Note from June 29, 2020
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
Although we do not yet know how long the social distancing related to the Covid-19 pandemic will last, and regardless of the changes that had to be made in the evaluation of the June 2020 session in relation to what is provided for in this learning unit description, new learnig unit evaluation methods may still be adopted by the teachers; details of these methods have been - or will be - communicated to the students by the teachers, as soon as possible.
3 credits
30.0 h
Q2
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 :
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.
Aims
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
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The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
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’.
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)
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
LOCI
Programmes / formations proposant cette unité d'enseignement (UE)
Title of the programme
Sigle
Credits
Prerequisites
Aims
Bachelor in Architecture (Tournai)
