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Teaching Landscape
The Studio Experience
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Book Description
Teaching Landscape: The Studio Experience gathers a range of expert contributions from across the world to collect best-practice examples of teaching landscape architecture studios. This is the companion volume to The Routledge Handbook of Teaching Landscape in the two-part set initiated by the European Council of Landscape Architecture Schools (ECLAS).
Design and planning studio as a form of teaching lies at the core of landscape architecture education. They can simulate a professional situation and promote the development of creative solutions based on gaining an understanding of a specific project site or planning area; address existing challenges in urban and rural landscapes; and often involve interaction with real stakeholders, such as municipality representatives, residents or activist groups. In this way, studio-based planning and design teaching brings students closer to everyday practice, helping to prepare them to create real-world, problem-solving designs.
This book provides fully illustrated examples of studios from over twenty different schools of landscape architecture worldwide. With over 250 full colour images, it is an essential resource for instructors and academics across the landscape discipline, for the continuously evolving process of discussing and generating improved teaching modes in landscape architecture.
Table of Contents
Introduction
Foreword by Attila Toth
Teaching Landscape: The Studio Experience
Beaux-Arts to Bauhaus and beyond…
Design studios
Introduction
From urban acupuncture to the third city–Alternative studio narratives
Marco Casagrande
Walk and dance through landscape in design studio teaching—reflective movement as an initial and explorative design tool
Carola Wingren
Overlook: Art and materiality in the landscape architectural curriculum
Roxi Thoren
Creative Landscape Inhabitance: The ReGenerate Studio
Shannon Satherley
Urban Intervention Studio Being site specific: temporary design installations in transforming urban areas
Bettina Lamm, Anne Margrethe Wagner
Digital Design: opportunities and challenges for design studios
Jillian Walliss, Heike Rahmann
A Phenomenological Method for the Landscape Studio
Susan Herrington
Landscape construction classes
Introduction
Rainwater Management as part of the HRS site engineering education
Peter Petscheck
Teaching Environmental Technological Design: Fostering meaningful learning integrating green infrastructure into architectural and urban design
Maria-Beatrice Andreucci
Landscape Planning Studios
Introduction
Teaching in a collaborative studio context: on educating conductors and “getting started”
Carl Steinitz
Teaching a Regional Landscape Project Studio in the Interdisciplinary Setting
Adnan Kaplan, Koray Velibeyoğlu
Landscape science in studio
Joan Iverson Nassauer
Toward a Second coast: speculating on coastal values through landscape design studios
Maria Goula, Ioanna Spanau, Patricia Perez Rumpler
Teaching landscape urbanism in the The French context
Karin Helms, Pierre Donadieu
Teaching the unpredictable: critical engaging with urban landscapes
Lisa Diedrich, Mads Farsø
Landscape History and Theory
Introduction
Recollecting Landscapes: Teaching and Making Landscape Biographies
Bruno Notteboom, Pieter Uyttenhove
Learning from History—Integrating an Archive in Landscape Teaching
Ulrike Krippner, Lilli Lička, Roland Wück
Teaching the history of urban open space using a multi-scale approach
Bernadette Blanchon
Editor(s)
Biography
Karsten Jørgensen is Professor of Landscape Architecture at the School of Landscape Architecture in 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 – 2006–2015. Karsten Jorgensen has published regularly in national and international journals and books. In 2016 he edited the volume Mainstreaming Landscape through the European Landscape Convention (2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen, and in 2018 he edited Defining Landscape Democracy (2018) together with Shelley Egoz and Deni Ruggeri.
Nilgul 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 (2006–2009) and Vice President (2009–2012) of ECLAS. She is founding member of the LE:NOTRE Institute and she chaired the Institute between 2016 and 2018.
Elke Mertens is Professor of Landscape Architecture and Open Space Management at the Hochschule Neubrandenburg – University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997) in landscape architecture. Elke Mertens has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards. She served as general secretary of the Institute from 2016-2018 and has been co-chair of the German Hochschulkonferenz Landschaft (HKL) since 2014.
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.
Reviews
"Recognizing how landscape architects employ knowledge from a wide range of disciplines, the editors of Teaching Landscape: The Studio Experience present examples where educators create learning environments that resemble real-world situations in which students learn how to synthesize case-specific information. Authors from around the world pass on inspiring experience where, by addressing a variety of challenges at different scales, students work in groups to develop design and planning approaches, to apply different theories, methods, techniques and technologies, and to train in communication and management skills." - Diedrich Bruns, Professor Emeritus of Landscape Planning, University of Kassel, Germany