University of Technology Sydney

11174 Landscape History and Theory 2

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Design, Architecture and Building: Architecture
Credit points: 6 cp

Subject level:

Undergraduate

Result type: Grade and marks

Requisite(s): 11172 Landscape History and Theory 1
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject undertakes a critical examination of foundational concepts within landscape architecture: landscape; nature; wilderness; place and site; the picturesque, the sublime and the pastoral; environment and ecology. It examines the 'construction' of these concepts both in different historical periods and in different cultural traditions. Students explore these ideas through outputs specific to landscape architecture, but also in other fields such as architecture, art, literature, cinema, cultural studies, and the natural sciences. It also considers improving understandings of and respect for Aboriginal and Torres Strait Islander traditional knowledges and ongoing relationships to land and Country and the implications for the future of Australian landscape architecture.

Subject learning objectives (SLOs)

On successful completion of this subject, students should be able to:

1. Demonstrate critical engagement with contemporary and historical notions of landscape culture and landscape design
2. Demonstrate competency in using formal written arguments, judicious selection or creation of images
3. Use basic academic research skills in order to find and evaluate information, academic referencing, and the use of academic prose

Course intended learning outcomes (CILOs)

This subject also contributes to the following Course Intended Learning Outcomes:

  • Acknowledge, respect and engage with indigenous, cultural and historical knowledge systems. (A.2)
  • Communicate ideas professionally. (C.2)
  • Develop advanced skills for the production, presentation and documentation of work. (P.1)

Contribution to the development of graduate attributes

The term CAPRI is used for the five Design, Architecture and Building faculty graduate attribute categories where:

C = communication and groupwork

A = attitudes and values

P = practical and professional

R = research and critique

I = innovation and creativity.

Course intended learning outcomes (CILOs) are linked to these categories using codes (e.g. C-1, A-3, P-4, etc.).

Teaching and learning strategies

Teaching and learning strategies include:

  • Pre-class preparation, research and reading
  • In-class participatory lectures
  • In-class exercises, workshops, tutorials, presentations, and pin-ups
  • Visual, oral and written assessments where formal feedback will be provided

OPELA and Language Development Tutorials
An aim of this subject is to help you develop academic and professional language and communication skills in order to succeed at university and in the workplace. To determine your current academic language proficiency, you are required to complete an online language screening task, OPELA (information available at https://www.edu.au/research-and-teaching/learning-and-teaching/enhancing/language-and-learning/about-opela-students) [or a written diagnostic task].

If you receive a Basic grade for OPELA [or the written diagnostic task], you must attend additional Language Development Tutorials (each week from week [3/4] to week [11/12] in order to pass the subject. These tutorials are designed to support you to develop your language and communication skills.

Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a W (result Withheld) grade. This grade can be lifted when students complete a Language Development Intensive (LDI) or Language Development Online (LDO).

Content (topics)

Themes presented in the subject may include:

  • histories of human modifications of the environment;
  • romanticism and landscape aesthetics;
  • humanism and formal garden design;
  • enlightenment, state-building and landscape design;
  • social reform and landscape architecture;
  • the formation of the discipline/profession of landscape architecture;
  • material poetics and living matter;
  • time and change;
  • vernacular landscape culture;
  • functional and infrastructural approaches to landscape;
  • cultural landscapes;
  • non-western approaches to landscape;
  • land art and ecological art;
  • landscape and documentary photography;
  • and technology and environmental change.

Assessment

Assessment task 1: Research and compile an annotated visual timeline of landscape design and relevant historical context

Intent:

This task is aimed at providing you with a contextualised understanding of landscape design in its particular historical, regional and cultural contexts.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.2, C.2 and P.1

Type: Project
Groupwork: Group, group and individually assessed
Weight: 35%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evidence of ability to understand, analyse, internalise, manipulate and deploy cultural and theoretical ideas from the readings, lectures, tutorial discussions and other sources 30 1 A.2
Quality of written expression and visual communication (groupwork component) 30 2 C.2
Evidence of independent research, including correct application of academic referencing 40 3 P.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Research and write a comparative critical analysis of one historical and one recent designed landscape

Intent:

This task allows you to begin to develop a critical position on the relationship between ideas, contexts and historical and recent landscape design, whilst also practising fundamental academic research skills.

Objective(s):

This task addresses the following subject learning objectives:

1, 2 and 3

This task also addresses the following course intended learning outcomes that are linked with a code to indicate one of the five CAPRI graduate attribute categories (e.g. C.1, A.3, P.4, etc.):

A.2, C.2 and P.1

Type: Essay
Groupwork: Individual
Weight: 65%
Criteria linkages:
Criteria Weight (%) SLOs CILOs
Evidence of critical ability to understand, analyse, internalise, manipulate and deploy cultural and theoretical ideas from the readings, lectures, tutorial discussions and other sources 30 1 A.2
Quality of written expression and visual analysis 30 2 C.2
Evidence of independent research, including correct application of academic referencing 40 3 P.1
SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

The DAB attendance policy requires students to attend no less than 80% of formal teaching sessions (lectures and tutorials) for each class they are enrolled in to remain eligible for assessment. Records of lecture/forum attendance will be kept. Students are expected to come to tutorials adequately prepared. This means doing the readings and watching the videos and be ready to discuss them. The readings, lectures and tutorials are an interconnected system where if one part suffers the whole suffers as a result. If students are concerned about their literacy skills they are encouraged to contact the UTS Higher Education Language and Presentation Support (HELPS) service as early as possible.


OPELA and Language Development Tutorials
It is a requirement of this subject that all students complete OPELA [or a written diagnostic task]. Students who received a Basic grade in the OPELA [or the written diagnostic task] are required to attend 80% of the Language Development Tutorials in order to pass the subject. Students who do not complete the OPELA and/or do not attend 80% of the Language Development Tutorials will receive a W (result Withheld) grade. This grade can be lifted when students complete a Language Development Intensive (LDI) or Language Development Online (LDO).

Required texts

This subject does not require specific text books to be purchased.
Full details of all readings required for the tutorial discussions will be provided. Such readings will be available digitally via Canvas.
In addition, individual students will need to find for themselves academic papers and books for the research tasks.

Recommended texts

Full details of further useful references will be provided in the lecture / tutorial sessions as appropriate.