The remaining four weeks of Autumn Term 2015 will be devoted to the exploration of ideation, design, and representation strategies for a landscape- and wildlife-rich mountain environment. As students of design, you will explore and assimilate ideation and representation theories and methods. You will learn about the history and philosophy of analysis, design and planning for wildlife corridors, issues of the natural and cultural landscape, analysis techniques, and digital and hand-drawn methods for design and planning. Attention is focused on experiences which result in mastery of the sequential components of design; research, analysis, and synthesis. Methods are addressed in a series of discussions and project explorations. Case studies extend to historical and contemporary precedents of the profession in analysis, design, and representation. This research and knowledge of precedents will influence, guide and shape your processes in your own works. You will develop and expand design processes, exploration with various drawing/drafting mediums and techniques, and digital model making. This learning process draws on your personal creativity to analyze, explore, experiment, create, draw, review, and construct. You will augment and acquire substantial personal skills through preparation of projects.
Studio Strategies and Requirements:
The studio is conducted as a series of explorations and experiments aimed at developing individual self-reliance, self-esteem, successional practice in making analysis and design decisions, recognizing problems, looking for alternatives, and expressing a chosen solution. Requirements consist of a series of explorations of case studies, theories, and methods. The sequences/projects will be due on Fridays. There will be expressed a sequence of accessible minimum requirements – please feel very free to do more. Field visits are encouraged. There are multiple exemplary landscapes in the region. Required 670 studio equipment and materials are available at the CSU Bookstore. Your individual studio spaces are in the west room of Natural and Environmental Sciences.
Academic Design School References:
Leading wildlife crossing solutions http://competition.arc-solutions.org/finalists.php
http://www.asla.org/2015awards | http://www.asla.org/2014awards | http://www.asla.org/2013awards | http://www.asla.org/2012awards/ | http://www.asla.org/2011awards/http://www.asla.org/2010awards/ | http://www.asla.org/2009awards/ | http://www.branchplant.com/landscape/agoratheatre.html | http://www.vanalen.org/projects/competitions | AutoCAD fundamentals – http://cadtutor.com | Hand-built Models http://www.youtube.com/watch?v=47lD_XQ5ID8 http://www.youtube.com/watch?v=iV093Yo1Ab4 http://www.youtube.com/watch?v=hytDc_mtW-A |Rhino fundamentals – http://www.youtube.com/watch?v=IqVS48mszuk http://www.youtube.com/watch?v=Qcp6oBPdovw | ArcGIS fundamentals – http://training.esri.com/gateway/index.cfm
Although there are adequate studio computing facilities, it will help significantly in this and other courses if you have your own computer with Dreamweaver, InDesign, Illustrator, Photoshop, iMovie or MovieMaker, SketchUp, Google Earth, AutoCAD, Rhino, and ArcGIS.
Scholarly Progress and Grades:
Attendance is required. It is critically valuable for engagement of creative projects and for learning new ideation and representation skills.
All interim and final submittals are needed to receive a grade for the course.
” A ” Submittals are of distinctive thoroughness and quality.
” B ” Submittals would be of distinctive thoroughness and quality with minor revisions or additions.
” C ” Submittals would be of distinctive thoroughness and quality with moderate revisions or additions.
” D ” Submittals would be of distinctive thoroughness and quality with major revisions or additions.
” F ” Submittals are without, or nearly without, redeeming qualities.
In order to conclude a relative distinctive thoroughness and quality, I consider the essential components of landscape architectural design values (Vitruvian principals): utilitas (function, usefulness, utility), firmitas (solidity, materiality, strength), and venustas (beauty, delight, desire).
Students are assessed on physical presence in the studio, progress and contributions in class discussions and reviews, on figure grounds for determining design principles, on 1/8-scale models of form, on axonometrics at 1/8 scale, on eye-level drawings of form and character, on a written reflective summary of intent, and on the final amalgamation of projects.
This landscape architectural studio focuses learning on a series of design projects comprised of a series of tasks centered on a design theme. All design studio projects require students to analyze existing designs and propose an alternative, reflective solution, and to create a physical prototype for their own design. Each component of each studio project is focused to achieve particular student learning outcomes. Each design assignment includes explicit due dates and minimum requirements to be met.
The processes and outcomes of the studio projects are exploratory and ‘open-ended.’ The studio includes a range of projects and activities that can be analyzed for their capacity to address skills development, concrete knowledge and tacit knowledge:
Skills development – occurs when students are working with and through categories or orders of disciplinary specific knowledge using disciplinary specific skills and conventions.
Concrete knowledge – tends to be structured, such as knowledge of composition, materiality, form, space and its experience.
Tacit knowledge – is indicated by the student’s judgment in relation to knowledge and skills. It is accumulated through applying skills and concrete knowledge during a process and allows an understanding of abstract notions of order and the conceptualization and synthesis of ideas.
|LAND 670 STUDIO OPTION – AUTUMN TERM 2015|
|11/16 Review of model – Begin Project ideation and analyses – Begin figure ground form precedents and characteristic landscape of the project site||11/20 Review figure grounds and character sketches – Begin ArcGIS and Rhino studies|
|11/21 – 11/29 THANKSGIVING VACATION|
|11/30 Continue ArcGIS and Rhino studies||12/4 Review 3D Master Plan|
|12/8 Review of digital model||12/11 Review digital axon and eye-level character sketch – Begin 5-8 minute multi-media of project|
|Project Review Week – We will meet date-time of the CSU schedule for last exam for 670 (exam schedule for 9-11:40 F)|
This course will adhere to the 2011 Academic Integrity Policy of the Colorado State University General Catalog and the Student Conduct Code for all graded elements with regard to appropriate uses of sources, internet or otherwise; receiving assistance from others; and the use of prior work.
CSU Honor Pledge:
I pledge on my honor that I will not receive or give any unauthorized assistance in this course and endeavor toward meaningful social and environmental responsibility.
Printed Name Signature Date