ltarc1251  2021-2022  Tournai

3.00 credits
30.0 h
Main themes
Following the structure of the history of the garden, landscape and the environment, this teaching unit is designed to demonstrate our relationship to the world.
Overall, the approach is made up of 4 stages :
  • geographical context of Eurasia at the Neolithic Revolution
  • Language, Reason and Religion
  • XVIIth century and dissociation of values
  • XXth century and proposed reassociation of values.
Learning outcomes

At the end of this learning unit, the student is able to :

1 Specific learning outcomes:
By the end of the course, students will be able to show the interrelationship between the development of thinking and social organisation with development of the Landscape.
In other words, to provide a basis for our relationship with the world which has come into being over the course of time.
Contribution to the learning outcomes reference framework:
Build knowledge of architecture
  • Be familiar with and analyse the basic references
  • Be able to use given references which, by analogy, can lead to other interpretations of the context
Place the action
  • Recognise, observe and describe the targeted environments and contexts
  • Analyse the environments and contexts according to various given methods and starting from various identified points of view
Make use of other subjects
  • Seek out other approaches, exchanges of views and ways of enhancing thinking about architecture
Express an architectural procedure
  • Convey the experience of spatiality by observing it and posing questions
Make committed choices
  • Develop awareness of the political meaning of the work of an architect and his/her responsibility towards society
Paysage e(s)t....Landcape Is
Stimulate a n interest in landscape research, which could then materialize in a focus on landscape as a part of the architectural project and, further,  as a method and medium of design

Articulation between theoretical and "design-based" perpsectives.
Thematic and diachronic approach
A series of conferences (2-hour sessions) illustrating different approaches to landscape theory and design; student presentations in groups and interactive workshops (4-hour sessions).
Interactive activities - Workshops: learning how to read and analyze a contmporary landscape project.

Learning outcomes
Analyzing a landscape project with the instruments of critical theory
Learning how to research reference landscape projects  through the use of multilingual databases
And beyond...
“Now more than ever, nature cannot be separated from culture; in order to comprehend the interactions between ecosystems, the mechanosphere and the social and individual Universes of reference, we must learn to think ‘transversally’.
Just as monstrous and mutant algae invade the lagoon of Venice, so our television screens are populated, saturated, by ‘degenerate’ images and statements. In the eld of social ecology, men like Donald Trump are permitted to proliferate freely, like another species of algae, taking over entire districts of New York and Atlantic City; he ‘redevelops’ by raising rents, thereby driving out tens of thousands of poor families, most of whom are condemned to homelessness, becoming the equivalent of the dead sh of environmental ecology”.
Felix Guattari, Les trois écologies, Paris: Galilée, 1989
(English translation by Ian Pindar and Paul Sutton, London: The Athlone Press, 2000)

Teaching methods
Interactive Learning: Presentations (teacher and students) / discussions / workshops
Evaluation methods
Group presentaitons in class and written exam
Other information
Slideshows and weblinks are provided to the students.
Faculty or entity

Programmes / formations proposant cette unité d'enseignement (UE)

Title of the programme
Learning outcomes
Bachelor in Architecture (Tournai)