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 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(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 prepares students to critically assesses foundational concepts in landscape architecture. Students learn how key ideas such as landscape, nature, wilderness, the picturesque and sublime evolved throughout history and in different cultures, including Aboriginal and Torres Strait Islander traditional knowledge and connections to land. Students also explore how these ideas influence contemporary landscape design. Students learn by practising skills of rigorous academic research and argumentation.
Subject learning objectives (SLOs)
On successful completion of this subject, students should be able to:
| 1. | Exhibit a critical understanding of both contemporary and historical perspectives on landscape culture and design. |
|---|---|
| 2. | Show proficiency in formulating formal written arguments and in the selective use or production of images. |
| 3. | Apply fundamental academic research techniques for information retrieval, evaluation, and proper academic referencing and writing. |
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 bibliography and prepare a critical research abstract
| 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.): .1, .2 and .2 | ||||||||||||||||
| Type: | Report | ||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||
| Weight: | 35% | ||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Research and present a critical analysis of a recent designed landscape in historical perspective
| 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.): .1, .2 and .2 | ||||||||||||||||
| Type: | Project | ||||||||||||||||
| Groupwork: | Group, group and individually assessed | ||||||||||||||||
| Weight: | 65% | ||||||||||||||||
| Criteria linkages: |
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.