The Routledge Handbook of Teaching Landscape

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Biographies
	Editors
	Authors
Foreword by Simon Bell
Introduction by Karsten Jørgensen, Nilgül Karadeniz,
Elke Mertens and Richard Stile
	Note
	References
Chapter 1: Introducing hope: landscape architecture and utopian pedagogy
	Teaching, landscape, and utopia
	Transgressive utopianism and its ends
	Learning hope
	Development
	Insurgent democracy, insurgent architectures, insurgent education
	Notes
	References
PART I: Reading the landscape
	Chapter 2: ‘What . . . is landscape?’ Asking questions of landscapes through design drawings
		Landscape?
		Design?
		Conclusions
		Notes
		References
	Chapter 3: From teaching geography to landscape education for all
		Introduction
		The beginnings: naturalist’s explorations and geography
		The specificity of teaching about the landscape
		Principles of teaching about the landscape
		Teaching methods
		Conclusion – the landscape of teaching landscape
		References
	Chapter 4: The importance of geology in landscape architecture education
		Introduction
		The effect of geology on landscapes
		What to teach about geology
		Teaching geology to landscape architecture students
		Teaching geology using geoinformatics
		Objectives of a foundation in geology
		References
	Chapter 5: Teaching (landscape) ecology
		Sustainable development as a backdrop for teaching ecology
		Ecology: 21st-century skills
		Teaching for different ways of learning
		Teaching a heterogeneous student group – creating a conceptual common ground
		Engaging through relevance
		Adding tools to the tool-box – desktop exercises
		Tackling real-world landscape ecological challenges – in the field exercises
		Conclusion
		References
	Chapter 6: Learning-by-filming: a method to introduce non-LA students to landscape reading
		Preamble
		The landscape-reading challenge
		Creating a landscape-reading method
		Results obtained
		Conclusions
		References
	Chapter 7: Landscape is more than the sum of its parts: teaching an understanding of landscape complexity
		Introduction
		The teaching and learning experience
		An alternative approach
		Course structure
		Examples
		The physical landscape: characteristics and spatial morphology
		Theory
		Process and students’ reflections
		Discussion and critical reflections—the bitter and the sweet
		Acknowledgements
		Notes
		References
	Chapter 8: The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture
		Introduction
		Background
		The gap: toward a transformative landscape architecture education
		Case study: the design studio as a training ground for transformative landscape change
		The PAR classroom: benefits and challenges of teaching for transformative landscape change
		Discussion: toward a transformative education for landscape architecture
		Concluding lessons: toward a transformative pedagogy in landscape architecture
		References
	Chapter 9: Studying landscape as a cinematic space
		Introduction
		Case study
		Conclusions
		Notes
		References
		Filmography
	Chapter 10: Attention and devotion
		References
	Chapter 11: Time out! Thirty years of experiences from outdoor landscape teaching
		Educational motives for outdoor and action-based teaching
		The course and Blekinge islands
		Teaching platform
		Keys to success: examples from the islands
		Many thanks!
		References
	Chapter 12: Caring for Arctic and Subarctic landscapes
		City ecologies/Arctic ecologies
		Bottom-up strategies and participatory project work
		Territorial management
		How to teach at a large territorial scale
		Notes
		References
	Chapter 13: A critical approach to teaching landscape assessment
		Educating critical landscape planners
		Developing critical thinking through landscape assessment
		A progressional approach to teaching critical thinking through landscape assessment
		Conclusion
		References
	Chapter 14: Teaching design critique
		Anatomising: what is design critique and how does it work?
		Purpose: why are you critiquing?
		Positioning: how are you critiquing?
		Selecting: what are you critiquing?
		Doing: critiquing, writing, designing
		Overview
		Notes
		References
	Chapter 15: Values and transformative learning: on teaching landscape history in a community of inquiry
		Introduction
		The place of values in professional design education
		“The History of World Landscapes”: a case study
		Conclusion
		Notes
		References
	Chapter 16: The landscape of landscape history
		Constructing history
		Cultural landscapes, designed landscapes
		The benefits of history
		Manner of instruction
		History versus theory
		Notes
		References
PART II: Representing the landscape
	Chapter 17: The unarticulated dialogue in the creative process
		Introduction
		Pedagogical considerations about the concept of knowledge
		Embodied cognition
		The main intentions of the drawing/design course module
		The drawer’s relationship to “own body” during different phases of the drawing process
		Five drawing exercises stimulating a state of flow
		Students’ feedback to exercises
		Embodied and localized thinking
		Mastering the task and experiencing flow
		Interaction, feedback and reward
		Music rhythm as inspiration ritual
		Time organization as ritual
		Conclusion
		References
	Chapter 18: The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice
		Characteristics of the design process
		Characteristics of language and its role in the design process
		Language as design tool in the curriculum
		Some empirical findings
		Conclusions and outlook
		Notes
		References
	Chapter 19: Writing across the landscape architecture curriculum
		Writing in landscape architecture programmes: challenges and opportunities
		Conclusions
		References
	Chapter 20: Back to basics: writing for design professionals
		Introduction
		Background
		Sabbatical research
		Methodology
		Results
		Implications of study
		Looking ahead
		Notes
		References
	Chapter 21: Exercising drawing time
		Introduction
		Background
		Exercises
		Series of moments in time
		Future perspective
		Note
		References
	Chapter 22: Landscapes as co-construction of knowledge: implications on the classroom
		Introduction
		Learning as construction
		Landscape as construction
		Planning and designing as co-construction
		Facilitating intercultural landscape discourse with online seminars
		Outlook: the global landscape classroom
		Project websites to which this article refers
		References
PART III: Transforming the landscape
	Reference
	Chapter 23: An overview of the landscape design studio in the
context of experiential learning theory
		Introduction
		Experiential learning and Kolb’s ELT
		Why refer to experiential learning and Kolb’s ELT in the design studio?
		Learning styles and Kolb’s Learning Style Inventory
		Why know the learning styles of students?
		Effective learning in the design studio: tips for studio tutors
		Concluding remarks
		References
	Chapter 24: The DesignLab approach to teaching landscape
		Questioning
		Collaborating
		Designing
		Grounding
		Communicating
		Overview
		References
	Chapter 25: Studio-based landscape design teaching
		Introduction
		Characteristics of landscape design studio
		Examples of three selected landscape design studios
		Digitization of the learning process
		Conclusion
		Notes
		References
	Chapter 26: Reaching out in teaching landscape: engagement and service from the studio
		Introduction
		Defining learning outcomes for service-learning courses
		Modes of engagement in service-learning design studios
		Adding benefits to service-learning experiences
		Experimentation and new frontiers
		Conclusion
		References
	Chapter 27: Cultivating the city: instilling urban design in landscape architectural education
		Introduction: manifold urbanism
		Motifs for landscape/urban pedagogy
		Conclusion: everything is landscape
		References
	Chapter 28: Teaching landscape construction as part of a holistic design process
		Introduction
		General approach: design as a circular process
		Teaching methodology: deductive versus inductive methods
		Implementation in landscape education: examples and student work
		Conclusion
		References
	Chapter 29: On-site learning
		Introduction
		On-site learning
		Methods
		Case studies
		Discussion
		Conclusion
		Acknowledgements
		References
	Chapter 30: By land, by air, by sea
		By land
		By air
		By sea
		Conclusion
		References
Index