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Viewing: LAR 534 / : Landscape Architecture Theory and Criticism

Last approved: Tue, 08 May 2018 08:01:19 GMT

Last edit: Mon, 07 May 2018 15:07:34 GMT

Catalog Pages referencing this course
Change Type
Minor
LAR (Landscape Architecture)
534
032617
Dual-Level Course
No
Cross-listed Course
No
Landscape Architecture Theory and Criticism
LAR Theory and Criticism
College of Design
Landscape Architecture (12LAR)
Term Offering
Fall Only
Offered Every Year
Fall 2018
Previously taught as Special Topics?
Yes
5
 
Course Prefix/NumberSemester/Term OfferedEnrollment
LAR 582Fall, 201420
LAR 582Fall, 201318
LAR 582Fall, 201518
LAR 582Fall 201615
LAR 582Fall 201716
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Kofi Boone
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture201Non/a
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote

Prerequisite: LAR 501 and LAR 502 and LAR 520 or consent of Department Head or DGP.
Is the course required or an elective for a Curriculum?
No
Introduction to the pervasive principles, concepts, movements, and applications influencing landscape architectural planning and design.

Landscape Architecture Accreditation requires the first professional degree curriculum to include core knowledge skills and applications in landscape architecture theory and criticism. The creation of this course reflects the need to formally dedicate time and resources to this subject area, per the updated Accreditation requirements. 


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No new resources are required to deliver this course.

The goal of this course is to expose students to a range of theories, bodies of knowledge, and places informing the practice of landscape architecture, as well as provide a forum for students to increase their experience with formulating design “arguments”.


Student Learning Outcomes

By the end of this course, students will be able to:


Identify, evaluate, and apply theories, bodies of knowledge, and places informing landscape architectural practice; and


Demonstrate understanding of landscape theory and criticism through the use of oral, and visual presentations.


Engage in debates to demonstrate ability to critique built works of landscape architecture and design from various points of view.


Evaluation MethodWeighting/Points for EachDetails
Project30Student will select an emerging issue that will impact the future of landscape architecture and produce 1 minute digital video describing their position on the issue. There will be iterative steps including scripting, storyboarding, and editing.
Participation30Students will be expected to participate in class discussions, and present a designed landscape for class discussion per class schedule.
Written Assignment40Students will complete short exercises (most completed in-class) that will provide students with experience using a range of tools for critically analyzing landscapes. These exercises will include oral, visual, and writing requirements.
landscapes.
TopicTime Devoted to Each TopicActivity
Course Introduction and Overview1 WeekIntroduction to course.
Meaning of Landscape + Built Environment2 WeeksExcercise: Reflection and Discussion
People and Design 1: Design process+ participatory Design1 WeekExercise: Design games
People and Design 2: Environmental Perception1 WeekExercise: Visual preference

Emerging Issue proposal due
People and Design 3: Environmental Behavior2 WeeksExercise: Visual tools for design research
Exercise: Review of people and design section
Emerging issue draft presentation

Environment and Design 1: Landscape Ecology Principles1 WeekExercise: Union Station area inventory

Environment and Design 2: Ecosystem Services1 WeekExercise: Union Station Landscape Critique

Environment and Design 3: Landscape Urbanism1 WeekExercise: Union Station Landscape Workshop

Emerging Issue Draft Storyboards Due
Equity and Design: Environmental Justice Principles 1 WeekExercise: TBD

Equity and Design 2: Health and Growth 1 WeekExercise: TBD

Reading: TBD
Equity and Design 3: Equitable Development1 WeekExercise: TBD

Reading: TBD
Visual Representation2 WeeksExercise: TBD

Week 161 WeekEmerging Issue Final Presentation
mlnosbis 2/20/2018:
-Clarify if prerequisites listed are LAR 501 AND 502, etc., or LAR 501 OR 502. I think it is "and," but that needs to be added.
-Syllabus should include a breakdown of how grades are determined. Listing the PRR is not enough. Explain how assignments will be graded and what constitutes each letter grade. Example: A+ = ____, A = ____, etc.

cohen 2/25/2018:
1. Under Written assignment (in CIM and in the syllabus), is there a "that" missing before "will provide students with..."?
2. Under Instructor's Policies on Attendance (Section 11), what happens if a student is, say, in the hospital for three classes? Will the student lose a letter grade?
3. Under Excused Absences (Section 11) in the syllabus, it appears that students must contact the instructor prior to class for each excused absence. There are times when that may not be possible. (The example on the syllabus is potentially one such time.) How will those absences be treated?

ABGS Reviewer Comments 4/17/2018:
- strange "no new resources" statement again
- justification: there was not previously a graduate course that met this accreditation requirement?
- The student learning outcomes is very generic - could substitute any other words for "landscape architecture" and would work just as well. Spell out some of the tangible outcomes of this specific course in this specific discipline.
mlnosbis (Fri, 02 Oct 2015 12:51:41 GMT): Rollback: Rollback to Gene Bressler as requested.
Key: 7248