Spring Term 2017 will be devoted to the exploration of spatial-thinking strategies for landscape architecture. This course is not a general overview of GIS functionality — it is narrowly directed toward students’ assimilation of spatial methods and skillsets for design and planning projects’ workflows. Students will engage the process of turning data into information. Students will engage a sequence of creativity-building, methods-building, and skills-building spatial experiments. Each student will learn to create beautiful and meaningful diagrams and imagery of data, derived data, spatial analyses, and spatial synthesis. Attention is focused on experiences that result in growth of personal abilities with the sequential components of planning and design at a landscape scale and site scale: Research, Analysis, and Synthesis. Spatial analyses inform spatial-thinking in the context of each project’s site, neighborhood, and region. Theories, methods, and skills 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 will influence, guide and shape methods and skills in ongoing and future projects. This learning process draws on the individual student’s creativity to hunt, gather, analyze, experiment, relate, create, review, and build for the important and sustainable work of the profession.
Studio Strategies and Requirements:
“520” is conducted as a series of explorations and experiments aimed at developing individual self-reliance and self-esteem, recognizing problems, advancing successional practice in making analysis and planning decisions, looking for alternatives, and expressing a range of solutions. Requirements consist of a series of explorations of project theories, methods, and applications. The sequences/projects will be due at the beginning of class each Fridays. There will be expressed a sequence of accessible minimums – please feel very free to do more. Each student will need to utilize for data and works a robust 500+mb USB disk.
Academic Design and Planning School References:
Student Facebook and Instagram presences with secondary accounts for posting projects is a requirement.
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.esri.com/what-is-gis | http://www.esri.com/mapmuseum | Creating Our Future http://media.esri.com/mapbook/volume29.pdf | Conservation http://www.esri.com/library/books/conservation_mapbook.pdf | Design and Planning http://media.esri.com/mapbook/volume24/index.html | Spatial Analysis http://video.esri.com/watch/4699/arcgis-pro-analysis-and-geoprocessing
AutoCAD fundamentals – http://cadtutor.com | Rhino fundamentals1 – https://www.youtube.com/watch?v=t2Fgt7ZrN2s | Rhino fundamentals2 – https://www.youtube.com/watch?v=IvOzmkxGBKI
Although there are adequate studio computing facilities, it will help significantly in this and other courses if you have your own computer with Adobe Creative Suite applications, ArcGIS, AutoCAD, Google Earth Pro, and Rhino.
Scholarly Progress and Grades:
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.
This course focuses learning on a series of projects comprised of a sequence of tasks centered on a design or planning theme. Each component of each studio project is focused to achieve particular student learning outcomes. Each experiment includes explicit due dates and minimum requirements to be met.
The processes and outcomes of the projects include a range of activities 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 data sources, digitization, map composition, coordinate projections, and specific tools for 2D and 3D analyses.
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 for places and place-making.
|LAND 520 SEQUENCE – SPRING TERM 2016 – Check back for updates as we learn and move forward.|
|Course Q&A||1/20 Introduction – Begin site, neighborhood, and region study areas|
|Individual and group discussion||1/27 Data sources, data structures, and map-making – Traveling with ArcMap, ArcGlobe, and ArcScene|
|Individual and group discussion||2/3 Useful coordinate systems (geodyssey)|
|Individual and group discussion||2/10 Mixing Acad>GIS>Acad>GIS|
|Individual and group discussion||2/17 Digitizing points, lines, and areas|
|Individual and group discussion||2/24 Public Land Survey System (Grid)|
|Individual and group discussion||3/3 Geo-referencing drawings|
|Individual and group discussion||3/10 Review|
|Individual and group discussion||3/24 Rasters and Tins – Topo scales|
|Individual and group discussion||3/31 Spatial Analysis I – Contours|
|Individual and group discussion||4/7 Spatial Analysis II – View Alternatives|
|Individual and group discussion||4/14 Spatial Analysis III – Solar radiation|
|Individual and group discussion||4/21 Spatial Analysis IV – 2- and 3-d focii|
|Individual and group discussion||4/28 Project applications|
|Individual and group discussion||5/5 Project applications|
|Project Review Week – We will meet date-time of the last exam for 520 (exam schedule 8-10:00 Friday)|
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