Spring Term 2016 will be devoted to the exploration of ideation, design, and representation strategies for garden-scale environments and their connections with urban neighborhoods. As students of design, you will explore and assimilate fundamental ideation (creativity) and representation theories and methods. You will learn about the history and philosophy of garden design, issues of the natural and cultural landscape, analysis techniques, and digital and hand-drawn methods. Attention is focused on experiences which result in mastery of methods and skills needed for the sequential components of design: Research, Analysis, and Synthesis. Methods are addressed in a series of discussions and projects. Case studies extend to contemporary precedents of the profession in analysis, design, and representation. This research and knowledge of gardens and garden types will influence, guide and shape your design processes in your own garden designs. You will develop basic, design processes, exploration with various drawing/drafting mediums and techniques, and model making. This design process draws on your personal creativity to analyze, explore, experiment, create, draw, review, and construct. You will acquire substantial personal skills through preparation of projects. Special emphasis will be placed on learning to be a creative designer/divergent thinker.
Studio Strategies and Requirements:
Please see ASLA Student Awards for 2015, 2014, and 2013. 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. Studio, facebook, and blog requirements consist of a series of explorations and representations of case studies, theories, and methods. Facebook (separate account) references and interactions are required. You will be required to present and discuss your own current project and your classmates’ projects each Tuesday and Thursday. There will be a sequence of accessible minimum requirements – please feel very free to do more. Students will be encouraged to visit exemplary landscapes in the region. Required 362 studio equipment and materials are available at the CSU Bookstore or online. Your individual studio spaces are in the east room of Natural and Environmental Sciences.
Academic Design School References:
Facebook (separate account) references and interactions are required – including: Landscape Architects Network, The Cultural Landscape Foundation, The Architect’s Newspaper, and others uncovered and disclosed in class.
Oehme, Wolfgang and Van Sweden, James. 2002 Architecture in the Garden. Random House
Trieb, Marc. 2011 Meaning in Landscape Architecture and Gardens. Taylor and Francis
Walker, Peter and Simo, Melanie. 1996 Invisible Gardens. Triliteral Press
Suggested Shared Library:
Francis, Mark and Hester, Randolph. 1991 The Meaning of Gardens. MIT Press
Hunt, John Dixon. 1992 Gardens and the Picturesque. MIT Press
Pregill, Philip and Nancy Volkman. 1993 Landscape in History. New York: Van Nostrand Reinhold
Sullivan, Chip. 2002 Garden and Climate. McGraw‐Hill
Walker, Peter. 2005 Defining the Craft. Oro Editions
Walker, Peter. 1997 Minimalist Gardens. Spacemaker Press
http://www.gleearchitects.com/designprocess.htm | 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 | 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 in the studio and at home with Rhino, Photoshop, AutoCAD, InDesign, Illustrator, iMovie or MovieMaker, SketchUp, Google Earth Pro, and ArcGIS.
Scholarly Progress and Grades:
Please see ASLA Student Awards for 2015, 2014, and 2013. In keeping with the standards of a nationally accredited program, class attendance is uniquely valuable and necessary for engagement of projects and for learning new creativity, ideation and representation skills – only university approved absence (see CSU 2015-2016 catalog) is accepted without reduction in final letter grade, and must be given notice in advance. All interim and final submittals, including the Russell L. Butler II Memorial Scholarship project, are needed to receive a final grade.
” A ” Submittals are of distinctive thoroughness and quality, includes class attendance and presentation of current project each Tuesday and Thursday.
” 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.
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 multimedia review.
This landscape architectural studio focuses learning on design projects comprised of a series of tasks centered on a design theme, or client narrative. All design studio projects require students to analyze existing designs and propose an alternative 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 which 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 judgement 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.
In order to conclude a relative (to distinctive) thoroughness and quality, I consider the Vitruvian principals: that works must have utilitas, firmitas, and venustas, described as follows:
The essential components of landscape architectural values are embodied by the Vitruvius’ concepts of utilitas (function, usefulness, utility), firmitas (solidity, materiality, strength), and venustas (beauty, delight, desire).
Three critical organizing precepts may be considered in the articulation of the values of firmitas, utilitas, and venustas. The first is that accomplishment of a work constitutes a unity brought to component parts that, on their own, may be quite differential. Secondly, by inclusion of venustas, Vitrivius considered that not only the objects/items are important but also their ‘audiences’, and that aesthetics can be considered apart from usefulness and even materiality. The third Vitruvian aspiration is indicated to resolve the disparate nature of the three components: that place-making/works-making is a unity that is not allowed to maintain difference but must find a clear topological congruence that should not be relegated to some extrinsic point of view (outside of the landscape or work).
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
|LAND 362 FORM AND EXPRESSION IN GARDEN DESIGN SEQUENCE – SPRING TERM 2016|
|1/19 Introduction – Figure ground (FG) form precedents for 3 narratives||1/21 Class discussion of your first FG|
|1/26 Review of FGs – Begin site issues for 3 places||1/28 Review site issues – Begin design for Modern Organic|
|2/2 Review of model for Modern Organic – Begin axon and eye-level sketch||2/4 Review axon and eye-level character sketch – Begin design for Agrarian|
|2/9 Review of model for Agrarian – Begin axon and eye-level sketch||2/11 Review axon and eye-level character sketch – Begin design for Artistry|
|2/16 Review of model for Artistry – Begin axon and eye-level sketch||2/18 Review axon and eye-level character sketch – Begin FG precedents for 2 concepts – Indigenous Plains and Indigenous Foothills|
|2/23 Review of FGs – Begin site issues for 2 places||2/25 Review site issues – Begin design for Indigenous Plains|
|3/1 Review of model for Indigenous Plains – Begin axon and eye-level sketch||3/3 Review axon and eye-level character sketch – Begin design for Indigenous Foothills|
|3/8 Review of model for Indigenous Foothills – Begin axon and eye-level sketch||3/10 Review axon and eye-level character sketch|
|3/22 Begin FG form precedents for 3 concepts||3/24 Class discussion of your first FG|
|3/29 Review FGs – Begin site issues for 3 places||3/31 Review site issues – Begin design for Commemorative|
|4/5 Review of model for Commemorative – Begin axon and eye-level sketch||4/7 Review axon and eye-level character sketch – Begin design for Moorish|
|4/12 Review of model for Moorish – Begin axon and eye-level sketch||4/14 Review axon and eye-level character sketch – Begin design for Zen|
|4/19 Review of model for Zen – Begin axon and eye-level sketch||4/21 Review axon and eye-level character sketch – Begin FG form precedents for Minimalist and site issues for Poudre River site|
|4/26 Review FG form precedents for Minimalist and site issues for Poudre River – begin digital model for Minimalist||4/28 Class discussion|
|5/3 Review of digital model for Minimalist||5/5 Review digital axon and eye-level character sketch – Begin 5-8 minute multi-media of projects. (5 min. min.)|
|Project Review Week – We will meet date-time of the last exam for 362 (exam schedule 9-11:40 T-Th)|