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. Focussing 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, Jorg 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 |
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viii | |
Foreword |
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xi | |
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Introduction |
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xviii | |
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1 Introducing hope: landscape architecture and Utopian pedagogy |
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1 | (12) |
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PART I Reading the landscape |
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13 | (192) |
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2 `What ... is landscape?' Asking questions of landscapes through design drawings |
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15 | (16) |
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3 From teaching geography to landscape education for all |
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31 | (14) |
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4 The importance of geology in landscape architecture education |
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45 | (10) |
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5 Teaching (landscape) ecology |
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55 | (14) |
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6 Learning-by-filming: a method to introduce non-LA students to landscape reading |
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69 | (15) |
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Luca Maria Francesco Fabris |
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7 Landscape is more than the sum of its parts: teaching an understanding of landscape complexity |
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84 | (12) |
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8 The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture |
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96 | (17) |
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9 Studying landscape as a cinematic space' |
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113 | (111) |
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10 Attention and devotion |
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124 | (11) |
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11 Time out! Thirty years of experiences from outdoor landscape teaching |
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135 | (13) |
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12 Caring for Arctic and Subarctic landscapes |
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148 | (14) |
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13 A critical approach to teaching landscape assessment |
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162 | (6) |
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14 Teaching design critique |
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168 | (9) |
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15 Values and transformative learning: on teaching landscape history in a community of inquiry |
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177 | (14) |
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16 The landscape of landscape history |
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191 | (14) |
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PART II Representing the landscape |
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205 | (72) |
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17 The unarticulated dialogue in the creative process |
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207 | (16) |
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18 The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice |
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223 | (10) |
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19 Writing across the landscape architecture curriculum |
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233 | (9) |
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20 Back to basics: writing for design professionals |
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242 | (8) |
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21 Exercising drawing time |
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250 | (16) |
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22 Landscapes as co-construction of knowledge: implications on the classroom |
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266 | (11) |
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PART III Transforming the landscape |
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277 | (111) |
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23 An overview of the landscape design studio in the context of experiential learning theory |
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279 | (12) |
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24 The DesignLab approach to teaching landscape |
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291 | (9) |
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25 Studio-based landscape design teaching |
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300 | (14) |
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26 Reaching out in teaching landscape: engagement and service from the studio |
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314 | (13) |
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27 Cultivating the city: instilling urban design in landscape architectural education |
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327 | (14) |
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28 Teaching landscape construction as part of a holistic design process |
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341 | (18) |
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359 | (14) |
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30 By land, by air, by sea |
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373 | (15) |
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Index |
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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.