Teaching portfolio

ANNA WILCZYŃSKA (Msc)

TEACHING PORTFOLIO application for the lecturer position in the field of Urban Studies and Planning at The Aalto School of Arts, Design

CONTACT: e-mail: anna.wilczynska88@gmail.com phone: +372 5684 5110 / +48509138798 Tammsaare 8-30, Tartu, Estonia

Tartu, 07.08.2021

Content: 3...............Approach to teaching and learning 4...............Teaching expierience 6...............Teaching expierience 7...............Curriculum development and educational leadership 8...............Development as a teacher 8...............Feedback 9...............Appendix 1: CoLand Workshop in Tallinn 10............Appendix 2: Systematic summary of feedback from students 11............Appendix 3: Example of feedback at the Estonian University Life Sciences on-line system 12............Appendix 4: Example of feedback from the Advanced presentation graphics 14............Appendix 5: Example of feedback from the Design project 16............Appendix 6: Syllabus example of Design project course.

17............Appendix 7:Example og hand-outs of the Urban Landscape Design course project

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Approach to teaching and learning Conception of teaching and learning Architecture program, I have been convinced that I am not a creative or talented person. The tasks seemed very difficult, especially those requiring memorizing hundreds of plants. I thought I am simply not material for the future landscape designer.

What changed my mind was Erasmus studies in Estonia, where I discovered the power of creativity, freedom to ask questions, patience, and understanding from the side of my teachers. Discussions, questions, or even doubts were welcome. Since that time friendly approach and openness to help is what I believe to be crucial in the work of a teacher.

Another aspect is to discover unique qualities and gifts of each of us, meaning to aim into the personal approach, especially in design courses.

Description of how I teach A unique approach to each of my students is connected with assessing not only the outcome of their work but also the progress which was done, amount of work, and personal development. I am convinced that creativity comes with practice and practice comes with understanding. I expect my students to do their tasks, but my priority is a learning process. It is progress, which allows them to find themselves, especially in such an interdisciplinary field as planning or landscape architecture, where you need to find your specialty, strengths and style.

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Conception of teaching and learning In my work I try to be as helpful as possible and open to new ideas, thinking out of the box. But at the same time, in my assessment, I keep clear rules which apply to everyone. As I value process I value also being on time with deadlines and willingness to learn as well as dedication and passion. However, especially in the beginning of my teaching work I have spent a lot of additional time for consultations,. It was and still sometimes is hard for me to say no. Another thing that I have also noticed that the balance between advising and giving the freedom to think and solve problems is crucial, which was mainly visible in my graphical courses.

I usually see the effectiveness of my work at the end of the semester, when after a lot of effort the results are clear. What is important is the feedback of my students, not only online but also within the discussion at the end of classes. I assess my quality of teaching after them being proud of their work and seeing the progress they have made. That is why, whenever possible I try to organize even a little one, but exhibition or promotion (picture on the page 5) In my teaching, I use a lot of discussions and presentations. I believe that is the way when the greatest ideas come from. Ideally, I would like to involve more projects connected to the local community and public consultations. That is perhaps my plan for the future.

Teaching expierience Year

Name of the course

University/organization, country

No of enrolled students

Role in the course

Status of the course

Bachelor’s level courses 2014/2015 2015/2016

Creative spaces design

Warsaw University of Life Sciences WULS-SGGW, Poland

-

co-teacher, part of my PhD studies

Optional

2018/2019 2019/2020 2020/2021

PK.1612 Bachelor thesis

Estonian University of Life Sciences, Chair of Landscape Architecture

2018/19 - 11 2019/20 - 5 2020/21 - 18

Guest teacher

Compulsory (10 ECTS)

Linnaruumi kujundamine / Urban landscape design PK.1637

Estonian University of Life Sciences, Chair of Landscape Architecture

2018/19 - 21

co-teacher

Compulsory (5 ECTS)

-

co-teacher, part of my PhD studies

Compulsory (Poland didn’t have ECTS points)

2018/19 - 23 2019/20 - 18

co-teacher

Compulsory (3 ECTS)

2020/21 - 20

co-teacher

Compulsory (4 ECTS)

2018/2019

Master’s level courses 2015/2016

Pracownia sztuki ogrodu i krajobrazu 3

Warsaw University of Life Sciences WULS-SGGW, Poland

Esitlusgraafika PK.0240 Advanced presentation graphics I Esitlusgraafika 2020/2021 PK.1737 Advanced presentation graphics

Estonian University of Life Sciences, Chair of Landscape Architecture Estonian University of Life Sciences, Chair of Landscape Architecture

2018/2019 2019/2020

Estonian University of Life Sciences, Chair of Landscape Architecture

2018/2019 2019/2020

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Local spatial planning PK.1589

2018/19 - 23 2019/20 - 19

co-teacher within Co-Land internatio- Compulsory (8 ECTS) nal course

Year

Name of the course

University/organization, country

No of enrolled students

Role in the course

Status of the course

Estonian University of Life Sciences, Chair of Landscape Architecture

2018/19 - 13 2019/20 - 10 2020/21 - 9

co-teacher

Compulsory (15ECTS)

Estonian University of Life Sciences, Chair of Landscape Architecture

2018/19 - 8 2020/21 - 2

responsible teacher

Optional (12 ECTS)

Master’s level courses 2018/2019 2019/2020 2020/2021

Maastikukujunduse projekt, Design project PK.1638

Erasmus courses (mix) 2018/2019 2020/2021

PK.1557 Urban landscape design - course project

2018 – 2020 within Local spatial planning PK.1589 Tutor, on-line course and Intensive program in Tallinn and Pozzuoli, “Co-Land” Inclusive coastal landscapes: activating green and blue infrastructure for sustainable development of the urban-land interface, on-line teaching project, funded by the ERASMUS+ grant program of the European Union under grant no.

2017-1-RO01-KA203-037161, consortium: “Ion Mincu” University of Architecture and Urban Planning, Estonian University of Life Sciences, Hochschule für wissenschaft und umwelt nürtingen-geislingen, Weihenstephan-Triesdorf University of Applied Sciences, ISOCARP, Le:Notre Insitut, ULB Faculty of Architecture: La Cambre Horta 07.09.2015 – 22.09.2015, Lecturer and organization board member of the workshop Urban acuptucture.

Jazdów Finish Houses, Miastodwa culture making association, Warsaw Art Academy, University of Warsaw, Warsaw University of Life Sciences, Museum of Modern Art in Warsaw

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Exhibition and promotion of students work within Advanced presentation graphics

Teaching expierience Master thesis supervision 2021, Elina Õunsaar; Informal public spaces in Tartu: the role of small-scale local design interventions, Mainsupervisor: Anna Wilczyńska, done 2020, Katariina Lepiku; Co-management and space appropriation of informal public areas as a model of urban green infrastructure development; Co-supervisor: Anna Wilczyńska, Jekaterina Balicka, done 2020, Sandra Solba; Urban beekeeping and people awareness about it based on Tartu; Mainsupervisor: Anna Wilczynska, Mart Külvik, done 2020, Hoang Le Minh; The potential of the alley system for urban gardening development in Vietnamese cities on the example of Ho Chi Minh city; Mainsupervisor: Anna Wilczynska, done

readings and we discuss methodology and further steps.

Moreover, I appreciate working with the local community and the landscape. The work of Elina and Hoang on their local surrounding (cities they grew up and live in) was a great and very meaningful experience that I would like to practice more. Additionally, Elina was working on the topic that I have been developing within my Ph.D. research: the so-called „Invisible City” of Tartu. We end up having a FB (https://www.facebook.com/NahtamatuLinn) group where we promote this research and we are planning to have a common exhibition in the future. I value that sort of cooperation since in my impression it gave a feeling of the common goal.

Bachelor 2019, Alice Närep; Welcome to Toomemägi; Mainsupervisor: Anna Wilczynska, done

Methods in supervising and my development Similar to my teaching methods, in thesis supervision, I try to be supportive as much as possible for my students’ ideas and direct them by giving readings, methodology. The thesis is a special moment when a lot of pressure and emotions are appearing towards the deadline, it is and was one of the most challenging parts of my experience as a teacher. I value it a lot.

Method of my work is to I practice having every week meetings and progress check. During those meetings I suggest 6

The main problem that I have encountered was not to expect too much and to feel how much each individual is willing to work. There are students who were overworking and those who at some point got stuck. Both of that cases were very very similar experiences for me on how to support them in that moments.

Creating, renewing or upgrading of course material I came to teach already developed lectures at the Estonian University of Life Sciences, therefore in the beginning I was rather learning and observing. Nowadays my main focus is graphic design courses, in which I prepare and contribute to tasks (every year new area to design) and exercises.

I prepare also different lectures. During the past time, I could learn how long should one lecture lasts, how many breaks should be done and how to engage my audience.

Definitely, my graphic design background is much help here.

Design Project is the biggest subject I teach together with my colleague (Friedrich Kuhlmann). I feel, that especially last two years we found a way how to co-work. Those lectures are more discussion-based without a pre-prepared exact timetable. We agree, that a design project requires a lot of individual approaches and also common discussions.

In Appendix 5 I gave an example of worked out by us and students common method of design work.

Unfortunately, COVID-19 times were a rather difficult experience to teach design courses for me. I feel it went well, however, not the same workflow was achieved.

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Curriculum development and educational leadership Curriculum development Since I came to work in Tartu in Estonia I have been involved in the development and improvement of our curriculum. I feel that within time my voice matter more and more and my experience is more and more valuable.

In the future, I would like to have a chance to work more on my own courses and ideas, as well as see how the implementation of the new curriculum at the university looks like. I really much enjoy taking part in the yearly discussions, however, due to the language barrier (Estonian language), I feel in Estonia it is rather difficult to fully understand coming changes and requirements. My goal is to participate more in that.

Contributing to school/university/national/international level educational development As described on page 5 I have been taking an active role in online courses under the CoLand project. I have been part of two intensive programs where we have met and work with students and local communities (Italy and Estonia).

I was also taking a very active role in the online teaching itself as well as offline consultations with Estonian groups.

Development as a teacher I consider my practice as the main source of my knowledge. Working with very experienced teachers in Warsaw and Estonia has been a big lesson and they are my mentors. I must admit I have had a pedagogical course during my Ph.D. studies in Warsaw, however, I can not consider it a valuable one. I feel being born in a teacher family (my mother) and continuing this path, later on, is the great beginning for collecting more and more experience.

Group working, photo: Friedrich Kuhlman

Feedback As a young teacher, I am still learning to fully use the feedback I am getting, therefore I practice at the end of the course to have a discussion or possibility to express: what was valuable, what could be changed in my courses. I can see that online feedback is not often fully informative (students usually need to give a lot of it). I wouldn’t be a human to admit that first year it was much painful to see that I have done some parts wrong or not fully well, but within the time I have learned how to improve my classes in the future based on that. Especially if it is about the structure, way of communication, or style of teaching.

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Appendix 1: CoLand project and workshop in Tallinn CoLand project in which I was taking part as a tutor consisted of two parts: first on-line analysis workshops and lectures and intensive program off-line (meeting in different cities). In this appendix, I present few pictures from the intensive program (IP) which was organized by the Estonian University of Life Sciences in Tallinn within the CoLand project (mentioned on page 5). The workshop was held in the north part of Tallinn which until very recently was considered to be dangerous and forgotten.

Nowadays it is a mix of use.

Visual of the design of one of the group F East Kopli

The method of the teaching was organized by us so that each group of students had a different parts to be analyzed and developed within the concept. Each group had two or three mentors (tutors) and few expert tutors were walking around helping out (focusing on their expertise).

The interesting part was for us the moment when we have decided that each group will bring their idea and draw it on the big size map, at the same time discussing with other groups, so the overall plan for the area would make coherent and logical whole.

That was also a lesson of discussion and compromise when needed (me drawing the map with students - picture on page 2).

CoLand was for me an especially important experience since it happened way before COVID-19, which helped me to adapt better to new situations. As it was a new approach and happened mainly online it also brought a lot of confusion reflected in some of the students’ comments. I was glad that my effort to make it as smooth and understandable for Estonian groups as possible has been appreciated: „Despite the fact that Coland’s part was a complete chaos for both teachers and students, Anna always tried her best to help and support with advice and strength. Gave very good advice in every consultation and kept the cold nerve well throughout the chaos.” (translated from Estonian).

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Despite a few of those kinds of comments, I think it was a good learning process and I believe a very good lesson for the future.

Results are collected here: WIKIPEDIA, BOOKLET

Appendix 2: Systematic summary of feedback from students Unfortunatelly in Poland as I was helping out with classes as part of my PhD studies I didn’t get any feedback. I present my feedback from Estonia. Numerical feedback is an avarage of scores (p.12 example: sum of 1-6 and 8/6)

Year 2018/2019 2019/2020 2020/2021

Advanced presentation graphics I Advanced presentation graphics I Advanced presentation graphics I

Numerical feedback

Number of students

number of respondents for me

1,68

23

10 (43,5 %)

1,85

18

10 (55,5 %)

1,96

20

11 (55%)

2018/2019

Design project

1,41

13

8 (61,5%)

2019/2020

Design project

1,66

10

4 (40%)

2020/2021

Design project

1,42

9

8 (88,8%)

1,66

8

1 (12,5 %)

1,68

23

4 (17,4 %)

1,21

19

1 (5,3 %)

2018/2019 2018/2019 2019/2020

10

Course

Urban landscape design course project Local spatial planning (CoLand project) Local spatial planning (CoLand project)

Appendix 3: Example of feedback at the Estonian University Life Sciences on-line system

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Appendix 4: Example of feedback from the Advanced presentation graphics Advanced presentation graphics tasks are based on the previous teaching method and developed more by me and Jekaterina Balicka (who is a leading tutor). I find this course especially valuable since it is not about memorizing another and another software but finding your own style and expression, learning about communication of ideas as well as thinking out of the box when encountering problems. That was expressed in much positive feedback which we both have got.

My role, as I have graphic design background is to support students with theoretical (composition, colors, trends) and technical knowledge, but also to encourage a problem-solving mindset.

Students are working independently, but we have several presentations and discussions happening.

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„It’s a very important course, will be help f ull for your entire landscape architecture journey.” „It is a course that you learn how to learn a software in a right way.” „A very supportive teacher who gave very good advice and feedback in each consultation and motivated them to complete the tasks on time.”

The CopyCat task was already established when I came to teach. It is a great exercise to find out the essence of the graphical style of chosen example and apply it to personal work.

MEETING THE PAST TYNIEC MONASTERY, POLAND

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The second task is to quickly design the given area and express the main idea by graphical style.

Constance Criqui

THE AIM OF the project WAS TO CREATE A PLEASANT PLACE FOR VISITORS BUT ALSO A PRODUCTIVE GARDEN WITH THE APPLE TREES FOR THE MONKS. IN THE CENTRAL PARTS, MEDICINAL PLANTS AND HERBS CAN BE FIND AS IN MEDIEVAL TIMES.

Appendix 5: Example of feedback and outcomes from the Design project That class is independent-based work but it is followed by many discussions and presentations. Together with the leading teacher, Friedrich Kuhlmann, we have found our way to lead that course in a perhaps less „officially” organized way, but with a very strong focus on the individual development of each student and common development of working methods in the process of research by design.

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The outcome was surprizingly goood. Many of ideas of our students were very thorrow and deep and in the same time very much down to earth.

We have invited some guest lecturers such as specialists from Tartu municipality on nature and environment.

Very nice comment which once I got: She was excellent like a mother figure throughout the course, learned a lot from her, just wish she remains the same for the future students as well.

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Examples of design methodology worked by us (teachers) and students during the course edition of 2020

16

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Appendix 6: Syllabus example of Design Project course.

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Appendix 7:Example og hand-outs of the Urban Landscape Design course project

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Thank you!

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PK.1638

Design project

2019/2020 autumn regular studies Chair of Landscape Architecture (LA) Faculty/Department Amount of credits (1 ECTS=26 hours) 15 ECTS Duration in semesters 1 Final assessment

Differentiated

Syllabus credits Lecturers Languages of instruction Other languages needed for achieving learning outcomes

15 ECTS Friedrich Kuhlmann (responsible), Anna Wilczynska, Kadri Maikov Estonian, English English

Minimum number of attendants Study levels Forms of teaching and learning and no of hours Web-based

5 Master's studies lectures: 12 seminars: 24 independent work (including elearning): 354 no

Curricula containing this course Landscape Architecture (119359)

2018/2019 2019/2020

Landscape Architecture (439)

2018/2019 2019/2020

Objectives Aim of the course To enable the students to develop the skills and knowledge in: 1. Preparing a major, multi-scale landscape planning and design project of an area and theme of the student's choosing.

2. Handling the complete design process.

3. Developing a specific area of expertise or interest.

Learning outcomes Following the course students will be able to: 1. undertake comprehensive, multi-scaled, complex design projects; 2. be able to present the work to a high graphical and oral standard.

Brief description A major, multi-scale landscape planning and design project of an area and theme of the student's choosing. The project follows a series of steps: establishment of topic and context; development of brief; background research, data collection, survey; landscape planning of large-scale area; master planning of section of the larger area; detail design of constructions details of subsection of master plan area; land form construction, drainage, hard surface layout, planting design and typical specifications; landscape management and maintenance plan. The course includes studio work, site visits, studio tutorials, seminars, presentations and interim assessment at each stage, final assessment with invited external critics. This project allows the student to demonstrate their attainment of the broad range of skills needed by a landscape architect. It also allows the student to develop a more specialized interest depending on the area and planning/design issues chosen. The project can, if appropriate, also be directly related to the subject of the master's thesis research, thus enabling the student to consolidate their special field of interest if they have one.

Groups Mark PKMAm-2K

Limit of attendants

Lecturers Lecturer: Kadri Maikov Lecturer: Anna Wilczynska Lecturer: Friedrich Kuhlmann

Schedule

1/3

26.09.2019

seminar - Introduction into place, topic and task one: Analysis Reviewing last years works and discussion Field-trip into the area Homework: impressions and overworking sketches of the project area seminar - Discussion on the project brief and homework Homework: collecting graphical examples of coastal analysis consultation - Discussing the analysis part and the graphical examples of coastal analysis

03.10.2019

consultation - Discussing the analysis part

10.10.2019

17.10.2019

pass/fail exam - Presenting your analysis and its consequences Introduction into task two: Concept Homework: collecting examples of different river-connected landscape architecture projects and concept sketches consultation - Discussing the concept part

24.10.2019

consultation - Discussing the concept part

31.10.2019

05.12.2019

lecture and seminar - Lecture on small coastal landscape architecture projects and discussion Homework: collecting examples of small river-connected landscape architecture projects (2 each) pass/fail exam - Presenting your concept, how it developed from the analysis and its consequences for the design Introduction into task three: Detailed design Homework: find your target areas for the detailed design lecture and seminar - Guest lecture on constructing small landscape architecture objects in coast and river areas Homework: collecting examples of water related building materials consultation - Discussing the detailed design part and the examples of water related building materials lecture and seminar - Lecture on design graphic and discussing the detailed design part Homework: developing your own graphical style for the final presentation Working on drafts for posters consultation - optional discussing the detailed design part

12.12.2019

consultation - optional discussing the detailed design part

19.12.2019

pass/fail exam - Presenting your detailed design, how it represents the concept and introduces new kind of uses Proof presentation Outlook for the final presentation pass/fail exam - Final presentation with general public

05.09.2019

19.09.2019

07.11.2019

14.11.2019 21.11.2019 28.11.2019

16.01.2020

Lecture materials and course home page Compulsory study materials Recommended study materials List of independent works and their instructions BIG DESIGN PROJECT Each design project is different, which is why you should not be too prescriptive, so instead of giving you standardised guidance we guide you individually, based on the list of outputs, with suitable adaptation for each student depending on the specific project.

The students should set up an individual layout - based on a plan for an A1 sheet (or A0, with whatever graphics they would like to use to make it interesting and attractive, with their project name, their name, the course details and the tutors' names on it. The work might should be structured into three blocks: * Brief, survey and analysis * Concept of the design * Planting, detailing, constructing and managing Minimal amount of credits required for assessment 3

2/3

To obtain final grade, the following is required First block: brief, survey and analysis (25%) The location, context and the project description and brief An examination of the setting of the site in its location Background survey Analysis of main factors Second block: design concept (25%) A design concept, with key links back to the objectives A master plan with all the elements of the whole site present in 1:2.500 Smaller representative sections of the design in 1:1.000 to 1:500 Third block: detailing and construction (30%) Site layout with surface materials, levels, drainage, cross sections and design details of connected elements and construction details Planting design plan with graphic links to a text document Management issues (10%) Specification of plants, keyed to tabular schedule A management plan to include different management activities Keeping a project diary (5%) Tutoring of First and Second year students in their projects.(5%) Other information This project combines your design skills in one project by selecting an area for contextual study on one or more smaller sites which leads to a design which is presented at several scales. It includes planning level assessment, site survey and analysis, a design concept for the whole area (1:2.500 scale), followed by more detailed design layout for a smaller section (1:1.000 or 1:500 scale).

These more detailed parts will be developed into a range of construction details (such as surfaces, drainage, steps etc.) with dimensions and specifications (1:100 and 1:50 scale according to the idea).

A crucial element is a management plan for the site. The design will also be accompanied by appropriate graphic illustrations as a full set of drawings and illustrations on a series of A1 sheets (as many as needed) as well as models or other media as appropriate.

The site for the project is chosen by the tutors: a larger area south of Tartu connected to water and ecology issues within which some sites for design intervention will arise. If you look at the previous works you will see a wide variety, often with quite specific themes involved as well. The idea of looking at a larger area first is to set a context and to make analyses of factors which then affect the more detailed sites within it.

The project is taught by Friedrich Kuhlmann with Anna Wilczynska and tutoring by Kadri Maikov, who will keep track of progress, but you will be free to ask for advice from any other lecturers at a particular stage or element of the specific design. Feel free to ask anyone for guidance and special assistance from other lecturers in the institute.

The participation in the design project is meant as part of the assessment. You will be expected to keep a project diary where you record notes, make sketches and keep a record of the tutoring sessions.

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Urban landscape design | PK.1557 course project handbook

Spring, 2021

TUTORS: Leading teachers:

Anna Wilczyńska, anna.wilczynska@emu.ee, 56845110

Jekaterina Balicka Landscape Analysis part Jekaterina.Balicka@emu.ee

Fiona Nevzati, fiona.nevzati@emu.ee

Martti Veldi History of the area

Martti.Veldi@emu.ee

Kaja Veddel Kaja.Veddel@emu.ee

Liina Jürisoo Planting liina.jyrisoo@emu.ee

THE CONTEXT OF TARTU AND THE CASE STUDY AREA: Like many other cities, Tartu has grown rapidly in the last decades. Suburban sprawl and fast changes in the industry sector resulted in many abandoned places connected with the past use of the city by humans. Those places, post-industrial, semi-abandoned area are nowadays bringing more and more attention. The reason behind it is that these places are valuable in social, cultural, and ecological ways. Moreover, an important fact is that in 2024 Tartu will be a Cultural Capital of Europe. This means to think ahead, how the city’s open spaces can contribute to its performance.

THE TASK The project consists of three parts (Each must derive from each other): 1. Analysis part with Jekaterina Balicka,

BBB online room: https://videosild.emu.ee/b/jek-vf8-9yr-ase Urban analysis of the area in different scales. The first part of the analysis is partially the Urban Landscape Analysis course partially self-work. It is a micro-scale analysis followed by a larger-scale analysis. It needs to critically approach the project area and its surroundings, functions, use, and values. Contents are as follows: • Different analyses of Tartu in chosen scale or schemes (functioning, accessibility, landscape characters, building patterns/spaces, site (seasonal) use, cultural values, historical changes, personal perception) • Several sections to understand and illustrate connectivity between both sides of the railway (1:250) • Sketches, pictures, maps, and references to illustrate the findings in: • Conclusion of the analysis with highlights about the leading problems.

Presentation of Urban Landscape Analysis part will be defined by Jekaterina during the course.

2. Concept and the main idea

Derived from analysis, the concept is the leading idea that will evolve into the design. It can have different graphical forms: sketch, scheme, plan, collage…. The concept is illustrated by a draft masterplan of the whole project site (sketch).

Presentation of parts 1 and 2 is either on paper or a power-point presentation (might be online). Results of analysis start the presentation, followed by concept illustrated by a draft masterplan.

3. Design

In the design phase, the concept is applied to the specific locations in the project area. A focus area must be chosen to show the design and illustrate how it links to the surrounding urban fabric with its specific affordances. During the design process, one should constantly refer to the analysis phase to make sure the indicated problems are being solved. Parts:

• • • •

Masterplan 1:2000 with several sections Zoom (one or two) of different important parts of the area followed by sections (1:200, 1:500, 1:100) 3D views and sketches Elements (street furniture, light traffic elements, materials)

The final outcomes are a minimum three A1 posters, printed and presented in the final presentation (or online in Miro). The number of listed elements presented on the posters depends on an individual design and may vary.

Information on the course, presentations, and maps can be found on the ÕIS system.

In case of blended teaching or on-line teaching the classes will be held in the Big Blue Button room: https://videosild.emu.ee/b/ann-tvb-qnl-5w3

Classes: In February on Tuesday 13.00-15.00 and Thursday 14:00-18:00, later Thursday 12:15-16:15 | ROOM:226 Day Date Thur 04.02 14:0018:00

Tue 14:0018:00

Thur 14:0018:00

Tue 14:0018:00

Thur 14:0018:00

Tue 14:0018:00

Thur 14:0018:00

Thur 12:0016:00

Thur 12:0016:00

Thur 12:0016:00

Thur 12:0016:00

09.02 11.02 16.02

Class theme ULA, intro online (online) ULA, workshop online (online) ULA, workshop (online) Materials on historical data Studio: Working on analysis (homework) (online)

Comments Katja Fiona - online Katja Fiona Anna online Katja Fiona Anna online

Fiona Anna online

18.02

Studio: Working on analysis online (online)

Fiona Anna online

23.02

ULA, consultation on demand with Katja (online)

Katja, Fiona, Anna online

25.02

ULA PRESENTATIONS

Katja, Fiona, Anna online

04.03 18.03 01.04 15.04

Lecture: Urban wastelands areas, design trends (Anna) - online + workshop (online) Light traffic trends online discussion and readings + consultations + workshop (online) PRESENTATION OF ANALYSIS AND CONCEPT + masterplan task (online) – take a map!!!

Masterplan consultations guidance + workshop (online)

Katja, Fiona, Anna

Anna, Fiona, Kaja

Kaja, Anna, Fiona

Anna, Fiona

Thur 12:0016:00

Thu 12:0016:00

Thur 12:0016:00

Thur 12:0016:00

29.04

Consultation + working on the masterplan and details + workshop (online)

Anna, Fiona

06.05

Vegetation and climate – readings (Liina)

Anna, Fiona, Liina

20.05

Working on the masterplan and details – consultations + workshop (online)

Anna, Fiona

27.05

PRESENTATIONS

Kaja, Fiona, Anna