11150 Landscape for Well-being
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 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
Requisite(s): 144 credit points of completed study in spk(s): C10413 Bachelor of Design Architecture Master of Architecture
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
A design and construct subject where students spend the first three weeks designing an institutional landscape based on well-being principles, and then work with future occupants to install on final day. Site location is a high school in Sydney. Outcomes are a design scheme and an understanding of well-being practices in landscape.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Identify and describe the characteristics of spatial design disciplines practices particular to a prescribed international location. |
|---|---|
| 2. | Constructively engage with context and community in a manner that is both inquisitive and respectful of difference. |
| 3. | Critically reflect on well being and educational landscapes. |
| 4. | Use a range of approaches to apprehend and document exemplars: built works, urban environments and educational landscapes. |
| 5. | Learn how to work in interdisciplinary mode. |
Course intended learning outcomes (CILOs)
This subject also contributes to the following Course Intended Learning Outcomes:
- Pursue a practice of landscape architecture that is responsive to the social dimensions and requirements of public life and space. (A.4)
- Work autonomously and as part of a team to produce high quality landscape architectural projects, policies, designs and publications. (C.1)
- Distil and fluently communicate landscape architectural theory and practice through appropriate and engaging visual, written and verbal means. (C.2)
- Represent creative and scholarly work at a professional level. (C.3)
- Articulate a position on the role of the landscape architect in the future development of the natural and built environment through the development of a body of competent work across diverse project scales. (I.2)
- Demonstrate skills in managing a variety of landscape architectural projects of differing scopes, locations and contexts from inception to completion. (P.1)
- Cultivate a landscape literacy that includes the ability to read or analyse landscapes through appropriate methods including site visits, observation, mapping and analysis. (P.2)
- Engage in critical self-reflection and create defensible and robust ideas within the disciplines culture of critique. (R.3)
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
This subject focuses on a fieldtrip to a local location in Sydney. This involves an intensive period of immersion into local history, context, community, well being and educational landscapes. During this time students will participate in a variety of activities designed to provide exposure to a range of places, projects, people and institutions. In this context learning occurs in a number of different ways, distinct from those encountered in class room settings. Students are expected to interact in a positive and constructive manner with the wide range of experiences on offer: engaging individuals of the community in conversation, exploring the study site as a group and under their own direction, collecting materials and documenting their exposure to different types of stimulus.
The subject's assessment tasks are designed to help students gain the most from their experience 'in the field' and to ensure they critically inform their subsequent approach to design. These tasks will require students to undertake work in preparation for site visits, while 'on the ground' and upon completion of the field trips. Failure to participate fully with these tasks will severely limit a student's understanding of their experiences, diminishing the value of the trip and ultimately jeopardising their ability to pass the subject.
Content (topics)
- Local practices of Landscape Architecture and Architecture
- Landscape and urban history
- Method for the study of exemplars: built works, urban environments and educational landscapes
Assessment
Assessment task 1: Documentation
| Intent: | Students are to compile a comprehensive visual and textual record of their engagement with the study tour's activities. Students are to present their site analysis and masterplan and prepare a 400 word essay. | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 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.): C.2, C.3, P.2 and R.3 | ||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Documentation
| Intent: | Students are to produce an engaging and professional developed design at a scale of 1:100 of nominated area with two 1:20 details, two 1:100 sections, two renders and plant schedule. | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 1, 2, 3 and 4 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.): C.1, C.3, I.2, P.1 and P.2 | ||||||||||||||||||||||||
| Type: | Presentation | ||||||||||||||||||||||||
| Groupwork: | Individual | ||||||||||||||||||||||||
| Weight: | 40% | ||||||||||||||||||||||||
| Criteria: | [no content] | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 3: Installation Day
| Intent: | Students are to participate with the installation of the selected scheme on site. | ||||||||
|---|---|---|---|---|---|---|---|---|---|
| Objective(s): | This task addresses the following subject learning objectives: 2 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.4 | ||||||||
| Type: | Demonstration | ||||||||
| Groupwork: | Individual | ||||||||
| Weight: | 20% | ||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Enrolment in this subject is at the discretion of the subject co-ordinator and dependant on a good record of prior study.
Full attendance of the local field trips and on-campus lectures is a mandatory requirement of the subject. Full attendance on the final landscape installation day is also a mandatory requirement of the subject. Students are to arrive on time at specified locations ready to participate in the scheluded activities. A record of attendance will be kept by the subject co-ordinator. The subject co-ordinator must be notified by email, in good time, of absences resulting from illness or for reasons beyond a student's control.
Under the guidance of the subject's co-ordinator students are responsible for the organisation and cost of travel. They must ensure that their travel plans correspond with the field trip's start and end date and times.
In order to participate in this subject students are required to complete the Student Code of Conduct for Fieldwork form and abide by its stipulations for the length of the field trip. During the field trips students are expected to act as ambassadors for UTS and the discpline.
Students will not pass this course based solely on their participation in the field trips and installation day; assessment tasks must be completed to an appropriate standard.
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.
Required texts
See supplementary reading list handout.