Print Syllabus

Syllabus

LK0469 Studio - Designing the residential environment, 15.0 Credits

Studio - Gestaltning av boendemiljö

Subjects

Landscape Architecture

Education cycle

Bachelor’s level

Advanced study in the main field

First cycle, has at least 60 credits in first-cycle course/s as entry requirements
Bachelor’s level (G2F)

Grading scale

Language

Swedish

Prior knowledge

Knowledge equivalent to 60 credits in landscape architecture, including 7.5 credits in landscape construction.

Objectives

The aim of the course is to provide basic knowledge of the design of residential environments.

Knowledge and understanding

After completing the course, the student should be able to:

• describe the interests and needs of different groups in the residential environment and reflect on aspects of social sustainability, focusing on how landscape architects can work for social equity;
• explain their own design process in relation to a selection of theoretical texts on design and form;
• give an overview of the role of residential environments in the modern history of Swedish urban development, and describe their character, design, and content;
• discuss different approaches to create planting beds and improving soil quality based on existing site conditions.

Skills and abilities

After completing the course, the student should, with supervision, be able to:

• survey, analyse, and present an existing residential environment as the basis for a design proposal;
• apply methods for idea development;
• design a residential environment convincingly, taking into account existing conditions, form, function, ecological aspects, and the needs and interests of different people;
• present a design proposal orally and visually using digital layout and image-editing software;
• develop a planting design proposal for a given site and produce a basic planting plan;
• design a planting bed for several plant species based on the given site conditions.

Content

In a major studio exercise, students design a residential outdoor area within an existing housing area. Working from the site’s conditions, students practise making decisions about what to preserve, refine, or transform, considering the needs of different users in the residential environment. The course includes in-depth studies of, among other things, children’s perspectives and play environments. Students also explore how landscape architects can promote social equity in housing environments by addressing different social groups and power structures.

In the exercise, students develop their ability to relate their own design decisions to climate impact and ecological considerations.

Through methodical sketching, they develop their understanding of spatial and site-based design and strengthen their overall design ability. During the course, students visit examples of residential environments from the 20th and early 21st centuries to gain a historical perspective on modern Swedish urban design. The studio project is presented both orally and visually.

In a soil and planting exercise, students develop a detailed planting design and prepare a planting plan and ground sections for planting beds. They evaluate how planting beds can be constructed under different soil conditions, aiming to improve soil quality while minimising climate impact. Emphasis is placed on site-adapted plant material and on how plant character influences the experience of the planting and the site.

In seminars, students discuss the advantages and disadvantages of different soil types as plant substrates and explore alternative methods for soil improvement.

The course employs varied teaching formats to support student learning, in particular supervised studio work, lectures, and field and literature studies.

The course develops the following generic competencies: problem-solving, creativity, independence, collaboration, time management, and the ability to communicate a proposal both orally and visually (text and images, digitally). It also includes elements of analytical methods, information literacy, and critical thinking.

Collaboration with the surrounding community takes place through guest lecturers and/or guides during field visits.

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

Successful completion of the course requires approved exercises, approved oral and visual presentations, and approved participation in compulsory course components.

• 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

Prior knowledge in ecology and soil science is recommended.

The course provides 15 credits of skills training.

Responsible department

Department of Urban and Rural Development