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08/24/2009 09:50 AM
latest update content: course requirements...
LAR 433 Fall 2009
3 credit hours | MWF 10:30 - 11:20 | S 251 | reference no.
16262
Lorn Clement
Office: Seaton Court 103 F |
lacjr@ksu.edu
|
homepage
History and Theory of Landscape Architecture
course
objectives
required book
procedure and course requirements
evaluation
note that the schedule
is its own page
note on participation
note on post
modernism
note on global perspective and
diversity
note on green
building
recommended books
recommended journals
web links
academic honesty
disability
retention of student work
Syllabus
introduction, intent
The commonly accepted definition of landscape architecture identifies three areas of activity: planning, design and management, as being integral to the profession (see the mission statement of the ASLA). The stewardship ethic pervades our thinking, no matter which scale we address (site, neighborhood, urban, regional), what role we play, or what kind of challenge we face as practitioners and life-long learners. The intellectual intent of this course is to be broad in scope and reasonably deep in investigating and articulating ideas that are relevant to the evolving practice of our profession. The emotional or motivational intent is to be inspiring. To achieve those strategic ends, we will employ these tactics:
Rogers, Elizabeth Barlow. 2001. Landscape Design: A Cultural and Architectural History, New York: Harry N. Abrams, Inc.
To gain insights on why we should read this book, go to the book reviews linked to EBR's homepage. Scroll down and read especially the one by Julie Moir (Messervy) for Wellesley Magazine.
This course will use a modified lecture and discussion format, with engaged participation by students. The plan right now is to build a wiki for landscape architecture history and theory (The Space Between) as we interpret it here at KSU. We will access and use web pages, KSOL, books, journals, videos both on and off line. Correspondence will occur through KSOL or the Wiki
We will work together to create content outlines, summaries and presentations of assigned readings and supplemental material. We will upload files (content outlines, ppts, etc.) to the wiki before class, for use during class. It is the instructor's intention to assist each student and team of students with notes and other guidance for creating effective content outlines and documents, discussion leadership, and contributions to The Space Between. I intend to do summaries and otherwise help to integrate knowledge, as E. B. Rogers does so well in the introductory and concluding sections of each chapter of her book.
Teams will be formed to make about 14 teams of two or three students each. We will cover that many chapters in the required book, so each team will have one area of focus and a related pair of days in the schedule for presenting and leading discussion on their assigned material.
Journal entries will be written and submitted for review approximately one half and three quarters of the way through the semester. These short papers will allow students to demonstrate their understanding of, and ability to integrate, the readings to that point in the semester.
A final exam will allow students to demonstrate their understanding of the semester's reading and content.
Grades will be awarded as follows:
A: excellent, substantially above expectations: the instructor learns something new, is surprised in a positive way;
B: good, above expectations: instructor is impressed with demonstrated intelligence, creativity, initiative;
C: average, meets expectations, acceptable (OK): instructor is satisfied with quality and quantity, substance and format;
D: marginally acceptable: instructor is not impressed but inclined "to give the benefit of the doubt" (note that a "D" is not an acceptable grade for LAR courses);
F: not acceptable; instructor must decide the work does not meet department standards for passing the course.
Participation, or involvement, can take many forms in this course. Active listening is one; to check during a discussion if you understand what the person is saying by restating it in your own words and finding out if that is a correct interpretation; it may be by making a point to confirm what the speaker is saying, or a point in contrast or friendly challenge or contradiction to what has been said. Participation may be by sending e-mail messages to the instructor in order to ask a question or make a point about a reading. It may be by making a quick visit to the office for the same, getting my attention in studio to indicate awareness of something in the readings or to ask a question about the readings. In other words, participation does not have to occur only in the class room setting during the class hours on MWF.
note on global perspective and
diversity
We will be studying history and theory within a context of globalization and increased linkage among developing and developed nations. Rapid change characterizes our own culture and the circumstances of many nations (India, China). See Tom Friedman's latest book Hot, Flat and Crowded. Professional practice of landscape architecture is also undergoing dynamic shifts and evolution. A global perspective with appreciation and respect for diverse traditions and cultural values and beliefs very different from one's own will be necessary for effective practice in the future.
green building committee statement
Students of design history and theory are encouraged to reflect on the www.architecture2030.org 2010 imperative concerning energy and the use of resources. The connection to our work in this course may be direct or indirect.
recommended books and a
recommended CD-ROM*
Burns, Carol J. and Andrea Kahn, eds. 2005. Site Matters: Design Concepts, Histories and Strategies. New York: Routledge. NA 2540.5 B86 2005
Conan, Michel, ed. History of Landscape Architecture (Colloquium Series), Harvard University Press. Michel Conan has been a director of garden and landscape studies at Dumbarton Oaks.
Corner, James, ed. 1999. Recovering Landscape: Essays in contemporary landscape architecture. New York: Princeton Architectural Press.
Major, Judith K. 1997. To Live in the New World: A, J. Downing and American Landscape Gardening, MIT Press.
Moore, Mitchell and Turnbull 1988, 1993. The Poetics of Gardens. Cambridge, MA: MIT Press.
* Pollock-Ellwand, Nancy and Susan M. Preston. 2006. Landscape Legacies: Created Space from the Prehistoric to the Present, Toronto: University of Toronto Press (This textbook on CD-ROM by University of Guelph faculty members won a 2005 national award from the CSLA).
Potteiger, Matthew, and Jamie Purinton, Landscape Narratives: Design practices for telling stories
Simo, Melanie, 100 Years of Landscape Architecture: Some Patterns of a Century
Turner, Tom. 2005. Garden History: Philosophy and Design, 2000 BC - 2000 AD, Spon Press.
Waldheim, Charles, ed. 2006. The Landscape Urbanism Reader .. Princeton Architectural Press. NY.
Walker, Peter and Melanie Simo, Invisible Gardens: The search for modernism in the American landscape
recommended articles
Carr, Ethan, Jory Johnson, and Susan Herrington, "1899 to 1909: Timeline of American Landscape Architecture," Series of ten articles in LAM ___.
Steinitz, Carl "Landscape Planning: A History of Influential Ideas," LAM ___ and add Robert Horace Copeland for his visionary city and metropolitan park for Boston described in his 1869 pamphlet The Most Beautiful City in America: Essay and Plan for the Improvement of Boston per William H. Tishler's letter to the editor in LAM, April 2009.
These come to mind and were in Weigel Library the last time I checked.
In our college, we have:
Certainly there are many good resources on the web, but please consider the authenticity, validity and quality of what you find there. When using material from the web be sure to cite properly, and avoid violations of copyright laws. Consider:
See also:
Any form of dishonesty will be penalized. Plagiarism or any form of academic dishonesty will cause failure for the assignment and possible failure for the course. See the University web pages on the honor code and system: http://www.ksu.edu/honor .
If any student has a limitation, condition or disability that will make it difficult to achieve the course requirements, particular academic accommodations will be made. Please inform the instructor in the first week of class so that appropriate arrangements can be made.
Student work must be retained for accreditation visits, reviews and displays. All work for this course, however, will exist in digital form so hard copy submissions of semester projects and other work should pose no serious issues for the parties involved.