APL8015 : Introduction to Landscape Research: Skills and Practice (Inactive)


Your programme is made up of credits, the total differs on programme to programme.

Semester 1 Credit Value: 20
ECTS Credits: 10.0
European Credit Transfer System


To develop student's technical, design, creative, and social scientific skills through skill-building workshops and design exercises. To experiment and innovate.

Outline Of Syllabus

Students will be introduced to a range of design-related technical and graphic skills (through a range of software), creative skills, and social-scientific skills.


Topics covered typically include baseline analysis, sketch-up modelling, vision and concept, AutoCAD, photoshop and InDesign for masterplanning, and visualisation.


A series of short exercises intended to introduce students to creative aspects of landscape architecture. Workshops are intended to support students in learning the language of landscape both for deciphering existing landscapes, and for embedding narratives in designed landscapes:
1) students will examine the important role of photography for landscape architecture and be introduced to a variety of techniques including panorama and montage, and develop critical and reflexive skills on decisions taken, methods employed and how such practices could be improved.
2) through a series of activities students explore the practice of drawing as a fundamental and inseparable part of the landscape architecture discipline and to engender an experimental critical personal approach to drawing for beginners and experienced alike.

A series of short lectures with workshops that introduce students to a range of social-science skills. Typically this includes archives and stakeholder participation. Students will also examine mounting interest across the social sciences/arts and humanities in the body and develop their embodied methodological toolkits (bodily, sensory, practiced) in relation to place (situated, spatial, localised). They will examine critically how movement in landscapes is orchestrated, organised, encountered, and challenged and begin to reflect on differentiated experiences of mobility in landscape.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Scheduled Learning And Teaching ActivitiesSmall group teaching14:004:00Critical review. Students present work in small groups (PIP)
Scheduled Learning And Teaching ActivitiesSmall group teaching33:009:00Developing creative skills through limbering up design studios. (PIP)
Scheduled Learning And Teaching ActivitiesWorkshops23:006:00Developing social scientific skills (community engagement, archives).
Scheduled Learning And Teaching ActivitiesWorkshops43:0012:00Developing aesthetic skills (photography and drawing).
Guided Independent StudyProject work1145:00145:00N/A
Scheduled Learning And Teaching ActivitiesWorkshops73:0021:00Computer-based practical workshops delivered PIP, developing technical and graphic skills
Scheduled Learning And Teaching ActivitiesDrop-in/surgery11:001:00Drop in surgery for limbering up assessment (PIP)
Scheduled Learning And Teaching ActivitiesModule talk12:002:00Module briefing (PIP)
Teaching Rationale And Relationship

The design studio is the integrative environment where students can synthesise knowledge from other modules and develop their understanding and skills in the context of a design problem set by tutors. Students are supported in their learning through briefings, group tutorials, workshops and critical reviews. Design tutorials and reviews are also the principal means through which students receive feedback on their progress.

Work completed as part of the social scientific and aesthetic workshops is collected as a reflective log/portfolio assessed at the end of the module.

Work produced in the Design Workshops (limbering up - embodied narratives) is collected as a creative project portfolio to be submitted at the end of the module and assessed.

Synchronous in studio sessions allow for large group reviews and face to face peer contact. The design studio pedagogy, is centred on a dialogic and responsive approach to students’ own creative work and research. Landscape Architecture pedagogy is reliant on a high proportion of independent learning to support the design process. The MOF hours are consistent with this approach.

Teaching will be delivered in person, however we will be flexible with this approach if needed.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Design/Creative proj1M50Limbering Up embodied narrative group assessment
Reflective log1M50Combining skill-workshop activities on drawing and photography
Assessment Rationale And Relationship

The creative project (group) and reflective log (individual) presented by the students on completion of the module capture and synthesize the knowledge and skills developed throughout the semester through briefings, small group tutorials, design surgeries, workshops and critical review.

Technical skills are assessed in other modules (including APL8005 and APL8006).

Reading Lists