The Routledge Handbook of Teaching Landscape  book cover
1st Edition

The Routledge Handbook of Teaching Landscape

ISBN 9780815380528
Published March 7, 2019 by Routledge
422 Pages 18 Color & 158 B/W Illustrations

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Book Description

Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles.

The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Jörg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.

Table of Contents

Foreword Simon Bell

Introduction to Teaching Landscape Karsten Jørgensen, Nilgül Karadeniz, Elke Mertens and Richard Stiles

1. Introducing Hope: landscape architecture and utopian pedagogy Tim Waterman

PART I: Reading the landscape

2. 'What ... is landscape?'  Asking questions of landscapes through design drawings Ed Wall

3. From teaching geography to landscape education for all  Marc Antrop and Veerle Van Eetvelde

4. The importance of geology in landscape architecture education Ralf Löwner

5. Teaching (landscape) ecology Wenche Dramstad and Mari Sundli Tveit

6. Learning-by-filming: a method to introduce non-LA students to landscape reading Luca Fabris and Guido Granello

7. Landscape is more than sum of its parts: teaching an understanding of landscape complexity  Shelley Egoz

8. The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture Deni Ruggeri

9. Studying landscape as a cinematic space Irina Patza and Ana Opris

10. Attention and devotion Thomas Oles

11. Time out! Thirty years of experiences from outdoor landscape teaching Roland Gustavsson, Allan Gunnarsson and Björn Wiström

12. Caring for Arctic and Subarctic landscapes Janike Kampevold Larsen

13. A critical approach to teaching landscape assessment Andrew Butler

14 Teaching design critique Jacky Bowring

15 Values and transformative learning: on teaching landscape history in a community of inquiry M. Elen Deming

16. The landscape of landscape history Marc Treib

PART II: Representing the landscape

17. The unarticulated dialogue in the creative process Christian Montarou

18. The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice Doris Gstach and Marc Kirschbaum

19. Writing across the landscape architecture curriculum Kasia Gallo

20. Back to basics: writing for design professionals Lake Douglas

21. Exercising drawing time Noël van Dooren

22. Landscapes as co-construction of knowledge: implications on the classroom Ellen Fetzer

PART III: Transforming the landscape

23. An overview of the landscape design studio in the context of experiential learning theory Pinar Köylü

24. The DesignLab approach to teaching landscape Mick Abbott and Jacky Bowring

25. Studio-based landscape design teaching Davorin Gazvoda

26. Reaching out in teaching landscape: engagement and service from the studio Peter M. Butler

27. Cultivating the city: instilling urban design in landscape architectural education Karl Kullmann

28. Teaching landscape construction as part of a holistic design process Ingrid Schegk

29. On-site learning Simon Colwill

30. By land, by air, by sea Jörg Rekittke and Yazid Ninsalam


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Karsten Jørgensen is Professor of Landscape Architecture at the Department of Landscape Architecture and Spatial Planning at the Norwegian University of Life Sciences, Norway, and holds a Dr.-Scient. degree from NMBU, 1989, in landscape architecture. He was Founding Editor of JoLA – the Journal of Landscape Architecture – 2006–2015. Karsten Jørgensen has published regularly in national and international journals and books. He edited the volume Mainstreaming Landscape through the European Landscape Convention (Routledge 2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen.

Nilgül Karadeniz is Professor of Landscape Architecture at Ankara University, Turkey. Her teaching and research interest focusses on participatory landscape planning and recently on landscape biography. She has been an editorial board member of SCI-expanded journals. She was Secretary General (2006–2009) and Vice President (2009–2012) of ECLAS. She is founding member of LE:NOTRE Institute and, since January 2016, she has been the chair of the Institute.

Elke Mertens is Professor of Garden Architecture and Landscape Maintenance at the Hochschule Neubrandenburg – University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997). She is Co-Chair of the German Hochschulkonferenz Landschaft (HKL), member of the board of LE:NOTRE Institute and has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards.

Richard Stiles is Professor of Landscape Architecture in the Faculty of Architecture and Planning at Vienna University of Technology, Austria, having studied biology and landscape design at the Universities of Oxford and Newcastle upon Tyne and having previously taught at Manchester University in the UK. His teaching and research interests focus on strategic landscape planning and design in urban areas. He is a past President of the European Council of Landscape Architecture Schools and was Coordinator of the European Union co-funded LE:NOTRE Thematic Network in Landscape Architecture for 11 years, during which time he was closely involved in preparing recommendations for landscape architecture education.