LE:NOTRE Online Colloquium Teaching Landscape Theory

LE:NOTRE Online Colloquium

Teaching Landscape Theory



4th of June 2008 Jacky Bowring + Simon Swaffield Lincoln University, New Zealand


How is landscape theory taught ?

CanadaNew Zealand

Estonia

..more

China

…to follow

Where are you now? Please point at the map with your participant‘s arrow.

Le Notre Mundus:-Virtual colloquium- teaching design

theory

Jacky BowringSimon Swaffield

Lincoln University New Zealand

Lincoln University

Landscape Architecture at Lincoln: An integrated professional and research programme

MLA (Professional)

BLA (Graduate

Entry)

MLA

Phd

BLA

Shared professional outcomes

MApplSciLandscape Planning

Professionally accredited by

NZILA

BLA 1Multidisciplinary grounding in Landscape and Design

BLA 2 & MLA bridging programmeCore professional skills and knowledge in Site Design

BLA 3 & MLA bridging programmeTheory and applications in Sustainable Design, Planning

and Management

BLA 4 & MLA [professional]Advanced individual projects, advanced theory

and professional applications

MLA [thesis and/or coursework] / MApplSci

Professional formation

Post professional

100

200

300

400/600

600

The professional curriculum

The focus of our presentation

The design theory threads

Advanced Theory & Critique

Design Theory

Sustainable Design

400/600

300

Design History

Planting Design

Cultural Landscape100

200

Lecture based theory teaching

Studio based theory teachinglevel

Site Design

Landscape Analysis

Design Introduction

Design Communication

Landscape Ecology

Advanced/Major Design

Innovative Design

Natural & Social Sciences

First yearConcepts Methods

Cultural Landscape

Cultural landscape as a series of layersSense of place, regions and globalisationCultural values and cultural difference, particularly in relation to Maori cultureShaping cultural landscape thro design planning and management

lecturesField tripsLibrary research projectAnalysis projects – media landscapes, landscape archaeology, ordinary landscapes


[Studio]

RepresentationVisual line, tone, colour, texturePerspectiveDesign styleLandscape 3d space form context

Experiential leaning in studio to create a portfolio of graphic examplesProject research and a powerpoint presentation Analogue [3D physical] Model & Photoshop project

Design Introduction

[Studio]

Design processUnderstanding and representing urban sites. Cognitive mapping. Serial visionMateriality and expressionTopographyConcept development

Experiential learningSite investigationsModel buildingPersonal journal

Second yearConcepts Methods

Design History relationship between the designed form and ideas, design exemplars from a range of cultures themes, for example: The garden, Agriculture and the garden, Nature and landscape, ancient landscapes

visual material readings discussions design exercises.

Planting Design approaches to planting design dynamic character of plant communities used as models for design.

Lectures – covering history of planting design, botanical gardens, plant communities, ecological principles, design strategies Design exercises Plant walks

Site Design

[studio]

design process across a range of scalesSense of placeuser-oriented perspectives

Studio-based projects Model-making Practice competencies included such as planting, detailing, construction.

Landscape Analysis

[studio]

landscape analysis Sense of place techniques for observing, recording and interpreting landscape information developing an open and reflective design process.

lectures studio projects emphasising the synthesis of analytical information, including relevant resource management legislation and policy, into design responses.Field trip

Third yearConcepts Methods

Design Theory The modern theoretical terrain, including:-Alternative models of design processPerception, form, meaning, & design language. Place and Region. Ecological design & aestheticsUrban design and landscape urbanism

Thematic lecturesCritical readingReflective workbookTutorialsEssays and peer review

Landscape Ecology

EcosystemsLandscape pattern and process- matrix, corridor, flows, modification, fragmentation, Biodiversity, biotopes SustainabilityUrban ecology

LecturesField investigationsWritten projectsMulti media projects

Innovative Design [Studio]

[a modular course- urban design, competition design, Maori design, etc]CreativityDesign processDesign context

Studio projectsSubmission of a design folio

Sustainable Design [Studio]

Sustainable landscapeGreen infrastructureIntegrated site developmentSustainability indices and carbon footprints

LecturesIntegrated design projectPersonal journal

Final BLA year & MLAConcepts Methods

Advanced Design Theory

Place (globalisation, critical regionalism)Time (temporality, Lassus, Girot, Marot)

Body (phenomenology, Pallasmaa et al)Building (synthesis, tension, landscape urbanism, architecture as landscape)

Representation (connections between representation and realisation, Corner et al)Film (film theory as basis for landscape, Potteiger and Purinton, Bruno et al)

Design as research – projects which explore the theories through their application to a general area of focus e.g. memory, exhibition, garden. Plus 1000 word exegesis for each

Lectures Films

Advanced Design Critique

Situating landscape architecture critique within the broader field of criticism.Role of critique within practiceFrameworks for critique

Critique of critiques of well-known international work (based on Juan Pablo Bonta)Sustained critique of a selected built work of landscape architecture. Polemical poster

Advanced Design and Major Design Studios: Theoretical integration thro design


Advanced Theory and Critique

Design History

Landscape Ecology

Design Introduction

Cultural Landscape

Planting Design

Sustainable Design

Design Theory

Site Design

Landscape Analysis

Innovative Design

Natural sciences

Social Sciences

Advanced/Major Design

Design Theory = core lecture courses Site Design = theory in studio

Lincoln courses overlaid upon Le Notre mind map

Summary Links to Postgraduate Programmes

• PhD and MLA by research both extend the theoretical directions established in undergraduate programme. PhD is by dissertation only, rather than including coursework component.

Directions

• Development of undergraduate programme to include a number of ‘minors’ to establish some clear theoretical and practice-based focuses for knowledge and skills within landscape architecture.

Challenges

• Incorporation of theory into studio subjects, particularly for Major Design, the capstone project


Teaching Landscape TheorySummary of discussion (1 of 5)

In New Zealand, how is the distinction between design and planning?

There is a general awareness of the interface between design and planning, because graduates take a wide range of professional roles, from garden design to development planning.

The broad scale is introduced, but the full scope of landscape policy can not be taught in the bachelor programme. A focus is possible on the Master's level.

However, many design tasks would be conceived as planning in Europe.



Is theory a landscape subject on its own right or a thread running through all subjects?

Difficulty to emphasize theory on the bachelor level when subjects are competing with professional formation. Simon prefers presenting a broad range of theories.

The subject is about the concepts that underpin practice and necessary for critical reflection. Students would always deal with theory in the context of practice, not "isolated".



What about the theory of landscape architecture as opposed to theory in landscape architecture?

This is not distinguished very clearly in the programme. Lincoln moves more towards the theory of landscape architecture at the advanced levels of the programme.

Studio projects develop form "simple sites" to "complex sites" accordingly.



Is there an influence on theory conception from the Asia-Pacific region?

There are strong links to Singapore and Asian students attend the programme. Bridging out into different cultures is still a big challenge.

The Polynesian-Pacific dimension is also important due to the Maori culture in N.Z.(new minor in the degree on maori design).

But how to incorporate written material? It is not available in English yet, this is a big challenge in the context of globalisation.



Does the agricultural background of Lincoln University influence the programme?

The fact that Lincoln is not an architecture school has influenced the programme. The philosophy is not object-based, landscape is conceived as a broad field. Also, a strong landscape ecology underpins the programme.

However, Lincoln has changed a lot in the last 40 years and agriculture is not very present any more today..



This colloquium was held in the LE:NOTRE Virtual Team Room

Moderation and documentation: Ellen Fetzer

Documents

LE:NOTRE Online Colloquium Teaching Landscape Theory