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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.
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