of Architecture (Professional) PGDipAHT Postgraduate Diploma in Architecture History and Theory MArch Master of Architecture
MIA Master of Interior Architecture MLA Master of Landscape Architecture
(opposite page) Final-year projects by Master of Architecture students selected for the NZIA Graphisoft Awards 2012. (top) An Agora Anew by Grace Mills. (middle) Intimate Vastness by Josephine de Guzman. (bottom) (Re) Constructing History by Duncan Harding. 10 - Victoria University of Wellington
Postgraduate experience
The Masters Thesis Studio is the culmination of ve years of academic study that prepares students for a professional career in Architecture, Interior Architecture and Landscape Architecture. Professional practice is increasingly research led, so students nal year of study is devoted to self-directed, design-led research. The outcome of the Masters thesis programme is a range of coherent, rigorous and well-resolved design projects that demonstrate mastery of a particular aspect of the discipline. This positions design practice, and the various outputs that emerge from that process, as the primary mode of conducting research, with the evidence of discovery and mastery reected upon in a written exegesis. In 2012 the Masters Thesis Studio was made up of nine thematic streams. In 2013 a new framework was established where students develop individual research propositions under a sta-led topic. The topics oered by sta are diverse, ranging from parametric design to questions of resilience to catastrophic events. Academic sta direct their individual studio groups and oer potential areas of inquiry, while students are encouraged to take command of their specic area of research and establish mastery. The Masters Thesis Studio introduces students to a broader scholarly and professional community, and the Thesis project often segues into employment as a specialist practitioner in the design industry. As Masters graduates, the authors of these schemes are not just job-ready; they are able to take a leadership role within an emerging area of practice. For these reasons, students are encouraged to disseminate their research ndings. This occurs within the School through an annual series of seminars, publications and exhibitions. Masters Thesis students have an unprecedented opportunity to dene the scope and direction of their work. This freedom is both exhilarating and confronting, and it leads to fresh thinking which can expand the boundaries of practice. Insight and innovation begin by asking a new question. This year we have a wide range of research topics, from Grace Mills looking at emergent urban centres through to Hannah Wolter using shadows as a tool to design. The School of Architecture is proud to introduce these ideas into current discourse on architecture and design.
Graduate programmes in Designed Environments

The School of Architecture has two graduate programmesa Graduate Certicate and Graduate Diploma in Designed Environments. Both the Certicate 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 Certicate 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) oers specialised study in six areas: Architecture Architecture History and Theory Interior Architecture Landscape Architecture Project Management Sustainable Engineering Systems. The Graduate Diploma provides a pathway into postgraduate study for students who have graduated in one of the undergraduate disciplines of the BAS or BBSc degrees, who wish to transfer to a related discipline.
Programme structure
Graduate Certicate in Designed Environments (GCertDE) One trimester of full-time study or up to two years parttime (equivalent to four trimesters) 60 points Admission requires an academically strong 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 an academically strong 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 qualications at Masters level Entry into Masters qualications is based on academic performance in the GDipDE.
Specialisation information/programme structure
Graduate Certicate A Graduate Certicate requires 30 points (typically two courses) from your selected programme and 30 other points from courses oered 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 ve). 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 Pacic 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
Interior Architecture
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 Structures Construction Introduction to Practice and Management Building Code Compliance Sustainable Engineering Systems Design Sustainable and Regenerative Design
Landscape Architecture
LAND 311 LAND 312 LAND 321 Landscape Architecture Design Landscape Architecture Design Integration Landscape Architecture Construction
First Light: New Zealands entry to the Solar Decathlon

Every two years the U.S. Department of Energy challenges 20 international teams to design, build and operate solar-powered NetZero energy houses that are aesthetically pleasing and aordable. The winner of the biennial competition is the team that best blends design excellence, market appeal and cost-eectiveness with optimised energy use and production. Victoria University of Wellington entered the 2011 competition as the rst team ever from the southern hemisphere.
The solar-powered NetZero energy house uses only one-third of the energy of a typical New Zealand home. Energy savings have been obtained by carefully implementing solar passive design strategies. Features of the building include a canopy structure that provides shading, a well-insulated and airtight building envelope, thermal mass that helps keep temperatures consistent, an energy ecient heating and cooling system and energy ecient appliances. The power required for health and comfortable living is generated through photovoltaic cells and solar thermal collectors. A building management system measures the power harvested and energy used, and provides data to assist dwellers making smart choices about future energy consumption. The project is a prime example of the Facultys multidisciplinary research and design approaches that involve versatile capabilities from around the University. It is aligned with our philosophy to work collaboratively with industry partners and provided students with a praxis-oriented education. The First Light House was built in New Zealand, competed in Washington DC and returned to a permanent site at Waimarama Beach. More than 350,000 people attended the 10-day Solar Decathlon event in 2011. The house won rst place in the Engineering, Energy Balance and the Hot Water Competition, second place in the Architecture Competition, third place in the Market Appeal Competition and third place overall. Back in New Zealand the house gained further recognition in national design competitions. The house most recently won a New Zealand Institute of Architecture Award for International Architecture. Detailed information about the project can be found at www.rstlighthouse.ac.nz
Image credit: Ron Blunt Faculty of Architecture and Design 2014 - 15
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 dierent 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.
Career opportunities
Graduates move on to satisfying careers in the architecture profession, either establishing their own practices or working as employees in large rms 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 facilities management building conservation project management.
(opposite page) Creating Territories, ARCI 411 studio project by Gordon Yung. Faculty of Architecture and Design 2014 - 17
Undergraduate degree structure

Year one
At Victoria the rst year is unique because it is based on a diverse learning experience from the artistic to the scientic 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.
(top) SARC 162 project by Paul Dey. (bottom) SARC 112 project by Rory Tungatt.
Years two and three
Year two of the BAS in Architecture introduces disciplinespecic 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, Pacic 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 Pacic Designed Environments Introduction to Practice and Management
(top) ARCI 312 New Zealand School of Music project by Rachel Murray. (middle and bottom) ARCI 312 New Zealand School of Music project by Ben Allnatt.
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 Architecture Design Research Architecture 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 through an extended studio which allows students to demonstrate near-professional competency in dealing with large structures and complex accommodation needs. At the same time, studio courses emphasise research-led approaches to design. Students prepare proposals for a design-based thesis project which will be undertaken in Part Two of Masters study.
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) Creating Territories, ARCI 411 studio project by Gordon Yung. (righttop) Final-year project by Master of Architecture (Professional) candidate Hannah Wolter. (rightbottom) Final-year project by Master of Architecture (Professional) candidate Oliver Booth.
Patrick Li
Second-year Architecture student
Having already studied overseas, Patrick Li can say with conviction that Victoria provides a good student experience. In terms of social opportunities, student development and health and nancial services, I feel like Victoria is resourceful and balanced. Originally from Costa Rica, Patrick had an early interest in ne arts and geography, leading him to study Architecture. I enjoy observing landscapes and built environments, and architecture seemed like a discipline that merges the creative and the practical to inuence society at all scales. Academically, Patrick nds the competitive environment of the School of Architecture a positive challenge: In rst year, the competitiveness may seem daunting, but I feel like it really motivates students to bring out the best in themselves, and the high-quality work produced keeps coming through in second year, where I am now. Despite the challenges, the setting of Wellington provides an inspirational and welcoming atmosphere. Overall, I feel like Wellington is a very calm city to live in. My favourite place is the waterfront, where I can release stress and take in the fresh air. I ended up in Wellington due to my love of travelling, and I like to take on such opportunities as they come. Victoria can oer me a strong foundation in architecture that I can use as a step to extend my studies around the world. One of my life goals is to create something that is both remembered and studied by future generations.
Grace Mills
Master of Architecture (Professional) student
Studying architecture at Victoria has aorded Grace a huge amount of experiential opportunities both within and beyond the capital, enriching her academic success. I have grown up in Wellington and still enjoy it after what has been a pretty long run, and denitely to the credit of my architectural education at Victoria. Victoria has oered me many wider opportunities, including an overseas exchange to Copenhagen to study at one of the oldest schools in Europe, various design competitions and a research job over summer. In particular, Grace found her participation in the NZIA Graphisoft Student Design Awards a rewarding experience, and achieved a highly commended award for her thesis, An Agora Anew, which investigated architectural opportunities within an urban sub-centre context, a question of particular relevance to Christchurch. As nalists for the competition, we were own up to Auckland. We presented our work with nalyear students from other architectural schools in the country, so it was a fabulous opportunity to meet lots of interesting like-minded people, see a wide range of design projects and to present your own thesis to an interested panel of international judges. Grace credits Victoria for the support it provided over this experience. The School of Architecture was really supportive in this process, helping with costs, pre-competition practice, design advice and keeping us on our toes at all times they also kept us well nourished. It was a good way to end my time at Victoria and great to share the experience with architecture friends I had been studying with for ve years. It is denitely something to aim for.
Gordon Yung
Master of Architecture (Professional) student
In Gordons third year of undergraduate study at Victorias School of Architecture he began a blog to record his work. It has since become a collection of precedents and online resources from his time at the University and has amassed about 4,000 followers. Gordons success in his chosen area of study and the interest he draws from other like-minded people is motivated by an enjoyment of drawing. I have always been interested in the creative elds and the process of creating through design. My fascination with drawing throughout school was a massive driver for me to try my hand at architecture, which I saw as both a challenging and exciting profession. Once he got to Victoria, the preconceptions he had about what the eld entailed expanded greatly, moving him to participate in the community wherever he could. I have been a part of both national and international competitions, an opportunity that allowed me to receive personal feedback from architects and compare my work against other students from around the world. In particular, the chance to enter my project in the RIBA Presidents Medal was the most challenging and rewarding experience of my university studies. Gordons project Proximity and ArchitectureConstructing Territories explored the relationship between occupation, food and the city. It was shortlisted for the RIBA Presidents Medal in 2012, was the runner-up in the AAA Cavalier Bremworth Unbuilt Architecture Awards 2012 and won the Team Architects Scholarship in Architecture 2012 alongside projects from his peers. Modestly, Gordon credits a lot of this to the University. The success of this project would not have been possible without the guidance and support I received from my design tutor and course coordinator at Victoria. Gordons blog can be found at arkitekcher.tumblr.com
(opposite page) Creating Territories, ARCI 411 studio project by Gordon Yung.
Architecture History and Theory

Architecture History and Theory is a three-year specialisation of the 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).

Year one
Year one of the BAS in Architecture History and Theory provides you with a diverse learning experience from the artistic to the scientic 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
Career opportunities are diverse, and some require further specialised courses of study: architectural conservator archivist critic or writer curator historian theorist librarian museum researcher.
(opposite page) Final-year project by Master of Architecture (Professional) candidate Sam Skogstad. Faculty of Architecture and Design 2014 - 27
Years two and three
Years two and three teach students to acquire key skills and knowledge and a solid foundation in terms of history and theory, urban design, Pacic 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 theorybased 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 Pacic 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 120 points at 200300 level of which 75 points must be from ARCI, INTA, LAND or SARC.
(right) Final-year studio project by Master of Architecture (Professional) graduate Teresa Fitzgerald. (opposite page) Time Passes, nal-year studio project by Master of Architecture (Professional) graduate Renee Nankivell. 28 - Victoria University of Wellington
Postgraduate degree structure

Postgraduate Diploma in Architecture History and Theory (PGDipAHT)
Students specialising in Architecture History and Theory can continue studies with a one-year PGDipAHT. This leads into the non-professional thesis-based Master of Architecture. Students can take approved courses from Architecture, Interior and Landscape Architecture at 400 level for at least two trimesters. The PGDipAHT requires a total of 120 points consisting of:
SARC 451 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 in 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
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 exibility 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
Alice Brittenden
Third-year Architecture History and Theory and Bachelor of Arts in Art History and History student
After completing high school in Christchurch, Alice chose to study Architecture in Wellington because of advice she received from teachers and friends. During my rst year, however, I realised that I was more interested in the actual theory behind architecture rather than the practical application of it, so I chose to move into Architectural History and Theory, she says. The exible structure of the Architecture and History specialisation encourages taking courses from multiple disciplines, allowing for a highly tailored course of study, which suited Alice well. There is a huge diversity in the courses oered, and the lecturers are all passionate about the subjects that they teach. Taking courses in Design, Art History, Classics and History all relate and contribute to a comprehensive understanding of the history of architecture. Alice has always had plans to travel and work overseas, and studying the History and Theory Specialisation has given her all the more reason to do so, the result of studying History and Theory is the endless list of amazing buildings to visit! Alice was given the opportunity to study at Penn State University in the USA as a part of the Vic Overseas Exchange programme and will travel there for the second trimester.
Interior Architecture
Interior architecture is dened as the study of spaces and spatial experiences at the scale of intimate human experience. Interior architecture operates at the interface between architecture and industrial design. The discipline considers the social-cultural, the ecological, the historical and the contemporary context of interiors. Our 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 encouraged to take a strong personal position in relation to design, to experiment and to reect on the implications of their design position. Our programme aims to prepare students for leadership roles in the interior discipline. Our Interior Architecture graduates have the tools 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 interior spaces for buildings, spaces for movie narratives, spaces for video gamesany career that requires a specialised knowledge of how we interact within space.
Victorias Master of Interior Architecture degree is internationally recognised. It is aliated to the Interior Design/ Interior Architecture Educators Association (IDEA). Our graduates nd compelling careers as specialists within interior design and architecture rmsothers nd career opportunities in the following: interior architecture stage/movie set design gaming design retail design lighting design exhibition and furniture design event and set design environmental design.
(opposite page) INTA 412 project by Chloe Walbran. Faculty of Architecture and Design 2014 - 33

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.
(lefttop) Between Instability and Rejuvenation, Masters project by Samuel Whitburn. (leftbottom) Third-year studio project by Zhentiao Lin. (oppositetop) Third-year studio project by Cameron Price. (oppositebottom) Third-year studio project by Marco Duthie.
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-reection 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 Pacic Designed Environments Introduction to Practice and Management

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) Guardian to Self-Empowerment, Masters project by Asia-Rae Ormsby. (opposite page) The Interiority of Sleep, Masters project by Chloe Walbran.
Part Two Part Two, which completes the degree, is structured as a oneyear studio-based design research project, from a selected 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-specic 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
Matthew Reid
Master of Interior Architecture student
After a Victoria University representative came to talk to Matthews secondary school in New Plymouth, he was convinced Victoria was where he wanted to study Interior Architecture. Matthew believes that the Interior Architecture programme has exceeded his expectations. He says that it has been a lot of hard work, but has denitely been worth it. During his studies at Victoria, he has received a Summer Scholarship in his third year where he produced a number of drawings for research that Daniel Brown (Interior Architecture Lecturer) was doing on tombs in Milan. His advice to students considering postgraduate study is: understanding how the University functions, as well as knowing the sta would be an advantage when doing Masters it will help in future job opportunities. Upon nishing his Masters degree, Matthew intends to get involved in sport architecture, designing stadiums and facilities for major sporting events around the world. Wellington is a great city to be a student in. I have been here for ve years and it keeps getting better. Always so much to see and do. There are denitely a number of hidden treasures in and around Wellington, such as areas along the coast around Shelly Bay, Island Bay and even out at Makara.
Ariana Pia
Master of Interior Architecture student Te Rp whina Mentor
After completing high school Ariana moved from Nelson to Wellington and began working in the Display department at Kirkcaldie & Stains creating window installations. After two years, she moved to Germany for 18 months before realising that she wanted to go to university. I was curious about the Architecture and Design School so I went and had a talk with someone helpful up at Kelburn Campus who took me through the degrees that I could take and gave me the information that Id need. He encouraged me to go down to the Te Aro Campus and have a look around, regardless of the fact that it wasnt an open day. I came down to have a look and there was an exhibition on covering all the disciplines. It inspired me, she says. Being able to put my ideas into 3D forms always surprises me, and Ive learnt a lot without realising it. Getting to fth year was a surprise. Every year Ive always wondered whether I could do this project, this design, this essay because sometimes it seems like a lot of work to get through, but once Ive found something within it that Im passionate about then it gets easier, she says. Her advice to students considering doing postgraduate studies is to make sure that what youre considering for your thesis is something that youre passionate about. If youve ever wanted a chance to design something but havent been able to do it during your studies then this is your opportunity. Do it and be prepared to work hard. Ive met some amazing and extremely talented people here who continue to inspire me to reach for my goals. Being a part of Te Rp whina has opened a lot of doors for me; helping mentees shows me another perspective of my own work which I normally wouldnt consider.
Landscape Architecture
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 oered 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 eld 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 dierent 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.
(previous page) Masters project by Brad Ward. Faculty of Architecture and Design 2014 - 41

Year one
The rst 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
(left top and bottom) LAND 211/261 assignment by Anna Furniss. (opposite page) Anticipating the Big One, Masters project by James Fischer.
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 rst three years, students can be awarded the BAS in Landscape Architecture. Year two
LAND 211 LAND 212 LAND 221 LAND 222 LAND 251 LAND 261 Landscape Architecture and 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 Pacic Designed Environments Introduction to Practice and Management

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
(lefttop) Restoring Mauri to the Land (siteLake Waiorongomai, Otaki), fourth-year project by Winston Dewhirst. (leftbottom) Fourth-year studio project by Brad Dobson. (opposite page) Fourth-year studio project by Landscape Architecture graduate Nicholas Grin.
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
Maria Rodgers
Graduate Diploma in Designed Environments (Landscape Architecture) student
Coming from a family of gardeners, Maria Rodgers grew up surrounded by plants. Gardens have always been a part of my life, as has creating beautiful things and images. Looking back, she feels this planted the seed of a desire to work in landscape architecture. She embarked on an artists career, studying at Elam Art School and continuing to create and exhibit her work. The decision to venture into landscape architecture came more recently. I decided to combine my two interests and started studying landscape and doing some photography and writing on gardens for various magazines. I realised I wanted to learn more and try returning to university. Maria made some enquiries and discovered that with her previous study she was able to enrol for the Graduate Diploma in Designed Environments with the School of Architecture, a shorter course to get her to the Masters level. Initially, going back to study was hard, but with the help of sta and my peers I got up to speed with the computer skills necessary. The help of and communication with fellow students in particular is a highlight for Maria. I enjoy working alongside my fellow students. I feel at home in the Landscape Architecture programme and enjoy the community of people who have a shared passion. It has opened up the expansive eld of landscape architecture for me.
Natasha Milne
Master of Landscape Architecture student
Design means dierent things to dierent people, and for Natasha Milne it is rst and foremost a form of expression. For as long as I can remember I have been drawing, painting, modelling or doing something creative because it is what I get enjoyment from and the way in which my brain works unlike my sister, I never quite grasped numbers. Studying Landscape Architecture at Victoria was the perfect t as a creative outlet for Natasha. Landscape architects have a larger scope (outdoors) to work with than architects, which is why the eld is good for me. I had always been interested in the outdoors, and was introduced to native plant names from a young age after spending years walking around the forest with Dad. Landscape architecture just made sense. I treat each design as unique, with dierent opportunities and limitations. Victoria also oered Natasha opportunities beyond the University that helped to expand her creativity and form her design approaches. The IFLA (International Federation of Landscape Architects) conference was a great opportunity, and the chance to work with iwi and do a project for them. This has given me a huge insight about working with dierent cultures as we will be doing this throughout our profession in New Zealand. Victoria has great lecturers who are very passionate about the course. There have also been good-quality guest lecturers who have been very knowledgeable and interesting to listen to. We had a lecturer from France. She taught the class a lot as we were exposed to dierent ways of learning and it really tested the way we think about design.
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. 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. For more information on the BBSc and its specialisations, go to www.victoria.ac.nz/bbsc
(opposite page) Inside First Light House. Image credit: Ron Blunt Faculty of Architecture and Design 2014 - 49

Year one
In your rst year you study core courses alongside students in the rst 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 dierent disciplines contributing to it. The rst 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. 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
Years two and three
In the following two years you will study core Building Science topics including construction, structures, environmental science, systems and 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. Depending on your choice of courses you can specialise in either Sustainable Engineering Systems or Project Management. The Masters 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.
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.
Master of Building Science (MBSc)
The 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. You can specialise in either Sustainable Engineering Systems or Project Management. During the rst 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, 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.
Specialisation
Project Management Sustainable Engineering Systems
Year of study One

BBSc year one BBSc Sustainable Engineering Systems
Two
Three
Four
Five
BBSc Project Management
MBSc Master of Building Science Project Management MBSc Master of Building Science Sustainable Engineering Systems
Project Management
Project management is the methodical approach to planning and guiding project processes from start to nish. The processes are guided through ve stages: initiation, planning, executing, controlling and closing. Project management can be applied to almost any type of project. Victoria oers a 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. 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 qualication.
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.
(opposite page) Project by Phd student Anastasia Globa. Faculty of Architecture and Design 2014 - 53
Sustainable Engineering Systems

Sustainability is an important component in the built environment. It involves the promotion of energy ecient buildings and minimising the harm to our environment. At Victoria, we oer 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 focuses 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 ecient 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. This specialisation is available at a postgraduate level within the Master of Building Science (MBSc), for students who wish to pursue further study at postgraduate level for a professionally recognised qualication.
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 re design and regulations quantity surveying acoustic engineering technical writing.
(opposite page) Third-year Studio project by Loren Pingol. Faculty of Architecture and Design 2014 - 55
Keshi Meyer
Third-year Building Science student
Keshi Meyer fell in love with Wellington when she moved to the city from the Waikato to study in the Building Science programme at Victoria. I absolutely love Wellington! Its so dierent to any other place I have visited. All the people just t in, no matter who they are or what they do. This sense of being is also what drew Keshi to Building Science, because it was down-to-earth and could be used in many dierent ways. Keshi felt that the programme assisted her in nding her career path. I was drawn into the construction eld early on, but it wasnt until the end of my rst year when I really looked into building science as a possible career. This is a typical experience for students in the School of Architecture, where the rst year is shared before the student chooses their specialisation for the second year, allowing them to discover their passions and where their strengths lie. Once that passion is ignited, students are able to nd their niche in the professional world. Being able to go on site visits and talk with some of the professionals really helps to understand what happens in the real world, it puts everything in perspective. And what happens after students graduate is, of course, just as important as their time at Victoria. At the moment, my plan would be to stay in Wellington to get a job, or head down to Christchurch to help out with the Christchurch rebuild.
School of
Design
Weve known for some time that the School of Design is a leader in New Zealand design education, with pioneering programmes, the latest digital technologies, world-class facilities and passionate, dedicated educators and researchers. And now we can proudly back up that claim with the results of the Tertiary Education Commissions recent ranking of New Zealand universities, which placed Victoria University as number one university in the nation for research quality and number one in the design subject area. We are delighted with these results and are inspired to continue to grow our strengths, develop new areas of expertise and to remain ahead of the pack. One of the reasons we have been able to establish such a reputation for excellence is the distinctive character of innovation at the School of Design. We recognise that design, as a relatively young discipline, thrives in an environment of porous boundaries, innovates with the fertilisation of diverse teams and imagines the as yet unimagined through conceptual thinking and collaboration. Building such porosities into our curriculum and research programmes provides clear areas of focus and expertise in key areas, while also allowing opportunities for cross- and interdisciplinary teamwork. In a number of our studios, you will nd students from across our specialisations working together, forging new design approaches, pathways and solutions. This environment of
creative collaboration is mirrored in the multidisciplinary teaching and research capabilities of the School of Design, as well as the signicant international prole, expertise and experience of our academic sta. The commitment to foresee and lead the latest developments in design education, and to engage with local, national and global contexts is core to our methodology of design education. Such willingness to accommodate change and to adapt to new challenges is essential for design in the 21st century. As a young discipline and a practice design is constantly evolving. We have composed our academic programmes to meet new trends, technologies and approaches as they emerge. The Bachelor of Design Innovation (BDI), the Master of Design Innovation (MDI) and the Design Research Innovation Lab (DRIL) PhD programme all demonstrate a clear commitment to research, innovation and value creation by, through and for design. This approach ensures that our graduates are prepared for the changes they will face in their professional careers, and provides them with the tools, skills and methods necessary not only to recognise their potential but also to actively implement meaningful change. www.victoria.ac.nz/design www.schoolofdesign.ac.nz
Shiping Tooheys wearable technology design, Cinderella Intoxication, which featured in the World of Wearable Arts show.
Bachelor of Design Innovation (BDI) overview
At the School of Design we oer a three-year BDI with three specialisationsIndustrial Design, Media Design and Culture+Context. The BDI then leads into a two-year Master of Design Innovation (MDI). These degree structures give students a greater variety of recognised qualications and a much greater opportunity to customise their course of study to their individual interests and intended careers. Students are encouraged to include minors within the BDI, thereby allowing them to easily customise their course of study with a secondary eld. Culture+Context emphasises the importance of this outside eld requiring enrolled students to pursue a minor in a non-design discipline, while Media Design and Industrial Design students may also choose to pursue a minor in a second discipline, but it is not compulsory. Minors oer Design students a unique ability to construct courses of study not available elsewherenationally or internationally. A core characteristic of Design at Victoria is the emphasis on interdisciplinarity. This is a result of our belief that design and design education are enriched through interaction with disciplines not typically associated with design. This approach has real-world benets, as demonstrated by our graduates who occupy a great diversity of professional positions and are pursuing exciting career pathways, both in New Zealand and abroad. The BDI and MDI degrees are aimed at educating future generations of designers, design consultants, design educators, curators, critics and advocates. The breadth of expertise and interest held by these future design leaders will strengthen the operating framework for design by contextualising it within theoretical, technological, commercial, social and cultural contexts. Because of this emphasis, whatever direction our design graduates choose to follow, they take with them the knowledge that design is an agent for positive change, and the skill set to realise their goals. Innovation is also a central aspect of design education at Victoria, as reected in the names of our qualications. In studios and seminars an experimental approach to design and design education is practised at the School. This methodology encourages creative and critically reective design solutions. Innovation is a key part of any research project, and at the School of Design we are proud of our research-led programmes. This is true for both the BDI and the MDI, with sta research informing the undergraduate experience, and at the Masters level, with students actively engaged in research and the creation of new knowledge through good design. For more information on the BDI and its specialisations, go to www.victoria.ac.nz/bdi
(opposite pageleft to right, top to bottom) Projects by Yun Jeen Loh and Zhou Fang, Cole Holyoake, Rebekah Dorman, William Barber, Warren AristonSmith, Christopher Callus, Lily West, Dylan Gordon and Jeremy Hooper. 60 - Victoria University of Wellington
Master of Design Innovation (MDI) overview
The MDI is available in all three specialisationsIndustrial Design, Media Design and Culture+Context. Additionally, students can complete an MDI degree with a Computer Graphics specialisation. This oers students a structured qualication that provides necessary support throughout the two-year programme. The MDI acknowledges that a Masters degree is becoming the standard entry-level professional qualication in Europe and provides students with the skills necessary to condently navigate an impressive professional career pathway. 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-focused research methodologies and design in multicultural 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 dierentiate according to strategic design objectives engage with industry and cultural organisations through applied research projects encourage international exchanges at the postgraduate level.
New postgraduate programme in Computer Graphics announced
In 2012, the School of Design introduced Computer Graphics as a new Masters programme within the MDI. 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 102 for details.
Graduate Diploma in Design Innovation (GradDipDI)
The MDI will:
The 120-point GradDipDI is a exible 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 will also be particularly useful for students coming from other institutions prior to entry to the two-year MDI programme.
PhD overview
The Design Research and Innovation Lab (DRIL) provides the context and community for innovative design research to develop and ourish 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
Undergraduate and postgraduate chart

Specialisation
Culture+Context
Year of study One Two Three

BDI Culture+Context
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 BDI year one
BDI Industrial Design
Media Design
BDI Media Design
Online successPinokio
Sometimes, things are not what they seem. This is the opening line of the project video about Pinokio, an animatronic lamp created by Design School students Shanshan Zhou, Adam Ben-Dror and Joss Doggett. This video has close to 900,000 views on vimeo.com and also made the Sta Pick list. Pinokio was a collaborative project between Media Design and Industrial Design students. The brief was to bring an everyday object to life, with a surprise, and Zhou says coming up with the concept of Pinokio took a lot of discussion and creative brainstorming. Pinokio is a robotic lamp, equipped with camera and sensors, driven by an Arduino microprocessor and programmed with Processing. Pinokio responds to both humans and its environment based on what it sees and hears, and also exercises its free will by disobeying human command when it is switched o, switching itself back on again. Shanshan Zhou was in charge of the designing and programming of Pinokios Articial Intelligence, and says she approached this by drawing inspiration from the knowledge she had gained studying dierent elds of Media Design at Victoria. From object-oriented programming to game design and 3D animation, I was lucky because only Victoria would allow their undergraduates to learn so many dierent things in just three years. I have always wanted to pursue a career in the creative and new media industry, says Shanshan. Studying Media Design at Victoria University of Wellington has not only equipped me with professional skills and a better understanding of cutting-edge topics in new media, it has also taught me to think forward, stay curious and be open to new ideas. These are precisely the traits that brought the team great success with Pinokio, and Shanshan would argue that they not only make us better designers, but more open-minded and adaptable people as well. http://vimeo.com/channels/stapicks/53476316
(right) Pinokio looking for someone to play with. (opposite page) Shanshan and Pinokio interacting. Faculty of Architecture and Design 2014 - 65
First-year Design
Programme overview
A unique and distinguishing feature of the School of Designs rst-year Design programme is its cross-disciplinary nature, which allows for relationships across Culture+Context, Industrial Design and Media Design to be investigated and redened. In an intense and integrated programme of study, rst-year students investigate a broad range of essential design ideas, principles, histories, theories, practices and strategies. Reections on two-, three- and four-dimensional design ideas are also undertaken during this rst year, allowing students to challenge traditional and presumptive denitions of design. The rst-year Design programme oers a highly structured learning environment that 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 condence 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 with both the physical and the digital while evolving a commitment to a specic design discipline. Following the rst-year Design programme, students apply for selection into a specialisation.
(opposite page, left to right, top to bottom) First year projects by Jack Hawke, Janice Lum, Frances McMichael and Sebastien Voerman. Faculty of Architecture and Design 2014 - 67
Culture+Context
Culture+Context combines design research, thinking and critical practice in the pursuit of creative solutions. A unique programme in New Zealand, the specialisation gives students the opportunity to design objects, systems and environments (both real and virtual) within a critical, analytical and conceptual framework. Culture+Context is conceived around an understanding that cultures shape design, and in turn, design shapes cultures. Topics explored in Culture+Context courses include: conceptual and experimental design practices design research methods including ethnographic and psychological approaches social design for/and with communities sustainable design theory and practice DIY design and maker cultures design for the cultural sector including exhibition design and curation photography, digital imaging and computer culture. The Culture+Context specialisation oers a cross-disciplinary qualication for students who have a strong interest in design and who seek professional career opportunities in a wide variety of design and design-related elds, 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. The minor must be made up of courses from outside the BDI schedule. Suggested minors include: Architecture History and Theory Art History Asian Studies Computer Science Creative Writing Cultural Anthropology Development Studies Electronic and Computer Systems English Literature European Studies Film Geography Management Mori Studies Marketing Media Studies Music Pacic Studies Philosophy Psychology Religious Studies Sociology Theatre.
(opposite page) Working from the poetry of Bauldelaire, Walter Benjamin describes the aneur as someone abandoned in the crowd. In Domestic Cityspaces, a photo-essay for CCDN 331 Live Theory, Mata Freshwater subverts this idea of the aneur, literally abandoning the crowd of a bustling metropolis and seeking a quiet domestic stillness.
There are unlimited opportunities potentially 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 Asian Studies Cultural Anthropology Development Studies Film Management Mori Studies Marketing Media Studies Psychology Sociology
Career
Museum/gallery curator, design critic, event/experience designer International design ambassador, policy advisor, design consultant Design researcher/consultant, trend analyst NGO strategist/consultant, service designer, policy advisor Film industry writer, critic, producer Agency manager, design srategist, marketing and advertising executive Mori design advocate/curator/specialist Marketing and advertising executive, advertising planner, design strategist, entrepreneur Media researcher, producer, entrepreneur Product/system interface and usability designer Design consultant/design critic/social issues advocate
*Culture+Context students are also able to select two minors.
Lomographic Flight by Marius Myklebust was produced for CCDN 244 Expanded photographics and explores the relationship between ight and lm.

Year one
The rst 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 congure it accordingly with a view to their ultimate specialisation or intended areas of focus. Students need to identify and commit to their outside minor in the rst 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 (DSDN 144 is recommended) and three elective courses *WRIT 101/151 may be replaced with any 100-level course oered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.
(left) Alexandre Bannwarths project for DSDN 101 Design Visualisation explores his own national identity in a ash animation of a stork and pkeko. (opposite page) The Subverse by Rob Chesney is a guitar amp system designed for corporate disruption, inltration and guerrilla tactics. Produced for CCDN 231, a guitar amp is built into a plain-looking business briefcase and can be used wirelessly from up to 9m away.
Years two and three
In year two of the BDI, Culture+Context students will gain insightful and critical understanding of design research, design thinking and critical practice. In year three, students will acquire a broad appreciation of how design contributes to the elds 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 anities between design and their minor in a studio context. Year two
CCDN 271 and two of: CCDN 231 CCDN 233 CCDN 244 Experimental Design Ideas Design Ethnography Expanded Photographics Design as Inquiry
and elective courses to the value of 60 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 oered for a major, including at least 15 points from courses at 300 level [+] 75 points from BDI courses [+] a total of at least 80 points from courses numbered 200399, including at least 20 points at 300 level.

The Master of Design Innovation (MDI) specialising in Culture+Context is a two-year course of study taught in two distinct sections.
Part One
In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Culture+Context-specic 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 one course from: CCDN 431 CCDN 444 CCDN 471 CCDN 472 Conceptual Design Ideas Computer Generated Culture Cultural Factors Advanced Theory Design Led Futures Research Methods
and elective courses at 400 level to the value of 30 points
(lefttop) Designing Death by Lauren Wickens, Amanda Symon, Joy Whittington and Brian Kristensen, produced for CCDN 371 Cultures of Design, critically explores attitudes to euthanasia. (leftbottom) AquaLeg Prosthesis by Francis Guerin and Mark Ewing, produced for CCDN 371 Cultures of Design, critically explores the future power and usuability of bionic limbs.
Part Two
In Part Two work is devoted to the development of an original creative or theoretical work by thesis. Each student will complete one elective course and a 90-point thesis. The thesis oers the opportunity to explore design issues to signicant 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.
(righttop) Indigenous Knowledge: A Visual Exploration by Jodi Meadows, produced for CCDN 332 Design +, visually explores products and customs involved in food rituals in Fiji. (right bottom) What is Metaphor? by Lee Woodman is a creative interpretation of the rhetorical device of metaphor produced for CCDN 332 Design +.
Kelly Ann McKercher

BDI in Culture+Context graduate
Kelly Ann McKercher was snapped up by the professional world almost immediately after graduating, which she thinks was more than just luck. The Culture+Context programme helped me to become a better critical thinker in the design space. I was able to speak the language of design and that opened up a lot of doors for me. Not one to settle for the ordinary, Kelly was drawn to Victoria Universitys School of Design because she wanted to learn how to think critically. I wanted not only to learn how to do design, but also to think and to talk about it. Victoria more than lived up to these expectations. I was blown away by the calibre of lecturers and methodologies taught at undergraduate level. The Culture+Context programme set me up for a career. Now working for New Zealands leading Usability Consultancy, Kelly Ann is carving out the career she desired as a Service Designer, facilitating the creation of new social services as well as helping to shape the ideas of start-up companies working in the medical innovation space. I hope to carry on this path and also take my practice overseas to the best international consulting rms.
(left, top and bottom) The Ethnography of Sheet Fort Building by Kelly Ann McKercher produced for CCDN 332 Design +.
Mata Freshwater
Culture+Context and Bachelor of Arts in Cultural Anthropology and Film student
Mata Freshwater has experimented with some interesting mediums over the course of her undergraduate degree in Culture+Context design at Victoria. The best thing about the Culture+Context programme is being able to try big ideas and new mediums in thought-provoking ways. I worked as a Research Assistant over the summer for a lecturer, where we made a Grow Your Own Lamb service, making (speculative) in-vitro meat for customers. I had to sew a few dierent cuts of lamb out of felt for an online service, where one could choose to grow lamb either the natural way or with biotechnology getting paid to craft in-vitro meat was one of the best jobs Ive had! Mata has also had the opportunity to work using lm, complementing her Bachelor of Arts. Culture+Context gave me the opportunity to hone and learn practical skillsmy current niche being illustrating and video making. This was a fun way of combining my majorsIve made a couple of videos, which is a great way to add my own humour and quirkiness to more serious topics. In her nal year of her degree, and working as a tutor at Victoria, Mata is drawn to both the academic and the professional world of Culture+Context design, and feels that her time at Victoria has prepared her for both. Victoria has allowed me to try new ideas, learn and hone my skills and nd what I am really interested in. I have had a variety of job experiences, and have met and had my work recognised by industry professionalswhich is amazing! Mata was also awarded the Gibson Group prize for Excellence in the Culture+Context programme.
Social Design produced by Mata Freshwater is a video piece that explores the denition and role of social design.
Fall O by Sam Stringleman. Computer generated through a web interface in which surface density is dened by the placement of objects on a virtual table. Runner-up in the 2012 NZ Student Craft/Design Awards.
Industrial Design
Industrial design questions complex social and cultural issues and seeks solutions through the medium of manufactured products. Using technology in innovative ways, industrial design pursues new and unexpected insights that result in original, useful and meaningful products or systems to enrich daily life. The programme encourages a hands-on experimental approach to design with a focus on creative applications of digital technologies that result in physical outputs. Through these technologies students are encouraged to consider new and more sustainable forms of manufacturing and distribution. With full access to the Schools extensive digital prototyping capabilities, students quickly build expertise in digital creation, 3D modelling and visualisation, digital fabrication with a particular emphasis on 3D printing and additive manufacturing. Another area of the specialisation is the investigation of the human body and mind through design experiments that address peoples physiological, cognitive, behavioural and emotional systems. The Industrial Design programme also encourages creative exchange with other specialisations, such as Culture+Context, allowing students to explore the theoretical, social and cultural aspects of the discipline. In conjunction with Media Design, students can investigate interactive, responsive and intelligent technologies, products and environments. Industrial Design students can elect to include a minor (for example, with engineering or commerce), to enhance their practice-based studies, although this is not required. The programme is committed to collaboration with industry leaders in New Zealand and internationally, and encourages students to reach wider audiences and explore ideas within a business and entrepreneurial context.
The Industrial Design specialisation prepares graduates for work as designers in an exciting variety of professional product design areas such as healthcare, oce and industrial equipment, furniture, home entertainment, homeware, personal accessories, sports and leisure, transportation, agricultural products, lighting and architectural and urban products. Depending on interests and expertise, graduates may target a specic product category as an in-house designer or may prefer the diversity oered by consultancy. Specialisations within the discipline such as computer-aided design (CAD) expertise or human factors will lead to more focused career niches, while careers in related elds such as design education are also possible.
Opportunities include:
Product designer Design consultant/design strategist CAD and digital prototyping designer Product development project manager Film prop/set designer Exhibition designer Human-focused designer Academic/corporate design researcher Design and technology educator Biodesign/bio-medical designer.

Year one
The rst 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 congure 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 rst trimester of study. 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 oered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.
(lefttop) Ongka by Vimal Patel is based on the culture of tribal gift exchanges in Papua New Guinea. (leftbottom) POD by Greenngers, a team of second-year Industrial Design students: Adam Ben-Dror, Casey Lin, Robert Skene and Nick Johnston. POD suggests a new way of socialising by growing herbs and vegetables in the kitchen and sharing them with neighbours. The students developed the slogan Grow Share Enjoy. (opposite pagetop) Sugar Spoon by Ashleigh Woodmass, Umar Green and Alice McGall is a teaspoon made of sugar that is placed within sugar sachets, causing people to think twice before adding sugar to their coee. (opposite pagebottom) Revival Vest by James McNab, a self-inated life jacket that is triggered to inate by bodily changes that indicate drowning. Runner-up in the 2012 International James Dyson Award.
Years two and three
Year two of the BDI in Industrial Design teaches students how to acquire and use the core skills and knowledge of the discipline. Students may choose to complement their core courses with electives in a specic area of focus, currently digital fabrication and manufacture or human aspects of design, or they may choose a more general approach. Year three provides deeper design knowledge with an emphasis on agility, thoughtfulness, resourcefulness and inventiveness to answer more complex design questions. Year two
CCDN 271 INDN 211 INDN 212 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 60 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.

The Master of Design Innovation (MDI) specialising in Industrial Design is a two-year course of study taught in two distinct sections.
Part One
In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Industrial Design-specic 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 one course from: INDN 441 INDN 452 Creative Digital Manufacturing Design and the Human Body Design Led Futures Research Methods
and one elective course at 400 level from the MDI schedule
(left) Memoirs by Ashleigh Woodmass. 3D-printed jewellery with USB capabilities. (oppositetop) Datavores by Sarah Kong is a future study of edible data storage creatures. (oppositebottom) Weaving Code by Earl Stewart, a 3D-printed shoe that is parametrically designed to adapt to an individuals foot.
Part Two
In Part Two students work is devoted to the development of an original creative work by thesis. Each student will complete one elective course and a 90-point thesis. The thesis is a selfinitiated project oering the opportunity to explore industrial design to signicant 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.
An inated ower from Seamless Blossom shows the inner design detail. (righttop) Richard interacting with the complete Seamless Blossom installation, with the addition of some escaping owers. (rightbottom ) Close-up of the blossoms.
Richard Clarkson
BDI in Industrial Design graduate
After graduating with a BDI and starting his Masters, Richard Clarkson was oered a scholarship to continue his studies in New York. In taking up this opportunity, he reects how the city, and the School of Design, have shaped his views and design philosophy. New York is incredible but I dont think I could have made it coming from a small farm in Hawkes Bay without Wellington as a middle ground. Richard has always valued Kiwi ingenuity and resourcefulness, and appreciated Victorias School of Design as a programme that not only accepts this but fully embraces inventiveness and pushing all avenues within design. Going into the programme, I was a little unsure of what to expect, but the solid foundation in the physical, theoretical and digital was well balanced, placing the programme in very good stead to deserve international respect. While at Victoria, Richard has produced exceptional design work that has been heavily internationally blogged. Before leaving for New York, Richards Seamless Blossom featured in the DeSForM 2012 conference at Victoria University and drew attention from internationally renowned Canadian architect Philip Beesley. The Seamless Blossom project was all about creating an inatable 3D print. It explored the potential of the technology combined with the generative potential of 3D CAD programs. Basically, its a curved hollow chamber with exible rubber. As you inate it, it creates a gap of air that pushes against the inner layer, forcing the outer layers open. It almost blooms, like a ower. Not only is Richards design stunningly beautiful when interacted with but it also pushes the boundaries of 3D printing technology. Indeed, it is the worlds rst inatable 3D print and as such will gain Richard further international recognition. Richards work is available online at www.richardclarkson.com
(righttop) Coloured viscous liquids indicate earthquake magnitude in Quakescape. (rightbottom) Quakescape. The unprecedented 3D printer has garnered worldwide media attention, including the Smithsonian magazine blogs compliment, Probably the worlds most beautiful seismograph.
James Boock
BDI in Industrial Design graduate
James Boock has a bright future overseas after completing his undergraduate-level study at Victoria. James will be starting his Masters in Product Design at The Royal College of Art in London this year, and feels ready to take this challenge on with the skills he has picked up at Victoria. Victoria has given me the tools to succeed as a designer. It has taught me how to get noticed through marketing and publicising products using specic media such as the internet. It has also given me contact with companies oering experience for students. James was drawn to his eld of study because of its broadness as a subject, which enabled me to nd my own niche within it. I feel as though I got the correct amount of guidance throughout the programme leaving myself near the end of my studies with a lot of freedom to explore areas I really found interesting. In particular, James enjoyed the opportunity to explore these broad areas and skills in a group project in his nal year, Quakescape. Quakescape is a 3D fabricator that works by taking earthquake data from the site GeoNet (www.geonet.org.nz) and transferring it into the medium of art by using Arduino technology. Quakescape creates a transformation of data that is often seen as negative and changes it into a completely dierent medium that is artistic, physical and unique. The project was a collaborative project with fellow Industrial Design students Josh Newsome-White, George Redmond, Philippa Shipley, Hannah Warren, Brooke Bowers and Richie Stewart. It was a really ambitious project but we always knew it had pulling power and would create interest because it was relevant (around the time of the Christchurch earthquakes) and utterly unique. I found the heart of the concept uplifting because it takes what is referred to as dark data and turns it into a beautiful piece of art. We all worked very hard as a group and thoroughly enjoyed it. James aims to take these skills and explore them while in London. Overseas I will continue to explore design and express my design beliefs and values. One day I would like to own my own studio.
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 Design courses are predominantly studio-based. This means that most of the time students are brainstorming and concept-building, 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 identied three areas that are prominent both locally and internationallypostproduction, game design and interaction design. These areas also align closely with the expertise of the Media Design lecturers. All of Media Design course work falls within these three areas which clearly indicate professional pathways with signicant potential and growth. New Zealand excels in these elds, 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 Interaction designer Media installation designer Mobile applications designer Motion graphics designer Multimedia artist Special eects artist Video production specialist.
(opposite page) Zobeide, an algorithmic city by Chris Callus. Faculty of Architecture and Design 2014 - 89

Year one
The rst 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 congure 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 rst trimester of study. Year one
DSDN 101 DSDN 111 DSDN 112 DSDN 142 DSDN 171 WRIT 101/151 Design Visualisation Ideas and Principles of Design Introduction to Interaction Design Creative Coding Design in Context Writing English or Writing English as a Second Language*
and two or three elective courses *WRIT 101/151 may be replaced with any 100level course oered by Victoria University by students who have achieved 14 credits in NCEA Level 3 English, history, art history, classics, geography or economics.
(top) Screen capture from Mesi, iPhone application to connect students, by Maurizio Frances, Zhou Fang, Amber Martin Van Velzen. (bottom) Reactionary Evolution, character model render by Jordon Shand. (opposite pagetop) Screen capture from Torsion, space-based digital game by Max OBrien-Bowling, Alastair St Pierre, James Greenwood, Devyish Gandhi, Kieren Carenegie and Rolan Bewick. (opposite pagebottom) Screen capture from TrickShot, futuristic trick basketball game by Maruzio Frances, Kade Lee, Thomas Creagh, Owen Bannister, Carl McMillan and Luke Bravenboer.
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 specic area of focus such as interaction design, game design 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 271 MDDN 211 MDDN 241 MDDN 242 MDDN 243 MDDN 251 Design as Inquiry Digital Video Creation 3D Modelling and Animation Computer Graphics Production 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 Eects Audio-Visual Space Advanced Computer Game Design Wearable Technology Ubiquitous Computing three courses from:
and elective courses to the value of 40 points 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.

The Master of Design Innovation (MDI) specialising in Media Design is a two-year course of study taught in two distinct sections.
Part One
In Part One students can customise their course of study by selecting from a range of cross-disciplinary and/or Media Design-specic electives. The Media Design electives reect the three discipline areas the programme aligns with: interaction design, game design 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 one course from: MDDN 412 MDDN 414 MDDN 415 MDDN 441 MDDN 442 Interaction Design Topics in Postproduction and Special Eects Topics in Computer Game Design Computer Graphics for Film Computer Graphics for Interaction Design Design Led Futures Research Methods
and one elective course at 400 level
Part Two
In Part Two students work is devoted to the development of an original creative work by thesis. Each student will complete one elective course and a 90-point thesis. The thesis is a selfinitiated project oering the opportunity to explore design to signicant 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 at 400500 level All courses are subject to approval.
(opposite page top) Physical Computing project Wool Keep a City Warm by Emily Steel. (opposite pagebottom) Quadrocopter design Flyris by Hadley Boks-Wilson. (righttop) Sound sculpture Skatescape by Martin Lim. (rightbottom) Levana, an interactive, illuminated wedding dress by Anindita Candrika and Tamtawan Minwong.
Ben Hartley
BDI in Media Design graduate
Ben Hartley was drawn to Wellington from Auckland in 2010 by the vibrant culture and creativity the capital oers, ultimately leading him to study in the Media Design programme at Victoria. What struck Ben about the programme is the development over the course of the degree, and the wide range of skills involved. During my three years of study, I have acquired a diverse range of skills, spanning various forms of design, many of which I was previously unaware of. First-year Design opened my mind to creative expression with classes that led me to explore the fundamentals of design. Second year expanded on these ideas, encouraging me to develop a more rened approach to creative thinking. Finally, third year took me in depth into some powerful tools that would see me realise my full potential. A crucial part of this development was the practical work involved in his projects, which have been unique experiences in themselves. Ben learned about the abstract relationship between sound and aesthetics through producing a steampunk inspired sculpture that emits an industrialised soundtrack composed of mechanical sounds. These skills and experiences were invaluable for Ben, adding professional standard work to his growing portfolio, and equipping him for the workforce, which he was almost immediately hired into. Now a Junior Designer at mobile app development company Alphero, Ben is able to practically apply the skills and interaction design knowledge he developed at Victoria in a professional environment, working on user interface and user experience for iPhone, Android and web apps.
Valrada, an algorithmic city. (previous page) Requiem for the Machine: The Hidden Chronometer, a collaborative project by Ben Hartley and Romy Bromley.
Micah Sargisson
BDI in Media Design graduate
Initially, Micah Sargisson decided to study Media Design at Victoria to complement a Sonic Arts minor at the New Zealand School of Music, but an interest in design developed into a passion over the course of his undergraduate degree. Studying Design at Victoria oered me an insight into a broad range of design disciplines, some that I had no idea even existed, and that I would not have experienced in a dierent course of study. The Media Design programme sits at the forefront of technological design. I feel like many of the technologies I have touched on over my three-year degree will become even more useful to me down the track. This insight into a broad range of disciplines has had both academic and real-world benets for Micah. It taught me that learning is a constant process in design, and how to be proactive in problem solving this has allowed me a great amount of exibility when working with clients, as each project is concept driven rather than relying on an established and often limited skill set. Micah has been able to apply the skills picked up at Victoria in his freelance work, and has just nished designing his rst album cover (pictured)for platinum New Zealand band Shapeshifter. It has been a great experience working from concept stage right through to nal product. I will start working on live visual content and stage production soon. I am relishing the opportunity to work across such a diverse range of mediums.
(previous page) Screen capture from a promotional video made in MDDN 211. (right) Album and single release cover design for Shapeshifter.
MDI with Computer Graphics specialisation

Since 2012, the School of Design proudly oers the Masters qualication (MDI) with a specialisation 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 is 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 eld with a highly competitive advantage.
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 reect 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 eects artist Technical director for special eects Video production specialist.
(opposite page) Cecilia, The Continuous City, an algorithmic city by Shanshan Zhou. Faculty of Architecture and Design 2014 - 99

Year one
The rst 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 112 DSDN 142 DSDN 171 COMP 102 COMP 103 MATH 161 Design Visualisation Ideas and Principles of Design Introduction to Interaction Design Creative Coding Design in Context 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.
(lefttop) Ersilla, algorithmic design by Emma Taylor. (leftbottom) Entanglement by Andrew Millar. (oppositetop) Agria, algorithmic design by Rosanna Fong. (oppositebottom) The Trading City of Ersilla, an algorithmic city by Saul Paley.
Years two and three
For Media Design students planning for the Masters programme in Computer Graphics, years two and three of the BDI will continue to build the minor with the requisite courses in Computer Science in order to properly prepare for this special qualication. Year two
CCDN 271 MATH 151 COMP 261 MDDN 241 MDDN 242 MDDN 243 Design as Inquiry Algebra Algorithms and Data Structures 3D Modelling and Animation Computer Graphics Production Intro to Computer Game Design
and one further MDDN course at 200 level
Year three
COMP 308 CCDN 331 MDDN 311 Introduction to Computer Graphics Live Theory Postproduction and Special Eects
two further MDDN courses at 300 level and at least 35 pts of electives must be completed in years two and three. Electives must include one course numbered 200300 level* *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.

The Master of Design Innovation (MDI) with a specialisation in Computer Graphics is a two-year course of study taught in two distinct sections. At postgraduate level Computer Graphics can be undertaken within either the Master of Design Innovation (MDI) or the Master of Science (MSc), depending on the students focus and background. (Refer to the Faculty of Science for information on the MSc in Computer Graphics.)
Part One
In Part One students can customise their course of study by selecting from a range of Computer Graphics-specic 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
(lefttop) Bernice, an algorithmic city by Toby de Friez. (leftbottom) Cecilia, an algorithmic city by Zhou Fang. (righttop) City of the Lost, an algorithmic city by Kris Bacaling. (rightbottom) Zaira, an algorithmic design by Seon Mi Yoon.
Part Two
In Part Two students work is devoted to the development of an original creative work by thesis. Each student will complete one elective course and a 90-point thesis. The thesis is a selfinitiated project oering the opportunity to explore Computer Graphics to signicant 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.
Byron Mallett
MDI specialising in Computer Graphics student
After completing his undergraduate study specialising in Media Design, Byron took a year out to help the School of Architecture First Light House team (see page 15) develop the energy monitoring interface used in the entry, called Tring. He then moved on to pursue his Masters in Computer Graphics. Initially I was drawn to the Media Design programme oered at Victoria when I saw the variety of computer-related design and electronic art courses on oer. Being interested in such a wide variety of things, from electronic music, gaming, programming, animation and interactive web design, the melting pot of opportunities was very attractive. Byrons current Masters thesis work revolves around the improvement of pre-visualisation software for creating 3D animations. The project involves the marriage of a cinematographic language with procedural cinematography to allow pre-visualisation artists the ability to manipulate scenes as fast as they can type. Though Byron is now strong in his involvement in gaming and animation, with goals of helping to programme or design narratives for games or animation, when he rst started at Victoria, he was less certain of this path. When I began my undergraduate programme, I had very little idea about where I eventually wanted to go with my degree apart from to use computers to do amazing things. The variety of courses oered over the span of my degree was brilliant for helping me to cement my interests into the world of animation and programming. Byron now feels he is well-versed in a variety of digital media skills, and plans to use the Masters programme to perfect these skills and turn them into a career.
(above and opposite page) One of Byrons most recent works, a gestural musical interface titled Sonoromancer. Designed as an experiment in alternate forms of audio-visual performance, the work allows players to use their entire body to manipulate a cloud of smoke-like energy in order to generate music. 104 - Victoria University of Wellington
Te Rp whina
Te Rp whina is the on-campus whnau (family) for Mori and Pacic students in the Faculties of Science, Engineering and Architecture and Design. whina whnau values are high expectations, aspirations and achievements, reciprocity and collective success. The goal (kaupapa) of whina is to produce Mori and Pacic scientists, technologists, engineers, mathematicians, architects and designers who will contribute to Mori and Pacic development and leadership. whina has an inclusive environment that enables non-Mori and Pacic students to contribute as whnau members. To achieve the whina kaupapa requires academic success at all levels including the workplace, and working in partnership with pupils whnau and their communities. Notable achievements are 920 degree completions including 12 PhDs (one being a Pacic mathematician), seven Postdoctoral Fellowships, six secondary science/mathematics/computer science teachers, $7.6 million of nationally and internationally contested scholarships (including a prestigious scholarship for overseas PhD study), one iwi Director of Fisheries, the development of whina Schools and Community Clusters and an whina incubator at VUCEL (Victoria University Coastal Ecology Lab) to grow more Mori and Pacic marine scientists. whina outreach brings pupils and their whnau together to engage with the STEAD (Science, Technology, Engineering, Architecture and Design) disciplines through hands-on activities. Over the last three years whina published four essential outreach resources designed to normalise and increase Mori, Pacic and other low-income groups participation and success; three Cybrospace booklets and the STEP into STEAD DVD are available free from teropuawhina@vuw.ac.nz TE RP WHINA IN THE FACULTY Of ARCHITECTURE AND DESIGN Room 123, Vivian Street, Te Aro Campus Phone 04-463 6172 Email dave.hakaraia@vuw.ac.nz Website www.victoria.ac.nz/fad/awhina
Collective success
Summer research projects
At the beginning of this year, three of our Te Rp whina whnau members conducted summer research projects; a scholarship funded by Te Rp whina. Je Bartlett (Interior Architecture), Jodi Meadows (Culture+Context) and Lionel Taito-Matamua (Industrial Design), utilised this opportunity as preparation to explore topics for postgraduate study. The projects, inspired from the students Mori/Pacic identities, were unique expressions of their cultures. Jes research project Toi Raranga explored the Mori art form of weaving through examining meanings and processes of traditional Mori tukutuku panels. Je then translated these patterns producing 3D forms. This contributed to his supervisors current research project of creating acoustic panels inspired from the traditional tukutuku weaving patterns. Jodis research project Pasika Styles took a more theoretical approach. By researching interpretations of identity for Pacic people living in New Zealand Jodi argued for the need of Pacic design as a niche market. Her research process involved in-depth research into how academics have dened identity for diasporic Pacic people, who might benet from it and whether there is a place for Pacic Design in the future. Lionels research project Patterns of Age explored how his indigenous Samoan culture could be expressed through 3D manufacturing processes while still retaining the essence of Samoan culture. Lionel used photos of his familys hands that were then weaved together with Samoan motifs to make a physical 3D-printed model representing individual members of his family. Each of the students highly valued this opportunity made possible by Te Rp whina. Consistent support from the Te Rp whina whnau has been a motivating source for the collective success of not only these students, but also many others within the whnau. Many success stories and great leaders have been fostered by Te Rp whina and there are many more to come in the future!
(lefttop) Toi Raranga by Je Bartlett. (leftbottom) Patterns of Age by Lionel Taito-Matamua.
Collective success
Outreach
Te Rp whina has helped inspire pupils and teachers alike through various community and school initiatives. These initiatives focus on broadening possibilities, encouraging higher education and inspiring rangatahi (youth) to think about possible careers in science, technology, engineering, architecture and design. Earlier this year, whina hosted the annual Summer Cybrospace Wnanga. Rangatahi (young people) from 13 dierent secondary schools located around the North Island travelled to Wellington to participate in a series of fun and challenging workshops run by whina mentors. The rst half of the day started with a tour of the Architecture and Design workshop and focused mainly on the 3D printer and laser cutters. Students were able to watch the printers churn out pieces of work made of wood, plastic and resin. They were then given the challenge to create their own unique digital designs which were then laser cut out and given to them as a surprise, allowing students to marvel at turning their digital ideas into 3D objects. During the second half of the day, students were put into teams and faced with the challenge of designing and building a small catapult made from popsicle sticks, tape and rubber gloves. This activity brought out the students competitive streak as the teams battled each other to throw an object the longest distance; there were many mishaps and laughs to be had. Work by whina Architecture and Design students was put on display to show the dierent disciplines on oer and also to inspire them. Visiting rangatahi then had the opportunity to ask mentors about various design avenues that they could study, with a few of them going away determined to return.
(righttop) Students partake in the Summer Cybrospace Wnanga. (rightbottom) Students observe project XPAND by Oliver Bucher, Henry Roberts, Toby Mannis, Patrick Crowe, Greer Garner, Lauren Young and Tunyada Kampeng.
Elyjana Roach
Bachelor of Architectural Studies student Te Rp whina mentor Samoan
Architecture is the mother of all arts. This is the quote that sparked an interest in the subject for Elyjana Roach, quickly to become a passion for architectural study. Ever since I was young I loved art and I loved maths. I loved the idea that I could study something and become someone who practises the subject that is considered to be the mother that births all art. I knew that many great architects had studied at Victoria. Elyjana was unsure of what to expect when arriving at Victoria, having heard that studying architecture was intense. Initially I didnt know exactly what to think about university life but Victoria gave me the opportunity to be involved with the Te Rp whina whnau, which made me feel a lot more condent in my study. Elyjana owes a lot of her success through rst year to the help she gained from whina. She quickly gained the condence and skills necessary to achieve in, and make the most of, the programme of study, with whina oering further opportunities. whina has allowed me to draw knowledge from the wise, which has been a catalyst for my own growth. We visited a few architecture rms in Wellington and met some very inuential people from the industry, which would never have happened if I wasnt a part of the whina programme. Elyjana has bright plans for her future, cemented in an underlying condence of what it is to be an architect. Architecture, when implemented in real projects, leaves a lasting imprint. I nd it cool to think that as an architect you can design and create buildings that people will make memories in, and have a connection to.
Ryan Guy
BDI in Industrial Design student Te Rp whina mentor Ngi Tahu
After completing one year of a Commerce and Psychology degree, Ryan Guy decided it wasnt for him and took a bold step in moving to Wellington to study at Victorias School of Design. I had never done design at high school so it was a very radical change, but I wanted to be a part of the eld of innovation, design and entrepreneurship. Now in his second year of his undergraduate degree, Ryan knows that he made the right move, supported through the process by the Te Rp whina programme. whina immediately made me feel welcome and reassured. It can be hard to be innovative and draw inspiration from limited experience, so it is important to share knowledge and pass on the lessons learned from mistakes. It is nice to know that there are others who have been through the same ups and downs of the process. Ryan now has the tools and motivation to help make his aspirations in design a reality. I am very passionate about products, brand identity, the manufacturing process and bringing a product to market. I hope to move into the area of 3D printing; I love the idea of mixing the digital world with the real world and making products that help people, community and environment. I think it is very important to have a whnau environment like whina for students the more knowledge shared the greater the community will grow and develop.
Jay Vaai
Master of Building Science in Project Management student Te Rp whina mentor Samoan
Having always enjoyed art-based subjects at high school, Jay was drawn to study architecture upon leaving, and quickly discovered an interest in building science in particular. Building Science drew my attention after my rst year in ArchitectureI found it appealing as it had courses in Project Management, Sustainability, Code Compliance and a high attention to the structural engineering aspects of architecture. The huge variety in courses available in the Building Science programme exceeded Jays expectations and led him towards his postgraduate study. I wanted a mix of courses that expanded my projects and my skill set not only in design, but in the many other facets of the construction industry. After my undergraduate degree I had a wider set of tools in management, sustainability and design, all of which are transferable to other industries beyond construction. Though Jay is now in his fth year of study, he still remembers what it was like as a rst-year student new to the city. When I came from Samoa I had to adjust to the culture and lifestyle of university study in Wellington which was a very steep learning curve. I found the Te Rp whina whnau supportive over this process, I had a whole range of mentors helping me out and I have made a lot of friends over the ve years of study. Jay hopes to move into the professional world once he completes his Masters, and become a Building Information Modelling (BIM) specialist at a rm either here or overseas.
Riini Piahana
BAS in Interior Architecture student Te Rp whina mentor Ngati Ranginui, Kahangungu Tuhoe
Riini Piahana was destined to study architecture from the rst time he played with Lego as a child. I was always engaged with designing through playing with Legoit was the initial contribution to my love for design and the built environment! Exploring this passion has been a progressive journey for Riini throughout his degree. The development from rst year to the specialised Interior Architecture degree has been a great experience of understanding the means to design and the impact of space. The more direct approach in third year has opened so many opportunities to design for more practical functions. I have discovered areas of design which have connected me with my own culture. A highlight of his degree was the chance to participate in a full-scale project, Luxcity, in Christchurch. Riini worked with a team to create several light structures around the red-zone (after the 2011 Christchurch earthquake) for the community to enjoy, and the project was a huge success. It challenged communication and design skills, working in a large group, but the emotion on peoples faces as they walked through the pavilions was so overwhelming, you could read their expressions of rejoice. He attributes the condence that he has gained over his time at Victoria University to his role as a mentee, and now mentor, in Te Rp whina. I highly appreciated my involvement in the whnau as it has helped me gain condence in presenting my work, communicating with others and expanding my knowledge on my own Cook Island heritage. Riini plans to take his passion overseas when he graduates, to further develop his skills and experience. I want to see the adaptations of architecture from other traditions and cultures and see how this inuences the communities I would love to see rst-hand the craftsmanship that goes into designing in remote destinations.
Services and facilities
Victoria Overseas Exchange (Vic OE)

Victoria Overseas Exchange (Vic OE) oers you the opportunity to broaden your personal, academic and cultural horizons. Study towards your degree for one or two trimesters on an exchange overseas and receive a grant of up to $2,000. Both domestic and international students are eligible for Vic OE (international students pay Victoria international fees). Vic OE gives you the chance to complete part of your degree abroad at one of more than 100 prestigious exchange partners in over 30 countries worldwide. You can attend an institution overseas and study for credit towards your degree while still paying normal Victoria fees. The benets of having an international academic experience as part of your studies are invaluable. It is an opportunity to explore a new country, to learn new languages and study novel academic disciplines while you encounter dierent cultures. Participants in Victoria International Leadership Programme (VILP) can count an overseas exchange as a component (see www.victoria.ac.nz/vilp). Faculty of Architecture and Design exchange students may attend universities throughout Asia (including Seoul National University and National University of Singapore), North America (including Carnegie Mellon University, University of British Columbia), Latin America (including University of Brasilia, Pontica University of Chile) and Europe (including the University of Applied Sciences Schwaebisch Gmuend and the Technical University of Munich). See http://www.victoria. ac.nz/exchange/partners/arch-design.aspx for more details.
Eligibility
In order to be eligible for exchange, 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 by the time you leave for your exchange be an academically-sound student with a B average overall in your studies at Victoria meet language requirements (in some non-English taught universities) be able to demonstrate that you would be a good ambassador for Victoria.
Funding
Students eligible for StudyLink Loans and Allowances can receive these while on exchange. All accepted students receive a travel grant of up to $2,000, and a number of other scholarship opportunities are available for specic destinations or specic types of students. There are accommodation subsidies and travel grants oered at specic locations. Students on VILP can receive extra funding. See www.victoria.ac.nz/vilp for more information.
Application deadlines
16 July 2013 (for study in Trimester One, 2014) 16 January 2014 (for study in Trimester Two, 2014) University of California applications should be submitted as early as possible. See the Vic OE website for the most upto-date application deadlines. www.victoria.ac.nz/exchange/howtoapply.aspx STUDENT EXCHANGE OffICE Victoria International, Eastereld Building, Level 2, Kelburn Campus Phone 04-463 5667, 04-463 6794 Email vicoe@vuw.ac.nz Website www.victoria.ac.nz/exchange
Scholarships
Victoria has a range of scholarships and awards for students, including hundreds of scholarships awarded each year for school leavers. The two main school leaver scholarships are the Victoria Excellence Scholarship (with 400 to be awarded for 2014) and the Victoria Achiever Scholarship (with 75 to be awarded for 2014). Both scholarships are valued at $5,000 for the rst year of study. The top 20 Excellence applicants and the top ve Achiever applicants will be awarded a $20,000 scholarship, over three years of study, provided a certain grade point average is maintained. To see if you are eligible to apply, and for up-to-date information and application forms, see www.victoria.ac.nz/scholarships
(opposite page) Final-year project by Master of Architecture student Jake Tindall, selected for the NZIA Graphisoft Awards. Faculty of Architecture and Design 2014 - 119
Admission
There are various ways you can gain admission to Victoria University of Wellington. For full details of admission and enrolment requirements, see www.victoria.ac.nz/home/admisenrol Applications for limited-entry degrees and courses are due before 10 December 2013, and open-entry degrees and courses are due before 10 January 2014. Online enrolment will be open from 1 October 2013.
Careers
Employers look for enthusiasm and passion as well as good grades. They hire graduates who are able to explain why they chose their particular course of study and why they enjoyed it. The right attitude to life, study and work is what gives graduates the competitive edge when applying for jobs.
Career Development and Employment
Publications
The Online Course Catalogue has the most up-to-date course information: www.victoria.ac.nz/coursecatalogue All of our publications can be downloaded from www.victoria.ac.nz/publications or requested in hardcopy by contacting Student Recruitment, Admission and Orientation (see back cover for details). Your Introduction to Victoria (February) gives a brief overview to Victorias degrees and student life. Guide to Undergraduate Study (July) includes all information students need about rst-year courses, degrees, student life and how to apply. Guide for Parents (May) answers questions parents have about sending their children to university. Accommodation Guide (May) gives information about each Hall of Residence and how to apply.
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, excellent reference books, free handouts, information on internships, scholarships and summer work, Victoria CareerHubour 24/7 web-based job vacancy serviceand graduate recruitment programmes including employer seminars. Workshops are held throughout the year on job-searching strategies and making career decisions. On CareerHub, you can also register for the Victoria Plus Award, Victorias service and leadership award. There is also a Resume Builder to help you get your CV started and an ePortfolio for you to record your skills and experiences. Career View series www.victoria.ac.nz/careers/resources/ career_publications/career_view including recent issues for Architecture and Design What can I do with my degree/subject? www.victoria. ac.nz/careers/resources/degree_options Enrolled students and Victoria graduates can access up-todate careers information and job vacancies 24/7 by registering on Victoria CareerHub http://careerhub.victoria.ac.nz CAREER DEVELOPMENT AND EMPLOYMENT 14 Kelburn Parade, Kelburn Campus Phone 04-463 5393 Fax 04-463 5252 Email careers-service@vuw.ac.nz Website www.victoria.ac.nz/careers
Useful resources
(opposite page) SARC 162 project by Nina Boyd.
Support, services and resources

Faculty Student and Academic Services Oce Counselling Service
Visit the oce for help with anything from enrolment to graduation. Get help with choosing your degree, planning your courses or changing your degree programme. This oce should be your rst point of contact for any enquiries you have about your studies. 139 Vivian Street, Te Aro Campus Phone 04-463 6200 Email architecture@vuw.ac.nz design@vuw.ac.nz Websites www.victoria.ac.nz/architecture www.victoria.ac.nz/design Professional, condential counselling available at all campuses for any issue that is impacting on your personal or academic success. www.victoria.ac.nz/counselling
Crche
The University crches can provide your children with the best possible education and care while you study. www.victoria.ac.nz/creche
Disability Services
Accommodation Service
Advice on our Halls of Residence, renting and other accommodation options. www.victoria.ac.nz/accommodation
If you have a temporary or ongoing impairment you can get planning help, liaison with academic sta, adaptive equipment, technology and training, sign language interpreting, note-taking assistance, mobility parking, ergonomic furniture and access to rest and study rooms. www.victoria.ac.nz/disability
Campus Care
Enrolment Oce
24/7 campus security. 04-463 9999 (if calling from outside University) 8888 (if calling from within University)
If you are a prospective or a current student, you can get information, advice and support with enrolment. www.victoria.ac.nz/enrol
Career Development and Employment
Fees and Payments
Also known as Vic Careersnd out what you need to know to get a job, what career options are open to you and what your ideal future might look like. www.victoria.ac.nz/careers
Get information and advice related to fees, payments, student levies, scholarships and liaising with StudyLink. www.victoria.ac.nz/fees
Career Hub
Financial Support and Advice
24/7 access to part-time jobs, graduate jobs, contract work, tutoring positions, internships, work experience opportunities and a CV building tool. Use your student computing account to log in. http://careerhub.victoria.ac.nz
Get information on money matters. Financial Support and Advice also manages the Hardship Fund. www.victoria.ac.nz/nadvice
Health Services
Get access to a full range of general practice medical services. www.victoria.ac.nz/studenthealth
Information Technology Services
Support relating to ITS computers on all campuses, access to myVictoria (the student portal), standard software such as Microsoft Oce and other specialised software like SPSS and Endnote. www.victoria.ac.nz/its
Student Recruitment, Admission and Orientation
If you are a prospective or new student, get course advice and your admission questions answered. www.victoria.ac.nz/futurestudents
Te Rp whina
See page 107.
Language Learning Centre
Self-study and classroom facilities, resources and people to help you with language learning. www.victoria.ac.nz/llc
Vic Books and Student Notes
Libraries
Buy your textbooks (new or second hand) and your student notes. www.vicbooks.co.nz
Information resources and people to support you in your research and learning; space to think and work. www.victoria.ac.nz/library
Victoria International
Marae
The marae provides a turangawaewaea standing place where Mori custom prevailsfor students and sta. www.victoria.ac.nz/marae
If you are an international student you can get access to support services, including insurance and student visa renewal, as well as admission, enrolment and orientation (for new students). www.victoria.ac.nz/international
Victoria University of Wellington Students Association (VUWSA)
Overseas Exchange (Vic OE)

See page 117.
VUWSA is a Victoria student association that provides advocacy, support and advice for all students. www.vuwsa.org.nz
Physiotherapy Clinic Recreation Services
No referral necessary, you can come straight to the Clinic. www.victoria.ac.nz/physio Get access to recreation, tness and sports, to stay healthy and happy during your studies. www.victoria.ac.nz/reccentre
Student Interest and Dispute Advisor
If you need support or guidance on any matter involving safety, conict or misconduct, make contact to discuss what assistance is available to deal with the problem. www.victoria.ac.nz/disputes-advice
Student Learning Support Service
Group and one-to-one academic supportuseful at any stage of your study. www.victoria.ac.nz/slss
STUDiO
STUDiO is the student representative group for students in all courses of study at the Faculty of Architecture and Design. STUDiO ocers 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 studio.vuwsa@gmail.com Website www.studio.org.nz
(right) Emily Steels Little Slide Dress was conceived in MDDN 351 Wearable Technology. The dress is made from old 35mm lm strips, backlit by LEDs and programmed by sensors with an Arduino Lilypad. As evening arrives and ambient light dims, the dress lights up and can even icker to evoke the magic of classic moviesa source of inspiration for Emilys design. 124 - Victoria University of Wellington
Architecture and Design Library

The Architecture and Design Library supports the research and teaching activities of all subjects within the School of Architecture and the School of Design. It oers 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 sta to collections at Waikato University, Auckland University of Technology (AUT) and Otago University libraries. Photocopying and scanning facilities can be found in the Library as well as space for group study. Computers with internet access and word processing are also available for student use. Reference services and classes to increase research skills are regularly oered 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) Snapture camera by Sarah Kong.
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 sta teaching and research. These include:
Technical resource centre
Computing services
The Faculty computing environment consists of approximately 500 student computers and 100 sta computers spread around nine studios, numerous sta oces and ve computer labs to support the particular needs of Architecture and Design students and sta. This also includes a dedicated Mac computer lab for students studying in the Digital Media Design and Media Design programmes currently oered 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 diculty 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 lighting lab, 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 oce/studio. 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.
3D modelling workshop facilities
DSDN 142 project by Ryan Guy.
Key dates
2013
JUNE Accommodation Guide available 13 JunYear 12 Day on Campus JULY Guide to Undergraduate Study rst-year prospectus available AUGUST Liaison Ocers visit schools for course planning (through to October) 1 AugHalls of Residence applications open for 2014 30 AugStudy at Vic Open Day SEPTEMBER 15 SepVictoria Excellence and Achiever Scholarship applications due OCTOBER 1 OctOnline enrolment opens 1 OctHalls of Residence applications due 7 OctApplication due date for courses in 2013/14 Trimester Three NOVEMBER 18 NovTrimester Three begins 25 NovCourse Planning Weeks for rst-year students, Kelburn Campus and Auckland (through to 6 December) DECEMBER 1 DecInternational students rst-year applications due for March 2014 intake 10 DecApplication due date for limited-entry programmes and courses starting in 2014
2014
JANUARY 10 JanApplication due date for all other programmes FEBRUARY 24 FebNew Students Orientation Week (through to 28 Feb) MARCH 3 MarTrimester One begins
FACULTY Of ARCHITECTURE AND DESIGN Student and Academic Services Oce Phone 04-463 6200 Fax 04-463 6204 Email architecture@vuw.ac.nz design@vuw.ac.nz Websites www.victoria.ac.nz/fad 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, Eastereld Building Kelburn Parade PO Box 600 Wellington 6140 New Zealand
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Faculty of Architecture and Design

The Trading City of Ersilla, an algorithmic city by Saul Paley.

Familial clouds exhibition at the 2012 Venice Architecture Biennale.

Three undergraduate qualications

Faculty of Architecture and Design 2014 - 5

Year of study One Two

MIA Master of Interior Architecture MLA Master of Landscape Architecture

Graduate programmes in Designed Environments

12 - Victoria University of Wellington

Specialisation information/programme structure

Architecture History and Theory

Sustainable Engineering Systems

Faculty of Architecture and Design 2014 - 13

First Light: New Zealands entry to the Solar Decathlon

Image credit: Ron Blunt Faculty of Architecture and Design 2014 - 15

Undergraduate degree structure

Years two and three

and one elective course

and one elective course

Degree structure (MArch(Prof))

and one elective course

22 - Victoria University of Wellington

Architecture History and Theory

Undergraduate degree structure

and one elective course

Years two and three

and elective courses to the value of 90 points*

Postgraduate degree structure

three further courses from:

Master of Architecture (MArch)

30 - Victoria University of Wellington

Undergraduate degree structure

Years two and three

and one elective course

and one elective course

Postgraduate degree structure

and one elective course

38 - Victoria University of Wellington

Undergraduate degree structure

and one elective course

Years two and three

and one elective course

and one elective course

Postgraduate degree structure

and one elective course

46 - Victoria University of Wellington

Bachelor of Building Science

Undergraduate degree structure

Years two and three

50 - Victoria University of Wellington

Year of study One

BBSc Project Management

Faculty of Architecture and Design 2014 - 51

Sustainable Engineering Systems

56 - Victoria University of Wellington

New postgraduate programme in Computer Graphics announced

Graduate Diploma in Design Innovation (GradDipDI)

The MDI will:

62 - Victoria University of Wellington

Undergraduate and postgraduate chart

Year of study One Two Three

Part One MDI

Part Two MDI

Industrial Design BDI year one