Spatial Visions for Landscapes

44M0493

Master

German

5.0

only winter term

1 semester

In the module "Spatial Visions for Cultural Landscapes", the exploration of landscapes in their complexity and dynamics, the identification of typical structures and starting points for concrete projects and the design of communication processes about the common space are taught and practised. The aim of the module is to develop images that are not templates for implementing landscape architectural designs, but instruments for communication between people with different professional backgrounds on the question of how to understand and further develop the common landscape.

Understanding landscape complexity in cultural landscapes by analysing thematic spotlights such as digitalisation, AI, migration, food security, energy transition, biodiversity, etc.

Explore and perceive landscapes, test and understand movement as a method of cognition. Recognising and expressing structures, designing landscapes. Methodological exercises and reflections.

Tracking down spatial images and narratives for cultural landscapes, mapping, inventive cartography of contexts, working with jumps in scale. Methodological exercises and reflections.

The total workload for the module is 150 hours (see also "ECTS credit points and grading").

• Homework / Assignment or
• oral exam or
• Oral presentation, with written elaboration

none

Students expand their instrumental knowledge of communication processes in the field of landscape development and reflect on frameworks and attitudes for dealing with complex design tasks at regional level.

Students deepen their design methodological competence in the creative design of communication processes with the help of spatial visions: Deepened knowledge of exploring landscapes, elaborating and presenting landscape features and finding starting points for concrete projects.

In the analytical and design approach to complexity and diversity of perspectives in processes of landscape change, students reflect on different types of knowledge. Central to this is the work with the knowledge categories according to Davoudi (Planning as practice of knowing, 2015)

Students develop an inventive-analytical understanding for dealing with complex landscape developments and reflect on their findings by independently transferring them to similar problems.

Students develop research questions and learn about research-based design as a central method of knowledge generation in landscape architecture.

Students learn to communicate process elements and process results in text, images and in conversation.

Students reflect on the possibilities and limits of planning in shaping landscape change. They understand the variety of possibilities to shape their professional self-image.

• Schultz, Henrik

• Schultz, Henrik