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Routledge Handbook of Teaching Landscape [Mīkstie vāki]

Edited by (Ankara University, Turkey), Edited by (Hochschule Neubrandenburg - University of Applied Sciences, Germany), Edited by (Vienna University of Technology, Austria), Edited by (Norwegian University of Life Sciences, Norway)
  • Formāts: Paperback / softback, 402 pages, height x width: 246x174 mm, weight: 780 g
  • Sērija : Routledge International Handbooks
  • Izdošanas datums: 18-Dec-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367731606
  • ISBN-13: 9780367731601
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Routledge Handbook of Teaching LandscapePalielināt
  • Formāts: Paperback / softback, 402 pages, height x width: 246x174 mm, weight: 780 g
  • Sērija : Routledge International Handbooks
  • Izdošanas datums: 18-Dec-2020
  • Izdevniecība: Routledge
  • ISBN-10: 0367731606
  • ISBN-13: 9780367731601
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780367731601.html
Keywords:
Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles.





The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Jörg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.
Biographies viii
Foreword xv
Simon Bell
Introduction xviii
Karsten Jergensen
Nilgtil Karadeniz
Elke Mertens
Richard Stiles
1 Introducing hope: landscape architecture and Utopian pedagogy
1(12)
Tim Waterman
PART I Reading the landscape
13(192)
2 `What is landscape?' Asking questions of landscapes through design drawings
15(16)
Ed Wall
3 From teaching geography to landscape education for all
31(14)
Marc Antrop
Veerle Van Eetvelde
4 The importance of geology in landscape architecture education
45(10)
Ralf Lowner
5 Teaching (landscape) ecology
55(14)
Wenche Elisabet Dramstad
Mari Sundli Tveit
6 Learning-by-filming: a method to introduce non-LA students to landscape reading
69(15)
Luca Maria Francesco Fabris
Guido Granello
7 Landscape is more than the sum of its parts: teaching an understanding of landscape complexity
84(12)
Shelley Egoz
8 The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture
96(17)
Deni Rugyeri
9 Studying landscape as a cinematic space
113(11)
Irina Pafa
Ana Opris
10 Attention and devotion
124(11)
Thomas Oles
11 Time out! Thirty years of experiences from outdoor landscape teaching
135(13)
Roland Gustavsson
Allan Gunnarsson
Bjom Wistrom
12 Caring for Arctic and Subarctic landscapes
148(14)
Janike Kampevold Larsen
13 A critical approach to teaching landscape assessment
162(6)
Andrew Butler
14 Teaching design critique
168(9)
Jacky Bowring
15 Values and transformative learning: on teaching landscape history in a community of inquiry
177(14)
M. Elen Deming
16 The landscape of landscape history
191(14)
Marc Treib
PART II Representing the landscape
205(72)
17 The unarticulated dialogue in the creative process
207(16)
Christian Montarou
18 The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice
223(10)
Doris Gstach
Marc Kirschbaum
19 Writing across the landscape architecture curriculum
233(9)
Kasia Gallo
20 Back to basics: writing for design professionals
242(8)
Lake Douglas
21 Exercising drawing time
250(16)
Noel van Dooren
22 Landscapes as co-construction of knowledge: implications on the classroom
266(11)
Ellen Fetzer
PART III Transforming the landscape
277(111)
23 An overview of the landscape design studio in the context of experiential learning theory
279(12)
Pinar Koylii
24 The DesignLab approach to teaching landscape
291(9)
Mick Abbott
Jacky Bowring
25 Studio-based landscape design teaching
300(14)
Davorin Gazvoda
26 Reaching out in teaching landscape: engagement and service from the studio
314(13)
Peter M. Butler
27 Cultivating the city: instilling urban design in landscape architectural education
327(14)
Karl Kallmann
28 Teaching landscape construction as part of a holistic design process
341(18)
Ingrid Schegk
29 On-site learning
359(14)
Simon Colwill
30 By land, by air, by sea
373(15)
Jorg Rekittke
Yazid Ninsalam
Index 388
Karsten Jųrgensen is Professor of Landscape Architecture at the Department of Landscape Architecture and Spatial Planning at the Norwegian University of Life Sciences, Norway, and holds a Dr.-Scient. degree from NMBU, 1989, in landscape architecture. He was Founding Editor of JoLA the Journal of Landscape Architecture 20062015. Karsten Jųrgensen has published regularly in national and international journals and books. He edited the volume Mainstreaming Landscape through the European Landscape Convention (Routledge 2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen.





Nilgül Karadeniz is Professor of Landscape Architecture at Ankara University, Turkey. Her teaching and research interest focusses on participatory landscape planning and recently on landscape biography. She has been an editorial board member of SCI-expanded journals. She was Secretary General (20062009) and Vice President (20092012) of ECLAS. She is founding member of LE:NOTRE Institute and, since January 2016, she has been the chair of the Institute.





Elke Mertens is Professor of Garden Architecture and Landscape Maintenance at the Hochschule Neubrandenburg University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997). She is Co-Chair of the German Hochschulkonferenz Landschaft (HKL), member of the board of LE:NOTRE Institute and has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards.





Richard Stiles is Professor of Landscape Architecture in the Faculty of Architecture and Planning at Vienna University of Technology, Austria, having studied biology and landscape design at the Universities of Oxford and Newcastle upon Tyne and having previously taught at Manchester University in the UK. His teaching and research interests focus on strategic landscape planning and design in urban areas. He is a past President of the European Council of Landscape Architecture Schools and was Coordinator of the European Union co-funded LE:NOTRE Thematic Network in Landscape Architecture for 11 years, during which time he was closely involved in preparing recommendations for landscape architecture education.