BASIC DESIGN EDUCATION IN LANDSCAPE ARCHITECTURE

2014 ◽  
Vol 8 (1) ◽  
pp. 176
Author(s):  
Filiz Çelik
Keyword(s):  
Design Education ◽  
Landscape Architecture ◽  
Educational Experiences ◽  
Landscape Design ◽  
Theory And Practice ◽  
Basic Design ◽  
Architecture Education ◽  
Educational Methods ◽  
Design Concepts

The basic design course, a 1st semester curriculum course at the Department of Landscape Architecture, forms the basis of design education as a part of landscape architecture education.  The landscape design course, provided as part of the 2nd semester curriculum, is a continuation of the basic design course and allows basic design concepts to be transferred to landscape design. Similarly, courses for other semesters are also developed based on the knowledge and acquisitions attained through the basic design course. This article is based on the educational experiences that have been obtained in the basic design course administered at the Department of Landscape Architecture in the Faculty of Agriculture, Ankara University, between 2005 and 2010.  The content and objectives of the basic design course, and the educational methods and the process used in the course are described; the challenges and problems faced with respect to the theory and practice of the course are presented.  Additionally, instructions for education related to basic design are discussed, based on experience.

scholarly journals Maṇḍala in Architecture: Symbolism and Significance for Contemporary Design Education in India

2020 ◽  
Vol 8 (4) ◽  
pp. 171-191
Author(s):  
Navin Piplani ◽  
Tejwant Singh Brar
Keyword(s):  
Design Education ◽  
Theory And Practice ◽  
Architecture Education ◽  
Design Concepts ◽  
Critical History ◽  
Traditional Design ◽  
Education In India ◽  
Practical Tool ◽  
Knowledge Content ◽  
Contemporary Architecture

This paper builds upon the understanding that the knowledge of traditional design concepts, particularly the maṇḍala, is relevant for contemporary design education. The significance of traditional principles and practices of design has been undermined by contemporary systems of education. The theory and practice of the philosophy of design are explained using textual references from the ancient treatises on architecture, and analysing buildings and sites of traditional and contemporary approaches to design. A specially devised framework of analytical indicators helps establish the relevance of traditional design concepts and processes for use in contemporary architecture education. An exploration into the current architecture pedagogy identifies the components of teaching structure where potential confluence zones are marked for the inclusion of traditional knowledge content. It is argued that the vāstu purush maṇdala is a philosophical vision and practical tool, which is readily applicable to design education because of its multi-dimensional qualities. A full and in-depth knowledge of the maṇdala will provide value-addition to the critical history-theory and essential context-relevance strands of design education.

scholarly journals Analysis on Landscape Ecological Design in Landscape Architecture

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Xi Chen ◽  
Dawei Xu ◽  
Safa Fadelelseed ◽  
Lianying Li
Keyword(s):  
Landscape Architecture ◽  
Urban Landscape ◽  
Life Quality ◽  
Landscape Design ◽  
Cultural Literacy ◽  
Ecological Design ◽  
The Sustainable Development ◽  
Design Concepts ◽  
Landscape Ecological

With the continuous improvement of China’s economic level, the people’s cultural literacy is gradually increasing, and the same people are increasingly pursuing new changes and changes in the quality of life. At present, most people are not only satisfied with the basic needs of life, but also have a new height and pursuit in the improvement of new life quality. In the current landscape design field, people are increasingly demanding landscape design. How to design urban landscape design that meets the real needs of people under current social conditions is one of the hottest topics in the current landscape design industry. As an important component in the construction of landscape architecture, effective landscape ecological design plays an important role in maintaining the sustainable development of urban ecological environment and enhancing the visual beauty of landscape architecture. Therefore, it is necessary to pay more attention to the ecological design of the landscape, clarify the ideas and principles of ecological design, and realize the improvement of the safety and aesthetics of the landscape ecological design in the construction of landscape architecture. Then, this paper gives a brief overview and analysis of some design concepts, design principles and design points in landscape ecological design in current landscape architecture, which aims to promote the quality improvement of the landscape ecological design in the current Landscape architecture and promote the progress and development of the overall landscape ecological design industry.

EMULATION TO THE NATURE IN BASIC DESIGN EDUCATION OF LANDSCAPE ARCHITECTURE

2021 ◽  
Vol 0 (22) ◽  
pp. 0-0
Author(s):  
Banu BEKCİ ◽  
Çiğdem BOGENÇ
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Design Education ◽  
Spatial Organization ◽  
Common Ground ◽  
Rural Landscape ◽  
Basic Design ◽  
Architecture Education ◽  
Analogical Thinking ◽  
Design Elements

Aim: The main purpose of the study is to create a recreational spatial organization with basic design elements and principles by emulating nature in increasing visual literacy. With this study, it was aimed to stimulate students' imagination and make them design spatial organization by emulating geological rock sections in sustainable design approaches of rural landscape areas. Method: The process of producing solutions to the design problem given was carried out by using (i) 14-week basic design training, (ii) taking thin samples from geological rocks for petrographical studies, and (iii) the analogical thinking method which was the inspiration of Goldschmidt and Smallov (2006) and Cardoso and Badke-Schavub (2011) for the transformation of their ideas into forms. Findings: By analyzing the concepts related to the given problem, the solution of the design problem began, and the designers’ abstract ideas were concretized and handled within the framework of the concept. Students, who received the subject of study during the design process, completed the product they prepared in line with the basic design education they received in order to obtain a product from the concept whichthey created in their mind by emulating geological rock sections. The process was successfully completed by adding something to the obtained product, removing something from the obtained product, and combining something with the obtained product in this process. Result: The ability to have a versatile perspective in design education, which finds common ground forart and architecture education, is vital. This study showed that in architectural education, the design process can collaborate with different disciplines and that the products may be unique and sensitive to ecosystem services.

The power of the pen(cil): Enduring validity in technology-dominated design education

2019 ◽  
Vol 8 (3) ◽  
pp. 203-213
Author(s):  
Amitabh Verma
Keyword(s):  
Professional Practice ◽  
Design Education ◽  
Landscape Architecture ◽  
Vantage Point ◽  
Architecture Education ◽  
Remedial Strategies

Abstract The recent marginalization of long-established manual graphic traditions by technological alternatives has precipitated wide-ranging consequences for design education in diverse contexts and specializations. In this article, I analyse this progression as situated within the discipline of landscape architecture, advocating for a curricular reformation to reprioritize manual graphics as a pivotal element in design education. From my vantage point at the intersection of professional practice, pedagogy and research, I summarize this development within the specific arena of landscape architecture education. Prominent issues of concern and implications are identified, followed by articulation of remedial strategies appropriate to current circumstances.

scholarly journals A DESIGN APPROACH IN THE LANDSCAPE ARCHITECTURE EDUCATION: INSPIRATION FROM NATURAL PATTERNS

2018 ◽  
Keyword(s):  
Design Education ◽  
Landscape Architecture ◽  
Environmental Design ◽  
Research Process ◽  
Product Model ◽  
Architecture Education ◽  
Model Research ◽  
Section Model ◽  
Natural Components ◽  
Design Inspiration

A design education that implements the natural inspiration approach in design is an important influence on the training of environmental designers who are more sensitive to nature and have environmental awareness. For this reason, in this study, the pattern-oriented design process which is shaped by adopting the approach of nature inspiration in landscape architecture education is examined. The natural components form a composition in themselves, and these compositions consist of patterns. Analysis and understanding of natural patterns play a key role in directing designs inspired from nature. Within this context, the approach of utilizing inspiration from nature within the scope of "Environmental Design Project1" course of the 1st grade classes of Karadeniz Technical University, Landscape Architecture Department was seen as a subject to be considered in landscape architecture. This derste made up the material of working with models called "children's play and gaming activities". 4 students selected in the application section (model); research process (natural samples), and creative product (model), and the process of natural inspiration in design was examined in the context of the pattern. As a result, this design education, which implements the pattern inspiration approach, it has become easier for pupils to design their form, to determine concept-activity, and to achieve spatial fiction. Keywords: Landscape Architecture, Design, Inspiration, Nature, Pattern

scholarly journals Teaching Fieldwork in Landscape Architecture in European Context; Some Backgrounds and Organisation

Land ◽  
2021 ◽  
Vol 10 (3) ◽  
pp. 237
Author(s):  
Albert Fekete ◽  
Martin van den Toorn
Keyword(s):  
Design Education ◽  
Landscape Architecture ◽  
Case Study Research ◽  
Historical Context ◽  
Real Life ◽  
Learning By Doing ◽  
Architecture Education ◽  
Domain Specific ◽  
Long Run

Fieldwork is an intrinsic part of landscape architecture education because it confronts the students with the landscape in real life, shows realised projects, enables different experiences, and provides a direct confrontation with the historical context of the discipline. Here the main goal is to give a first overview of teaching of fieldwork, compare that with other publications, and analyse pedagogical and didactic backgrounds in landscape architectural education in Europe. This study is based mainly on existing publications and complemented with our own experiences with fieldwork in teaching. The research method is based on accumulating existing knowledge on the subject and the principles of case study research. After a short overview of pedagogy and didactics in the context of teaching in design disciplines and how this relates to teaching landscape architecture, we work out the organisation of teaching in the outdoors. The conclusions focus on what can be learned in the outdoors that you cannot be learned indoors. Learning to see, to experience the landscape in real is part of “learning by doing” in which drawing, sketching, measuring plays a key role. In the long run pedagogy and didactics of fieldwork should be developed as domain-specific field of knowledge as part of design education in general.

From Problem-Solving Paradigm to Co-Ontogenic Drift: How Do Learning Narratives Self-Generate?

Leonardo ◽  
2011 ◽  
Vol 44 (2) ◽  
pp. 133-138
Author(s):  
Johann van der Merwe ◽  
Julia Brewis
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Design Education ◽  
Design Theory ◽  
Social Situation ◽  
Theory And Practice ◽  
Use Of Self ◽  
Real World Problems

It is now an accepted maxim in design theory and practice that real-world problems needing the attention of design practitioners are not neat and well-structured, but ill-structured and “wicked”—part of a larger, complex social situation. For design education, then, to take its lead from contemporary social, political and economic structures, it will have to seriously re-think its problem-solving paradigms. The authors investigate the use of self-generating learning narratives in the classroom and contrast the approach they introduce with the still-too-prevalent notion that knowledge can be transferred from teacher to student. Their methodology draws from ideas formulated by Maturana and Varela on autopoiesis, specifically the notion of co-ontogenic drift.

Sign in / Sign up

Export Citation Format

Share Document