Studio Project - Site, Concept and Theory
The focus of this course is on the design process in landscape architecture. It spans the intricate interplay from concept development, via design theory and artistic methods, to design proposals. The course is based on one or several design tasks in different kinds of landscapes. Through these design tasks, specific and general questions on landscape architecture will be discussed, together with theory of landscape design. Inspiration comes from contemporary, practical and theoretical examples within landscape architecture. The course participants will also be encouraged to seek inspiration from other fields such as architecture, painting, sculpture, music, dance and theatre. Furthermore, participants are encouraged to experimentally develop and appraise different design methods in an independent way.
Find portfolio instructions on: https://www.slu.se/lam-portfolio/
Syllabus and other information
Syllabus
LK0454 Studio Project - Site, Concept and Theory , 15.0 Credits
Studioprojekt - Plats, Koncept och TeoriSubjects
Landscape ArchitectureEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Single module | 15.0 | 0101 |
Advanced study in the main field
Second cycle, has second-cycle course/s as entry requirementsMaster’s level (A1F)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Knowledge equivalent to 150 credits, which of specific entry requirements: 90 credits in one of the following subjects:• architecture
• landscape architecture
• landscape planning
• built environment
• design
• spatial planning
• geography
• landscape science
• environmental science
• civil engineering
and an approved portfolio according to specific instructions. See link for portfolio instructions under additional information.
OR 150 credits from the Landscape Architecture programme at SLU or an Erasmus partner university
and the equivalent of 15 credits in Landscape Architecture on second cycle level
and English 6 or equivalent.
Objectives
The course aims for the student to explore artistic design methods and, based on a critical approach, independently apply these in a design project, with an emphasis on design process, concept development, spatial design and artistic forms of expression. The course aims in particular to strengthen the student in the early stages of design.
Upon successful completion of the course, students will be able to:
• reflect on the process of designing landscapes
• deal with complex design situations and find personal solutions to them
• comprehend the importance of concept development and method approach in landscape design and apply relevant means to communicate this
• relate his/her working methods to relevant design theories and methods applicable to landscape architecture
• analyze and discuss what makes good design in landscape architecture
Content
The focus of this course is on the design process in landscape architecture. It spans the intricate interplay from concept development, via design theory and artistic methods, to design proposals. The course is based on one or several design tasks in different kinds of landscapes. Through these design tasks, specific and general questions on landscape architecture will be discussed, together with theory of landscape design.
Inspiration comes from contemporary, practical and theoretical examples within landscape architecture. The course participants will also be encouraged to seek inspiration from other fields such as architecture, painting, sculpture, music, dance and theatre.
The course is aimed at international participation and offers possibilities to explore both multilateral and intuitive approaches to the design process. The participants are encouraged to experimentally develop and appraise different design methods in an independent way. Each participant shall present alternative design proposals and critically evaluate their own and others’ proposals, presentations and argumentations. Importance is given to the presentation - communication - which is carried out verbally and visually through e.g. illustrations and models. The student shall be aware of the creative spark that characterizes "good design".
Attention is paid to the personal development of each student. The participants are to take active part in formulating their own briefs and also in developing the day to day schedule within the set course frame.
The course gives 15 skills training credits for students in the Landscape Architecture Programme.
Teaching formats:
To further student learning and promote discussion, a variety of methods are used: lectures, excursions (compulsory), supervision exercises (compulsory), literature seminars (compulsory), criticism/reviews (compulsory), independent studio work and independent writing work.
The course focuses on the following generic competencies: creativity, independence, teamwork, critical thinking, artistic methods and artistic forms of expression, spatial design, verbal and written communication. In addition, digital skills are also included.
Collaboration with society takes place through study visits, guest lectures, masterclass formats where students learn directly from artists and practicing landscape architects who demonstrate their methods and approaches, exhibitions, cases/assignments in collaboration with artists, researchers and planners.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Attendance at scheduled learning activities; a pass on submitted examinations and seminar work. Specifications of compulsory attendance and assignments are given at course start. Examiner will evaluate the quality of compulsory assignments submitted and presented by students. Students’ knowledge and their ability to engage each other in critical and analytical discussions will also be assessed in the reviews and in the literature seminars.
If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
For the assessment of an independent project (degree project), the examiner may also allow a student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Additional information
High attendance during the independent studio work is strongly recommended and necessary.There may be additional costs for an optional study tour.
Students admitted to Landscape Architecture – Master´s Programme 2011-2019 are eligible for the course.
Students admitted to Landscape Architecture – Master´s Programme (LAM) 2020 and following years are eligible for the course if a portfolio is approved.
Find portfolio instructions on: [https://www.slu.se/lam-portfolio/](
Responsible department
Department of Landscape Architecture, Planning and Management
Further information
Litterature list
Amin, A. (2014). Lively Infrastructure. Theory, Culture & Society, 31(7-8), 137-161.
Brice, S. (2018). Situating skill: contemporary observational drawing as a spatial method in geographical research. Cultural Geographies, 25(1), 135-158.
Busse Nielsen, A. et al. (eds.) (2023). Woods go urban. Three landscape laboratories in Scandinavia. NL: Blauwdruk Publishers. (selected pages)
Eames, C. & Eames, R. (1977). Powers of Ten. (9 min film)
Elliott, D. & Culhane, D. (eds.) (2017). A Different Kind of Ethnography. Imaginative Practices and Creative Methodologies. Toronto: University of Toronto Press. (selected pages)
Gibson, R. (2015). Changescapes: Complexity, Mutability, Aesthetics. Perth: UWA Publishing, 195-206.
Gora, M. & Bandolin, G. (2014). How Much for a Tree? Göteborg, Stockholm: Makadam Förlag.
Holdrege, C. (2013). Thinking Like a Plant. A Living Science for Life. Lindisfarne Books. (selected pages)
Ingold, T. (2010). Footprints through the weather-world: walking, breathing, knowing. Journal of the Royal Anthropological Institute, 121-139.
Latham, A. & Layton, J. (2019). Social infrastructure and the public life of cities: Studying urban sociality and public spaces. Geography Compass, 13(7), 1-15.
Macken, M. (2018). Binding space. The book as spatial practice. New York: Routledge. (selected pages)
Marder. M. (2013). Plant Thinking. A Philosophy of Vegetal Life. Columbia University Press. (selected pages)
Millroth, T. (2021). Appendix 1: Artists’ books from a Swedish point of view with special attention paid to the contributions of Denmark and Finland. Tragus förlag. (selected pages)
Raxworthy, J. (2018). Overgrown: Practices Between Landscape Architecture and Gardening. MIT Press. (selected pages)
Seamon, D. (1998). Goethe, Nature and Phenomenology. An Introduction. In: Seamon, D. and Zajonc, A. (eds.) Goethe’s Way of Science. A Phenomenology of Nature. New York: State University of New York Press.
Senge, P. et al. (2005). Presence: Exploring Profound Change in People, Organizations and Society. London: Nicholas Brealey Publishing. (selected pages)
Spoerri, D. et al. (2016). An anecdoted topography of chance. London: Atlas Press. (selected pages)