Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

To develop:
- landscape design skills for adaptation and resilience through experimentation and site-based design projects
- an evolving ethical framework for decision-making focused on inclusivity, de-centring human agency in design and designing for others.

Outline Of Syllabus

Students will undertake a warm-up introductory group project (not assessed) and two interrelated design projects during the semester intended to enable students to learn the language of landscape for deciphering existing landscapes, and for embedding narratives in designed landscapes. Outline briefs will be presented during module talks.

Design projects aims and objectives are linked to the following United Nations' Sustainable Development Goals: 3 (good health and well-being), 10 (reduced inequalities), 11 (sustainable cities and communities), 12 (responsible consumption and production), 13 (climate change), 14 (life below water) and 15 (life on land).

Design Projects 1 and 2 focus on city inhabitants that are often overlooked in design (typically animals and children). The purpose of the projects is to reflect on and consider under-represented users as clients of a designed landscape. For design project 1, students work in teams of mixed backgrounds for the design a local site, sharing skills and knowledge, and to get familiar with studio design tuition. For design project 2, students work individually.

The projects typically include:

- Site Survey and creative response to under-represented users' needs
- Critical site analysis
- Concept development including site-wide strategy
- Action plan
- Planting and management strategy
- Sketches and visualisations

In studio design tuition, small group tutorials are provided on a weekly timetabled basis to provide students with required feedback to progress the design. Design projects 1 and 2 are assessed during critical reviews.

Intended Knowledge Outcomes

Students will acquire:
- a broad understanding of the environmental, social, historical, theoretical and technical factors that inform landscape architectural design;
- an evolving personal ethical framework for decision-making focused on inclusivity, de-centring human agency in design and designing for others;
- growing knowledge of habitats and species needs and threats, and begin to develop critical thinking on sustainability, climate and resilience;
- growing knowledge of children's needs and the role of child-friendly cities for urban resilience;
- an appropriate level of technical understanding to conceptualise, develop and resolve landscape architectural proposals;
- an understanding of the roles which appropriate representation and a critical dialogue play in developing and communicating design ideas.

Intended Skill Outcomes

The ability to:

- research, analyse, interpret and assimilate a wide range of different types of information so as to achieve effective and appropriate landscape architectural solutions which integrate social, environmental, aesthetic and technical requirements;
- respond imaginatively and appropriately to design briefs in varying contexts and circumstances;
- conceive and develop landscape architectural design proposals for the design of a moderately complex site or landscape in relation to a broad urban or landscape context, prioritising under-represented users;
- communicate effectively in the inception, design and construction of spaces and places through oral communication, hand drawing and digital drawing;
- develop and articulate a reasoned argument to support a particular landscape architectural design proposal.
- work in teams, sharing skills and knowledge, in preparation for working as part of design teams in their future careers.

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, lectures, group tutorials, workshops and critical reviews. Design tutorials and reviews are also the principal means through which students receive feedback on their progress.

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.

Assessment Rationale And Relationship

The design projects presented by the students on completion of the module capture and synthesize the knowledge and skills developed throughout the semester through site visits, briefings and lectures, small group tutorials, workshops and critical reviews. The critical reviews for Project 1 and 2 are linked to summative assessment. The critical review for Project 1 is carried out in teams, preparing students for the individual critical review for Project 2.

General Notes

N/A