Aims

To introduce students to the history of the designed landscape, relating developments in landscape design to the social and economic conditions which prevailed during various periods and in various locations, and also to cultural and scientific developments. Students are also encouraged to explore the linkages between landscape architecture and related disciplines, e.g. art, architecture and town planning at these various stages.

Outline Of Syllabus

The module is based around a course of lecture materials delivered non-synchronously online. These are chronologically and geographically themed to cover the most significant periods and places in the development of landscape design, including the Classical world, China and Japan, the Mughal Empire, Moorish Spain, Renaissance Italy and France, eighteenth and nineteenth century England and the twentieth century West. Specific topics covered include the Picturesque, the public parks movement, the Garden City, Modernism, Land Art, etc. The lecture materials are intended to guide private study, and will supplemented with drop in online discussion forums.

Teaching Rationale And Relationship

A course delivered through lecture materials (non-synchronous online) is the most suitable way to introduce students to a very broad topic. The online module talks will be the means to support and encourage students in their reading.

The fieldtrip will introduce the students to some local historical landscape which will aid the content taught in lectures.

PiP hours: A significant component of learning and teaching happens through open air ‘site visits’. We expect these events to take place, subject to government and University guidelines on health and safety. Where additional present in person activity is envisaged, this will be delivered at programme level through Studio hours. Please refer to programme level PiP briefing note.
Synchronous v Non-synchronous Hours: While there is both synchronous and non-synchronous learning and teaching activity for all modules, across the programme the structured guided learning is weighted towards non-design modules and the scheduled learning and teaching activity hours are weighted towards Landscape Architecture Studio modules. The latter is a reflection of design studio pedagogy, which 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 written essay is intended to assess understanding of the material presented in the module and to provide an opportunity to respond critically to this material.