11175 Landscape Architecture Studio 3: Grounding
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particular session, location and mode of offering is the authoritative source
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Subject handbook information prior to 2020 is available in the Archives.
Credit points: 6 cp
Subject level: Undergraduate
Result type: Grade and marksRequisite(s): 11171 Landscape Architecture Studio 1: Forming AND 11173 Landscape Architecture Studio 2: Making AND 11176c Territory
The lower case 'c' after the subject code indicates that the subject is a corequisite. See definitions for details.
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
In this design studio, students build on the landscape architecture design skills introduced in first year, as well as the theories and methods explored in 11176 Territory and 11185 Contemporary Issues in Landscape Architecture. Students further develop the repertoire of landscape design techniques necessary for effective professional design practice as a landscape architect. These techniques include:
- various methodologies of site and context analysis that reveal the character and particularities of a given study area (including mapping, geographic information systems (GIS), aerial photography interpretation, transects, analytical drawings and diagrams, documentary research, sketching and photography), and
- responding to site conditions through the planning and strategic organisation of medium-scale landscape spaces to accommodate experiential, programmatic, contextual and material objectives and constraints.
In this studio, designs move through conceptual stages to detailed design via sketch and final physical and/or computer-aided design (CAD) models, drawings and analytical diagrams, masterplans, and detailed design drawings and perspectives.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Demonstrate ability in a range of mapping and representation methods that focus on the analysis and expression of qualities of the landscape and its setting |
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| 2. | Use appropriate methodologies and creative thinking in the development of a vision for both a medium-scale study area and specific site design for site-specific landscape design |
| 3. | Develop and exhibit a refined response to a specific landscape brief at site scale, incorporating site analysis and including (but not limited to) indigenous and non-indigenous site history; opportunities and constraints; ecological and hydrological systems; the resolution of spatial organisation; built form/program; consideration of experiential site qualities; circulation; planting and materiality |
| 4. | Clearly and effectively explain and represent landscape design work in verbal presentations, short texts and visual representations. |
| 5. | Ability to work individually, and as part of a team, to produce high quality landscape architectural analysis and design |
Contribution to the development of graduate attributes
This subject also contributes to the faculty's five CAPRI graduate attribute categories (see Graduate Attribute Development below)
- Demonstrate and contribute to the practice and profile of landscape architecture through leadership: self-initiate, evaluate and inspire through the creation of innovative and defensible design solutions. (A.1)
- Work autonomously and as part of a team to produce high quality landscape architectural projects, policies, designs and publications. (C.1)
- Distil and fluently communicate landscape architectural theory and practice through appropriate and engaging visual, written and verbal means. (C.2)
- Adapt and apply landscape architectures design methodologies through bold, inventive and exploratory projects that address contemporary environmental, ecological and societal challenges. (I.1)
- Cultivate a landscape literacy that includes the ability to read or analyse landscapes through appropriate methods including site visits, observation, mapping and analysis. (P.2)
Teaching and learning strategies
DIVERSE LEARNING MEANS:
Students progress through a structured succession of project-based analysis and design exercises. There will be regular illustrated lectures that introduce design theory, methods, and precedents pertinent to the overarching themes and activities of the subject. Guided working sessions in the design studio for drawing and making will assist students in the development (and communication) of design ideas. These working sessions include participatory group discussion and pin-ups, using individual work as a means for group learning through discussion and critique. Students are expected to attend all lecture and studio sessions and to follow the suggested progress patterns for each analysis/design project. Students are also encouraged to actively participate in the group discussions during the studio teaching. A range of assessments tasks will be used to ascertain student competency, requiring both group collaboration and individual work and submissions.
The subject will consist of brief lectures (where relevant) and aims to maximise studio time. Studio culture is a fundamental aspect of professional landscape design practice. As such, providing time for collaborative learning through workshop exercises, guided critique, and feedback via pin-up and discussion of individual and group work. In order to participate effectively in class, students, students must come to class prepared for the scheduled tasks. This includes, but is not limited to: the completion of assigned readings; the development of mapping and design work prior to ongoing feedback; preparedness to contribute to class discussions in a constructive and critical manner; and arriving for classes in timely manner with all required materials and tools.
ONLINE COURSE WORK:
Alongside the lectures and studio sessions, some of the learning strategies involve online engagement. The readings will be hosted on UTSOnline. Here, the students will find online media content, readings and discussions with tutors and peers; these activities will take place outside of class hours.
FEEDBACK:
The class structure provides several opportunities for feedback:
- All assignments are graded in Re-View where the tutor(s) will give formal feedback and indicative grades. This site also allows students to self-assess.
- Ongoing verbal feedback is provided by tutor(s) and peer-to-peer in the studio sessions, pin-ups and reviews.
Content (topics)
Topics include:
- site and context analysis, explorations of site, mapping and collation of spatial information
- the Landscape Architectural design process (including working across scales from that of 'masterplan' to detailed site design or 'fragment')
- program and site organisation
- the contributions of landscape typologies and infrastructure to urban environments, examined through historical and contemporary precedents
Assessment
Assessment task 1: Mapping and Analysis
| Intent: | Use mapping, diagramming and other modes of analysis to situate the site and existing program within a chronological, geographical, cultural and spatial milieu through research and comparative analysis in relation to global precedent examples. This acts as a primer for subsequent subject discussion and content, and the basis from which to develop the design project for Assessment Task 2. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): C.1, C.2 and P.2 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||||||
| Weight: | 35% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Explorations and Design
| Intent: | Develop from the analyses in Assessment 1 a defensible, creative and critical design proposal with a clear conceptual underpinning, responding to site, context, program, environment and social and cultural parameters, expressed through a brief explanatory text, verbal presentations, drawings, diagrams, annotations and physical models. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 2, 3, 4 and 5 This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.): A.1, C.1, C.2 and I.1 | ||||||||||||||||||||
| Type: | Design/drawing/plan/sketch | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 65% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Required texts
Required readings are set out in the Program section above and are available via the subject site on UTSOnline.
Other resources
As discussed in class