Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles. The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Joerg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.

This stimulating book explores the intersection of landscape, democracy and spatial justice on an international scale to offer an overarching definition and examination of the emerging field of landscape democracy. The concept of landscape in academia, policy and practice is being met with growing interest and a wider understanding that it is a complex living environment, moulded by tangible and intangible mediums, processes and systems. This book examines how physical, mental, emotional, economic, social and cultural wellbeing depend in large part on inclusive planning and management of landscapes. Through a broad set of theoretical and conceptual frameworks and international case studies, the authors of Defining Landscape Democracy address critical questions, such as: Why is democracy relevant to landscape? How do we democratise landscape? How might we achieve landscape and spatial justice? This work will provide new knowledge and insights for researchers in the fields of landscape architecture, human geography, planning, public policy, sociology, landscape management, and designers and planners actively engaged in shaping democratic public spaces and communities. Contributors include: A. Aagaard Christensen, R. Alomar, P. Angelstam, F. Arler, M. Bose, A. Butler, B. Castiglioni, M. Clemetsen, S. Egoz, M. Elbakidze, V. Ferrario, C. Geisler, P. Horrigan, K. Jogensen, M. Jones, N.T. King, U. Krippner, L.C. Knudtzon, J. Langhorst, L. Licka, E. Lopez-Bahut, J. Makhzoumi, D. Mitchell, K.R. Olwig, E. Oureilidou, L. Paz Agras, J. Primdahl, D. Ruggeri, E. Schwab, B. Sirowy, L. Soderkvist Kristensen, K.B. Stokke, T. Waterman, B. Yigit Turan

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.

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.

Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles. The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Joerg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.

The European Landscape Convention has introduced a Europe-wide concept of protection, management and planning of all landscapes - not just the outstanding ones. This book reflects on the background to the establishment of the convention, takes a critical look at examples and experiences of its implementation, and discusses future developments for the convention and the management of landscapes in Europe. A decade after the creation of the European Landscape Convention, this book asks how it has influenced the governance and development of European landscapes, and what role it will play in the coming years. The authors provide a wide range of analyses, reflections and visions, informed by their diverse experiences of researching, working with and using the convention. The sixteen essays are organised into three sections, focusing on the fundamental concepts and values behind the convention, current projects and experiences of implementation, and prospects for future developments.

The European Landscape Convention has introduced a Europe-wide concept of protection, management and planning of all landscapes - not just the outstanding ones. This book reflects on the background to the establishment of the convention, takes a critical look at examples and experiences of its implementation, and discusses future developments for the convention and the management of landscapes in Europe. A decade after the creation of the European Landscape Convention, this book asks how it has influenced the governance and development of European landscapes, and what role it will play in the coming years. The authors provide a wide range of analyses, reflections and visions, informed by their diverse experiences of researching, working with and using the convention. The sixteen essays are organised into three sections, focusing on the fundamental concepts and values behind the convention, current projects and experiences of implementation, and prospects for future developments.