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 On Landscape Architecture Education and Professional Practice and Their Future Challenges

Land ◽  
2020 ◽  
Vol 9 (7) ◽  
pp. 228
Author(s):  
Carl Steinitz
Keyword(s):  
Information Technology ◽  
Social Change ◽  
Public Participation ◽  
Professional Practice ◽  
Landscape Architecture ◽  
Social Risk ◽  
Architecture Education ◽  
Future Challenges

Increased environmental and social risk, ubiquitous information technology, and growing demands for and growing threats to democracy and public participation will alter the education and practice of all the design professions and the geographically oriented sciences, and the ways in which their activities towards influencing environmental and social change are organized and carried out. We all know about these trends, but we do not take them seriously enough. We are not adapting fast enough towards education or professional practice that is collaborative and globally oriented.

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 Spatial Orientation Skill for Landscape Architecture Education and Professional Practice

Land ◽  
2020 ◽  
Vol 9 (5) ◽  
pp. 161
Author(s):  
Carlos Carbonell-Carrera ◽  
Jose Luis Saorin ◽  
Stephany Hess-Medler
Keyword(s):  
Professional Practice ◽  
Spatial Orientation ◽  
Landscape Architecture ◽  
Engineering Students ◽  
Landscape Planning ◽  
Three Dimensional ◽  
Interdisciplinary Approach ◽  
Measurement Tool ◽  
Architecture Education ◽  
Person Perspective

Professional landscape architecture organizations have requested training from educational institutions based on new skills and methodologies in the curriculum development of students. Landscape architects need to visualize and evaluate the spatial relationships between the different components of the landscape using two-dimensional (2D) or three-dimensional (3D) maps and geospatial information, for which spatial orientation skills are necessary. The data from six workshops conducted throughout the 2010–2020 period, in which 560 second-year engineering students participated using different strategies and technical tools for spatial orientation skills’ development, were collected in a unique study. Factors such as the technology used, the gaming environment, the type of task, the 2D/3D environment, and the virtual environment were considered. The Perspective-Taking Spatial Orientation Test was the measurement tool used. The results show that mapping tasks are more efficient than route-based tasks. Strategies using 2D and a 2D/3D combination are more effective than those with only 3D. First-person perspective gaming environments are also a valid alternative. The technologies applied in this study are easy to use and free, and a measurement tool is provided. This facilitates an interdisciplinary approach between landscape architecture education and professional practice since these workshops could also be easily carried out by professional bodies for landscape planning and management.

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.

PROFESSIONAL COMPETENCIES OF ARCHITECTURE GRADUATES: PERCEPTIONS FROM GRADUATES, ACADEMICS AND EMPLOYERS IN THE NIGERIAN CONSTRUCTION INDUSTRY

2018 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Joy Joshua Maina
Keyword(s):  
Best Practices ◽  
Construction Industry ◽  
Professional Practice ◽  
Core Competencies ◽  
Descriptive Statistics ◽  
Self Report ◽  
Professional Competencies ◽  
Architecture Education ◽  
The Core ◽  
Study Results

The clamour for better quality graduates by architects in the Nigerian Construction Industry (NCI) necessitates a look into the core competencies and the adequacy of architecture education in preparing architecture graduates for professional practice. 116 self-report likertscale questionnaires from architecture graduates (2009-2015), academics and employers were analysed to establish core competencies developed by the graduates while in school. Descriptive statistics, t-tests as well as Mann-Whitney tests for differences in ratings were employed for the study. Results reveal the perceived adequacy of architecture education for the future career of graduates from the academic perspective. Graduates were most proficient at design related competencies while AutoCAD was still considered the most important CAD competency for architecture graduates in the NCI. The study recommends more frequent evaluations of competencies for employability in collaboration with industry as well as embracing BIM related software in line with global best practices. Keywords: Academics, Architecture, Employers, Graduates, Professional competencies, NCI

Sign in / Sign up

Export Citation Format

Share Document