Landscape

3.00 credits

30.0 h

Teacher(s)

Perrotti Daniela;

Language

French

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 :

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

Content

Paysage e(s)t....Landcape Is
Objective
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

Methodology
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
English-friendly

Evaluation methods

Group presentaitons in class and written exam

Other information

Slideshows and weblinks are provided to the students.

Faculty or entity

LOCI

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

Title of the programme

Sigle

Credits

Prerequisites

Learning outcomes

Bachelor in Architecture (Tournai)

ARCT1BA