11196 Landscape History and Theory 3
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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
Result type: Grade and marks
Requisite(s): 11172 Landscape History and Theory 1 AND 11174 Landscape History and Theory 2
There are course requisites for this subject. See access conditions.
Requisite elaboration/waiver:
11172 Landscape History and Theory 1 AND 11174 Landscape History and Theory 2
Description
This subject explores ways to be critical in landscape architecture. It does so on the understanding that criticality structures a landscape architect’s relationship to design and designing in a variety of complimentary ways. Furthermore, it assumes that the distinctiveness of landscape architecture necessitates the need for disciplinary specific ways of being critical. On this basis, the subject focuses on two related domains: design criticism and critical design.
Design criticism entails questioning an individual’s relationship to works of landscape architecture. Students will be introduced to a variety of different approaches for critiquing works of design that extend beyond conventions concern for identifying merits and faults. Attention will focus on a recent resurgence in landscape architectural criticism and the development of disciplinary specific approaches. Activity within the discipline is discussed relative to the changing status of the critic and the related impacts of new media for criticim's form, topicality and audience.
Critical design finds attention turning to the processes and priorities defining landscape architectural production. Criticality provides the lens for reflecting on a variety of different novel design practices addressing current and future imperatives. Connections will be established between landscape architecture and allied field. For example, Architecture and Industrial Design provide the context for discussion of disciplinary autonomy and the relationship of design to wealth and power.
In the interests of providing students with an expanded and integrated sense of landscape architecture, design criticism and critical design are discussed relative to the creation of contestation of design theory. The subject’s assessment tasks provide the context for examining the interplay between the discipline’s complementary faculties and reflection on landscape architecture’s intellectual standing.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Argue for the importance of criticality in landscape architecture, including the ability to distinguish between generic and discipline specific approaches |
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| 2. | Position traditional and novel approaches to criticality within a historical and theoretical context |
| 3. | Develop a critical understanding of contemporary issues, particularly as they relate to the landscape architecture's material outcomes, design methods, and theoretical concerns |
| 4. | Practice criticality in a variety of complementary forms |
| 5. | Employ text and images to construct and communicate an argument effectively |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Apply an informed, ethical position towards social, technical and environmental issues and practices. (A.1)
- Communicate ideas professionally. (C.2)
- Advance ideas through an exploratory and iterative design process. (I.2)
- Develop advanced skills for the production, presentation and documentation of work. (P.1)
- Define and apply appropriate design research methods. (R.1)
Contribution to the development of graduate attributes
The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:
C = communication and groupwork
A = attitudes and values
P = practical and professional
R = research and critique
I = innovation and creativity
Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-!, A-3, P-4, etc).
Teaching and learning strategies
This subject will operate as a cluster of seminars, supplemented with lectures, readings and exercises. The seminar teaching environment is more flexible and interactive than the traditional lecture/tutorial format. This format will encompass lectures and presentations of relevant material, in-class exercises where students complete activities during class time to support the successful completion of the subject's assessment tasks. At the core of the format is the small group seminar where groups of students will be expected to co-lead discussions (with the seminar leader) based on informed reading and prior research, prior to sharing their insights with the subejct's larger cohort.
There are a number of online resources used to support the learning objectives of this subject. All documents are accessible from UTS Online. A detailed overview of the pedagogy and associated tasks and assessment items are included in the subject documents. Also online are essential and recommended readings.
The subject's two assessment tasks involve producing written outcomes, differing in topic, length and structure. The completion of these tasks will be aided in class by a number of measures. Students will be introduced to a range of research methods for critically engaging with existsing scholarship and opinion, further advancing skills developed in the history and theory stream to date. Dedicated seminars and lectures will address writing forms, conventions and practices. This will include re-visiting the University's dedicated study skill resources accessible through UTS Online.
Furthermore, both assessment tasks present students with the opportunity to receive formative feedback on a number of occassions prior to final submission. It is the student’s responsibility to record any feedback given during seminars and tutorial discussions. Summative feedback is provided in written form with all assessed work. It is published along with indicative grades online at UTS REVIEW. Summative feedback focuses on assessment outcomes. It is used to indicate how successfully a student has performed in terms of specific assessment criteria.
Content (topics)
Topics covered throughout this course include:
- The concept of criticality
- Design criticism and critical design as distinct domains
- The interplay between design, criticism and theory, and their contribution to landscape architecture's disiplinary standing
- Issues and concerns motivating contemporary practice
- Research methods and study skills of relevane to criticiality
Assessment
Assessment task 1: DESIGN CRITICISM
| Intent: | This assessment task challenges students to produce a short work of design criticism. This will take the form of a piece of writing no longer than 1000-1500 words, supported by a maximum of 5 relevant images. The subject of criticism is a project (proposed, realised or speculative) of relevance to their design studio. Given the length of this task students are not expected to produce a comprehensive account. Rather, they should aim to address a particular aspect of the project in detail using one of a number of contemporary approaches to design criticism currently in use by leading landscape architectural critics. | ||||||||||||||||||||
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| Objective(s): | This task addresses the following subject learning objectives: 1, 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.2, I.2 and R.1 | ||||||||||||||||||||
| Type: | Essay | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: CRITICAL DESIGN
| Intent: | This assessment task provides students with an opportunity to evidence their understanding of the subject's core content and formulate a reasoned argument addressing the importance of criticality in landscape architecture. Students will reflect on the concept of critical design through an extended piece of writing (2500-3000). This will involve analysing a relevant approach to critical design from the perspectvie of its characteristics and impacts. On the basis of this understanding students will be asked to identify and discuss the interplay between critical design, design criticism and design theory. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 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.2, P.1 and R.1 | ||||||||||||||||||||
| Type: | Essay | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 60% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment.
References
Books
Beardsley, J. (1984), Earthworks and Beyond: Contemporary Art in the Landscape, Abbeville Press, New York (subsequent editions in 1989 and 1998).
Belanger, Pierre (2017) , Landscape As lnfrastructure: A Base Primer, Routledge, Abingdon, UK.
Corner, J. (ed.) (1999), Recovering Landscape: Essays in Contemporary Landscape Architecture, Princeton Architectural Press, New York.
Cosgrove, D. (ed), Mappings, Reaktion Books, London.
Doherty, G. & Waldheim, C. (eds) (2016), ls Landscape...? Essays on the ldentity of Landscape, Routledge, Abingdon, UK
Drimplemann, S. and Beardsley, J (eds) (2015), Women, Modernity, and Landscape Architecture, Routledge, Abingdon, UK.
Girot, C. & lmhof, D. (eds) (2016), Thinking the Contemporary Landscape, Princeton Architectural Press, New York.
Hunt, J.D. (2012), A World of Gardens, Reaktion Books, London.
Manaugh, G. (ed.) (2013) Landscape Futures: lnstruments, Devices and Architectural Inventions, Actar, Barcelona.
Mostafavi, M. & Doherty, G. (2010) Ecological Urbanism, Lars Mijller Publishers, Zurich (subsequent edition in 2016).
Olonetsky, N. (2007), Sensations: A Time Travel Through Garden History, Birkhauser, Basel.
Reed, P.S. (2005), Groundswell: Constructing the Contemporory Landscape, Museum of Modern Art, New York, 2005.
Spens, M. (ed.) (1996), Landscape Transformed, Academy Editions, London.
Treib, M. (ed.) (1993), Modern Landscape Architecture: A Critical Review, MIT Press, Cambridge, MA.
Waldheim, C. (ed.) (2006), The Landscape Urbanism Reader, Princeton Architectural Press, New York.
Wall, E. & Waterman, T. (eds), Landscape and Agency: Critical Essays, Routledge, Abingdon, UK.