Landscape Architecture Theory Syllabus - Bardenhagen

LAND 301: LANDSCAPE ARCHITECTURE THEORY 3 credit hours Department of Landscape Architecture and Urban Planning FALL 2016 (syllabus version 8.29.16)

Class Time: Classroom: Instructor:

Monday, Wednesday, Friday 10:20 –11:10 a.m.

126 Civil Engineering (CVE) Dr. Eric Bardenhagen, RLA, ASLA Scoates 105, Tel 458-3414 bardenhagen@tamu.edu

OFFICE HOURS:

Tuesday 10:30 am – 12:00 pm Thursday 11:30 am - 12:30 pm or by Appointment

PREREQUISITES:

Junior classification or approval of instructor

“The (university) exists for the students…but the university cannot give you an education – it can only help you acquire one for yourselves. The main effort must be made by the students.”

(George Lynn Cross) I. COURSE DESCRIPTION This course covers the following: Relevant theoretical discourse in landscape architecture, urban planning and urban design; urban theory, social and cultural theory; critical and creative thinking; ecological planning and design; design process and sustainable development; environmental philosophy and environmental aesthetics. Prerequisite: Junior classification or approval of instructor.

A theory is an explanation supported by evidence. It is a way of explaining the facts we have about a set of circumstances. The purpose of theory is to provide predictability about similar conditions elsewhere or in the future. Theory of landscape architecture is based on the premise that quality-oflife for individuals and society benefits from the creation of harmonious and mutually supportive relationships between people and the environment. The underlying premise of knowledge-based design is that decisions informed by a broad understanding of people and the environment increase the likelihood that the interventions we propose will lead to beneficial and sustainable change in the landscape.

LAND 301 introduces landscape architecture theory through a combination of lectures, class discussions, films, group interaction exercises, case studies and written reports based on readings in the text, assigned books, and articles. Unlike the skill-building and processdevelopment courses (such as graphics studio, design studio, and construction methods classes), this course is intended to frame the knowledge base for a holistic understanding of landscape architecture as a discipline and inform design decision making as a professional activity.

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A Word About Readings: Readings are assigned to satisfy two basic purposes: to assist you in acquiring knowledge; upon which evidence-driven design initiatives may be based, and to develop your skill in using multiple sources (and voices) effectively tackle complex issues. The underlying goals of the course are to improve your abilities to learn and write. To quote Abigail Adams: “Learning is not attained by chance: it must be sought for with ardor and attended to with diligence.” Success in this course will correlate directly with your diligence in consistent, thoughtful reading and preparation, active class participation, and cogent discussion on assigned readings and research. Instruction will be based on the readings and discussions in class, and the required writing assignments. We read, th according to Francis Bacon, one of the finest intellects of the 16 century, not just to learn what has been written, but to engage in the thinking process. This is good advice to the serious student of design. Both reading and expressing information and ideas through writing are critical to developing an understanding of landscape architecture theory. Above all, it is necessary to avoid one of our most common human tendencies, as described by Douglas Adams: “Human beings, who are almost unique in having the ability to learn from the experience of others, are also remarkable for their apparent disinclination to do so.”

II. LEARNING OUTCOMES Terms useful to explain the learning objectives of this course include: appreciate: be aware of, and able to correlate but not commit to memory. learn: to acquire information that changes one’s understanding and/or behavior know: to have fixed in the memory and access to in one’s thinking understand: to know and be able to relate A and B. utilize: to apply in a practical sense. explore: to think deeply about a problem; to enquire what, why, and how.

Upon completion of this course, each student with a passing grade will be able: 1. To appreciate the basic considerations of landscape architecture theory 2. To appreciate the relevance of the human and biophysical systems, design procedures and holistic approaches on which landscape architecture theory is based.

3. To understand the performance characteristics of landscape planning, design, and management responsive to substantive theory considerations 4. Develop a sound reference list, case study examples and analysis of a major theory presented in class.

5. To understand an evidence-based design process, the methods, and principles of informed decision making 6. To be able to utilize (identify, locate, and access) appropriate information and translate it into a form applicable to design research and decision-making 7. To be able to utilize clear, concise, and correctly framed writing to express complex ideas in a writing style appropriate to the requirements of advanced knowledge-based practice 8. To explore ideas relevant to contemporary life and design practice.

The course is designated as a writing intensive (W classification) course for landscape architecture majors. The course requires substantial, formal, graded scholarly writing. The relevant features of writing for which you will be responsible include: 1.

2.

3.

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appropriate use of grammar, punctuation, spelling, and diction, appropriate style and format of writing for a professional audience, systematic library research and documentation, appropriate (limited) use of non peer-reviewed internet material, critical thought,

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6.

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9.

effective organization of ideas, synthesized from multiple sources, formation and presentation of arguments, appropriate citation of information sources for a professional/academic audience, and effective communication of complex ideas.

III. EXPECTATIONS The basic expectation of this course is that the students enrolled are dedicated to mastering the material, have arranged their time to do so, and are prepared to put forth the effort required to meet this standard throughout the course of the semester. You are one-300th of one percent (.003%) of the world's population with the opportunity to attend a major American research university (De Gioia 2002). You are expected to engage this course in a manner that demonstrates recognition that with privilege comes responsibility.

Attendance: Attendance is required for all classes unless prior arrangements have been made with the instructor. Absences or late submissions due to health-related problems, emergency situations, or mandatory participation in University-sanctioned activities will be excused if written verification is supplied to the instructor within one week. “The University views class attendance as the responsibility of an individual student. Attendance is essential to complete the course successfully. University rules related to excused and unexcused absences are located on-line at http://student-rules.tamu.edu/rule07." Students with greater than two unexcused absences will forfeit the class attendance portion of the grade (5%). Greater than five unexcused absences and/or without communication with the instructor will result in an F for the class.

Class Preparation: Students are expected to arrive at each class having prepared in advance by completing the assigned reading or other assigned materials as outlined in the course schedule.

Students are expected to have read and understood the assignments – or noted any questions to be posed – prior to arriving at class. While formal note taking to be turned in is not required of this course, you are strongly encouraged to take consistent and concise notes. Discussions will be based on readings and quizzes will be drawn heavily from assigned readings.

Class Participation: During the lecture/discussions, note-taking will be largely devoted to recording the application implications of the points discussed since your ‘notes’ will have been prepared prior to coming to class. Class note taking will generally consist of documenting ways to apply the knowledge or insights discussed in class as they relate to design situations. All class members are expected to arrive in class prepared to discuss the readings assigned. Use of computers or other devices for non-class activities is not permitted during class time unless to take notes or for in-class exercises. You will be asked to leave class if you prefer those activities instead of class discussions.

Writing Requirements: For the writing portion of the course, you are to produce a short book review, a major long paper (5-8 pages) and several short group exercises. Paper assignments are listed in the course schedule and each will include an assignment guide.

Due Dates: To be considered for credit, all assigned work must be submitted on the date and time specified. All class assignments are to be completed independently and on schedule. Late work will be reduced by one letter grade per calendar day late (class start time) unless there are exceptions as noted in “Attendance,” above.

Classroom Decorum: Students are expected to conduct themselves with appropriate learning behaviors. Active, informed discussion is expected from all students. Openness to new ideas and tolerance of diversity is a basic philosophical requirement for effective and compassionate professionalism. It is a fundamental requisite for the development of a flexible and informed mind.

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IV. TEXTBOOKS Required Texts: Murphy, M.D., Landscape Architecture Theory. 2005. Long Grove, Illinois: Waveland Press, 2005 Lynch, K.. The Image of the City. Cambridge, MA.: MIT Press. 1960 A substantial listing of additional readings is included within the course schedule by the date that each reading is to be completed. All readings outside of the two texts listed above will be provided to students as a PDF.

V. CRITERIA FOR EVALUATING STUDENT PERFORMANCE In addition to assigned readings and writing projects, students will participate in site walk activities on campus explore case studies related to readings, develop a multi-media landscape experience presentation and create a design program for a hypothetical project.

Grades for this class will be assigned as: 90 – 100 = A Excellent 80 – 89 = B Good 70 – 79 = C Satisfactory 60 – 69 = D Minimum pass 0 – 59 = F Failure Grade Determination: The final grade for the course will be determined as follows: • Term research report (W) 20% • Term book report and synthesis (Individual portion 60%, group 40%) (W) 15% • Quizzes (3) 5% each 15% • Landscape Experience video presentation (group) 10% • Group in-class exercises throughout the semester-total (W) 15% • Final Exam 15% • Other writing assignments (two during the semester) (W) 5% • Attendance 5% Total

100%

Important Note: Failure to meet the writing requirements (W) precludes passing this course irrespective of the possibility of student's making a passing grade on a straight point calculation basis. Because LAND 301 is designated as a Writing Intensive Course in the University Catalog, a student cannot pass this course without doing a passable job on the writing component, no matter how the points are distributed.

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VI. ACADEMIC INTEGRITY “An Aggie does not lie, cheat or steal, or tolerate those who do.” For additional information, please visit: http://aggiehonor.tamu.edu.

Students are cautioned about copying work that was not their own effort and any other act that constitutes plagiarism. Plagiarism is any act that reproduces another person’s ideas, words, writings, drawings, photographs, digital media etc., and represents it as being original work. You are committing plagiarism if you copy the work of another person and turn it in as your own, even if you should have permission of that person. Rules governing plagiarism can be found in the latest edition of the Texas A&M University Student Rules governing Scholastic Dishonesty.

VII. AMERICANS WITH DISABILITIES ACT (ADA) POLICY STATEMENT: The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, currently located in the Disability Services building at the Student Services at White Creek complex on west campus or call 979845-1637. For additional information, visit http://disability.tamu.edu..

VIII. PRIVACY POLICY Family Education Rights and Privacy Act (FERPA) is a federal law designed to protect the privacy of educational records by limiting access to these records, to establish the right of students to inspect and review their educational records and to provide guidelines for the correction of inaccurate and misleading data through informal and formal hearings. To obtain a listing of directory information or to place a hold on any or all of this information, please consult the Admission and Records Office.

Items that can never be identified as public information are a student’s social security number or institutional identification number, citizenship, gender, grades, GPA, or class schedule. All efforts will be made in the class to protect your privacy and to ensure confidential treatment of information associated with or generated by your participation in class.

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IX. Course Themes and Topics 1. FOCUSING: Considering the LANDSCAPE, DESIGN, and our ROLES in shaping human experiences with and on the land.

• • • •

Critical Thinking Creative Thinking Origins of Theory Values, Commodity and Design

2. EXPERIENCING: Exploring HUMAN / ENVIRONMENT Relationships • • • • • •

Human Factors and Behavioral Dimensions of Space Place and Environment/Behavior Relationships Cultural Considerations of Design The Roles of Nature in the Health and Experiences of Humans Interconnections of Food, Design and Health Access, Wayfinding and Movement through the landscape

3. INHABITING: Investigating the PROCESSES of the PHYSICAL LANDSCAPES we inhabit.

• • • • • •

Ecosystems and Landscape Processes Ecological Design Ecosystem Services Low Impact Design and Stormwater Management Design with Climate and Solar Access Analyzing Sites

4. PRACTICING: Applying what we know to the ways that we think in SYSTEMS, explain our APPROACHES, practice our CRAFT and organize our PROFESSIONS. • • • •

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Thinking in Systems The Strategy and Purpose of Design Design Processes Design Problem Definition and Programming Design Teams, Collaboration and Practice

The limits of your language are the limits of your world. - Ludwig Wittgenstein

Acknowledgement: Portions of this syllabus and course design have been adapted from or developed in consultation with my friend and colleague Dr. Michael D. Murphy. He previously taught this course at Texas A&M University and used it as the basis for developing the text used in this course.

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LAND 301 - Landscape Architecture Theory Fall 2016 Schedule (Version#2 9-29-16)

Bardenhagen

Note on Readings: Murphy (2005) and Lynch (1960) are required texts - see syllabus. All other readings will be provided as PDF files via eCampus.

Monday

Wednesday

29

August

FOCUSING

Lecture Topic: Course Intro, syllabus, guidelines What is Theory? (L-01) Readings Due: None

Lecture/ Discussion: Readings Due: (Before Class)

Monday What is design? Design Values Commodity, What is Landscape?

Murphy pp. 1-16 (PDF) Costanza, (PDF) Eckbo (Swaffield 9-11) Reading PDFs on ECampus

Friday September

Video - In Class J.B. Jackson, Figure in a Landscape

Discussion

J.B. Jackson, Figure in a landscape (values, commodity, landscape)

Assignment Given:

Vernacular Landscape "Sketch" (One Page - See Guide)

Wednesday

12

Class Does not Meet Instructor on Field Trip Readings Due: Murphy pp 115-134* Before Wed. Cooper Marcus

2

Assignment Writing the Book Review Given: Group Exercise: Exploring "Why" in a shared landscape

7

September

Monday September

Critical Thinking/Creative Thinking (L-02) Murphy pp 213-225 (PDF) Origins of Theory - J. Corner Creative Risk taking - Krog (Swaffield pp. 19-20 & 58-64) Reading PDFs on ECampus

September

Wednesday

5

September

Lecture Topic: (L-03) Readings Due: (Before Class)

Friday

31

August

Friday

14

September

9

Lecture Topic: Intro to the Human Environment Human Factors in Design (L-04) Video The Social Life of Small Urban (Media Matrix) Spaces - William Whyte

16

September

Group Exercise: Campus William Whyte Walk Meet on Langford Bridge Bring Pen & Clipboard

View PRIOR to class * = last Murphy PFDs provided

Discussion

William Whyte Video

EXPERIENCING

Assignment Due Monday

Wednesday

19

September

Lecture Topic: Designing With People in Mind, Biophilia, Env. & Behavior (L-05) Readings Due: Ullrich, 1984 and 2002 (Before Class) Kaplan & Kaplan Murphy 34-38

Biophilic Design (Media Matrix) View PRIOR to class Discussion Biophilic Design Video

Monday

Class Does not Meet Instructor on Field Trip

Readings up to 9/19 & Jackson & Whyte videos Wednesday

26

Lecture Topic: Landscape Planning for Access, Movement & Human Needs(L-06) Readings Due: Lynch - The Image of the City (Before Class) Chapters 1-5 (suggestion - start reading this early in the semester)

September

Video

23

September

Video

QUIZ #1

September

Friday

21

September

Vernacular Landscape "Sketch" 10:20 am e-Campus

The Human Scale (Media Matrix) View PRIOR to class Class Discussion: The Human Scale

Friday

28

September

Class Discussion: The Human Scale

30

Book Review

Monday

Wednesday

3

October

Class Does not Meet LAND 320 Students on Field Trip Group Discussions:

7

Group Discussions:

BOOK REVIEW - SYNTHESIS in class Groups discuss similarities, differences and overlap of selected books. Discuss intro and synthesesis/conclusions.

See eCampus Monday

EXPERIENCING

BOOK REVIEW - FEEDBACK in class Feedback to Review Partners on drafts need to be provided

by Sunday 10/2

October

Final Book Review Due SUNDAY 2 pm

Wednesday

10

October

Friday

12

October

Lecture Topic: the Human Environment (cont.)

Human Factors in Design (L-04)

Lecture Topic: Landscape Planning for Access, Movement & Human Needs(L-06)

Readings Due: Murphy pp. 166-170 (Before Class)

Readings Due: Toby Israel (Before Class) Matthew Potteiger

Assignment

14

October

Lecture Topic:

Research Paper- Approaches to Synthesizing information

Group Exercise: Synthesizing information in research papers

Writing the Research Paper

Given/Discussion: (Major Grade - Due 50 Days)

Monday

Wednesday

17

October

Lecture Topic: Therapeutic Landscapes and Design with Healing In Mind (Guest Lecture: Naomi Sachs) Readings Due: Cooper Marcus & Sachs Chap. 3 (Before Class) Chapter 6 Optional Assignment Given:

Lecture Topic: Design for Active Living (L-07)

COA Research Symposium 2015 Attendance Required Reflective summaries on two or more presentations.

See assignment guide in E-Campus

Lecture Topic: Intro to the Biophysical Environment (L-09) Readings Due: Murphy pp 83-93 (Before Class) Marsh Chapter 3

"Experiencing the Landscape" Student-Produced Video

Lecture Topic: Video

Lecture Topic: Microclimates and Strategies for Climate-informed Design Readings Due: TBD (Before Class)

Lecture Topic: Food-Design-Health Connections Guest Lecture: Dr. Merrill Readings Due: TBD (Before Class)

Group Exercise: Landscape Planning for Food Access

Lecture Topic: Green Infrastructure, Ecological Design & Coastal Protection(L-10) Readings Due: Dramstad & Forman (Before Class) Ndubisi Daily

Class Discussion: Coastal Protection Video

Friday

9

November

4

November

Wednesday

7

King Corn (Prior to Class)

Friday

2

November

Monday

Intro to the Biophysical Environment (Cont.)

Big River (In Class)

Reflective summaries on two or more presentations.

Wednesday

31

28

October

Video (optional)

Monday

November

Assignment Given:

Friday

26

October

Assignment Due:

October

QUIZ #2

Lectures, Readings and films up to 10/17

Wednesday

24

21

October

Readings Due: Roberto Rengel (Before Class) Murphy pp. 166-170

Monday

Assignment

Friday

19

October

Video Safe and Usable Outdoor (Media Matrix) Spaces for Older Adults View PRIOR to class

COA Research Symposium Reflective Summaries

October

INHABITING

Friday

5

October

11

November

Class Does not Meet LAND 320 Students on Field Trip

Holland's Barriers to the Sea

(Media Matrix) View PRIOR to class https://www.youtube.com/ watch?v=aUqrBV4SiqQ

Group Exercise: Coastal Issues in Design

Assignment Due

"Experiencing the Landscape" Video

Monday

Wednesday

14

November

Lecture:

Systems Thinking, Stategy & Purpose of Design (L-11) Readings Due: Murphy - Systems Theory (Manuscript PDF to be provided) Process Architecture- Peter Walker, William Johnson QUIZ #3 Readings up to 11/9 & videos

Lecture:

Design Problem Definintion and Programming (L-12) Readings Due: Murphy - 53-62 (Before Class) PeĂąa pp. 92-95, and pp. 153-159

Monday

Group Exercise: Creating a Design Program

25

November

Discussion:

PRACTICING

Viewing/discussing Videos "Experiencing the Landscape" Group Exercise: Creating a Design Program Due Due prior to Class time

Friday

23

November

18

November

Wednesday

21

November

Friday

16

November

Reading Day Class does not Meet

Monday

Wednesday

28

November

Thanksgiving Holiday

Lecture Topic: Design Teams and Collaboration (L-13) Readings Due: Murphy 189-211 (Before Class)

Friday

30

November

Lecture Topic: Public Participation (L-14) Readings Due: Barbara Faga (Before Class)

Lecture Topic:

Final Research Papers Due 10:20 am (see assignment guide) Monday December

Wednesday

5

7

December

Lecture Topic: Semester Review

FINAL EXAM (written) Given during classs

2

December

Presenting your work (L-15)