STUDY HANDBOOK
European Masters in Landscape Architecture EMiLA
Study handbook 2013/2014
With the support of the Lifelong Learning Programme of the European Union
Contents Welcome to EMiLA ................................................................................................. 3 Our EMiLA philosophy ............................................................................................ 2 About our partners .................................................................................................. 4 EMiLA people.......................................................................................................... 7 EMiLA exchanges ................................................................................................... 9 Course and curriculum information ....................................................................... 10 Admissions and language requirements ............................................................... 10 EMiLA specific Modules: e-learning and summerschool ....................................... 10 Quality and academic matters............................................................................... 11 Studying at Masters level ...................................................................................... 14 Practical information ............................................................................................. 20 Appendix 1 Course and Curriculum Information ................................................... 31 Appendix 2: Admissions requirements .................................................................. 99 Appendix 3: Conversion of marking schemes..................................................... 102
Welcome to EMiLA We are delighted to welcome you to EMiLA, which is an innovation in Masters-level Landscape Architecture education. By uniting five of the acknowledged European schools/ universities of landscape architecture, the EMiLA partnership brings you a unique learning experience which can be designed to fit your own aspirations and interests. EMiLA allows you to be immersed in three very different European environments, which will enrich your perspective on Landscape Architecture and your development as a practitioner and designer. Our partners approach Landscape Architecture from technical, aesthetic and ecological viewpoints, and with perspectives ranging from urban to largescale agrarian. As an EMiLA student, you will be integrated into the daily life and culture of some of the most diverse and exciting European cities. This means that you will experience more than studying Landscape Architecture. This study handbook tells you more about our EMiLA philosophy, the EMiLA schools/ universities and study options. We hope that this will help you to create a learning pathway to reflect your own goals as you progress towards practising as a Landscape Architect. The study guide will also provide information on practical study arrangements in each school, plus matters such as accommodation and languages and information and guidance on studying at postgraduate level. We also hope that this handbook will be a resource for academic staff in each EMiLA school/ universities and, who will be advising their students on these choices and practical arrangements. Once again, we are very pleased to welcome you to EMiLA, and to working with you on envisioning European landscapes. Karin Helms EMiLA Programme Lead, ENSP Versailles
Full information on the EMiLA partnership and European Masters is online at http://www.emila.eu Disclaimer. Please note that whilst every effort is made to provide up-to-date information in this study handbook, its content may change. You should always check with the host school that the information is current.
Our EMiLA philosophy EMiLA is a Masters programme delivered by the five acknowledged schools/ universities of Landscape Architecture in Europe, which are: • • • • •
École Nationale Supérieur de Paysage, Versailles, France Edinburgh School of Architecture and Landscape Architecture, Edinburgh College of Art, University of Edinburgh, UK Fakultat für Landschaft, Leibniz Universität (Hannover), Germany Academie van Bouwkunst, Amsterdam, The Netherlands Escola Tècnica Superior d’ Arquitectura de Barcelona, Spain
More information about each partner is on Pages 4. You’ll spend the first and last semesters at the home institution, the second and third at two other partner institutions. This means that you will experience three separate perspectives on Landscape Architecture as a profession, subject and design medium. The core vision of EMiLA is to equip graduates with the skills, knowledge and creativity attributes to be at the heart of European and world landscape policy. You will work on real and complex problems, to support and enhance your professional future. This will enable you to meet the challenges to Landscape Architecture relating to sustainable design for the whole human environment. As a reflection of European identity and diversity, the landscape is our living natural and cultural heritage, whether ordinary or outstanding, urban or rural, on land or on water, as the (ELC) European Landscape Convention underlines it. Concept The global ecological, social and functional transformations of human settlements and landscapes call for enhanced integrative and trans-national approaches, as well as interdisciplinary or trans-sectoria approaches, to innovate for sustainable solutions. The integrative nature of Landscape Architecture places it at the forefront for holistically addressing major issues on the social and physical transformation of land, space and the environment through the Design Process. Landscape Architecture education, research and policy has reached a stage where further doctrinal development requires the injection of vision, resources and trans-national structural collaborations. In order to face this challenge, the educational system must adapt and supply an interdisciplinary and transnational approach. EMiLA will be a catalyst for students to benefit from a trans-sectorial education in an international environment, and develop different Design Processes and specific national knowledge. This will create a new generation of Landscape Architects who can innovate, develop new concepts, and be flexible. EMiLA was founded to: •
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Be a hub for students, academics, researchers, stakeholders, the EU and regional policy makers to develop new curricula; and to allow knowledge exchange on human settlements and contemporary landscapes through a Design Process. Identify and develop key EU landscape topics that are not currently clearly addressed in Higher Education, such as the impact of the new EU Common Agricultural Policy Agriculture, as well as across-the-board Landscape topics. There will also be comparative reflections on scale, time and knowledge in territorial transformations. To fulfil this, students will study at three of the five partner schools, plus the summer-school with all partners. They will receive specific European-level education by e-learning, and develop their understanding of Europe as a landscape in evolution. Have a learner-centred approach and a strong teacher-student relationship, as a students’ and academics’ Masters programme which promotes mobility.
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Be sustainable and grow. Once consolidated, EMiLA will invite new schools to join the network.
EMiLA incorporates transnational interdisciplinary field Design and teachings at the European level. The curriculum integrates an Intensive Summerworkshop on European cultural landscape in transformation topics as well as a specific e-learning module on EU policies linked to Landscape production (e.g. food, energy etc.). Moreover, EMiLA will furnish further research possibilities to the partner schools, which will enhance the work on research/design at a European level.
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About our partners Academie van Bouwkunst (AHK), Amsterdam The Academy of Architecture prepares students to practise spatial design as a discipline at the interface between fine art, building technology, civil engineering and landscape architecture at a Masters level. The combination of study and practical experience has been a traditional feature of the Academy of Architecture since its foundation in 1908. Study and work complement one another to form a full-time vocational programme. The internal and external curricula are two relatively independent but complementary parts of the programme. The internal curriculum is particularly aimed at the acquisition of knowledge of the discipline and of skill in designing. The external curriculum promotes training as a professional. UPC Escola Tècnica Superior d’Arquitectura de Barcelona (ETSAB / ESAB) ETSAB has educated Landscape Architects since 1983 at Masters level. Each year, 35 international students obtain a fully accredited Master degree, recognized by the European region of the International Federation of Landscape Architects (IFLA Europe). ETSAB’s Master educational specificity integrates local urban design tradition to the contemporary trends of Landscape Architecture and sustainability as well as their application to Mediterranean-specific climate and ecological specificity. It also emphasizes project detailing and implementation. It is clearly a design-oriented programme that meets today’s global landscape trends through the specificities of southern European Mediterranean environments. ETSAB encourages small group studio work and interdisciplinary approaches through assignments of the local administration that seek to provide students with a sense of the complexity of real problems as well as a sense of their responsibility to innovate as future experts. Students benefit from two distinctive institutions which allow for innovative connections between research, professional practice and teaching: • •
The European Biennial of Landscape Architecture. Founded in 1999, it is Europe’s most highly recognised permanent platform for landscape debate. The Centre of Landscape Research and Design, CRPPB, founded in 1993, was the first research centre in Spain introducing landscape studies in regional planning, especially developing the first landscape cartographies oriented to planning and design related to the European Convention of Landscape.
ESALA Edinburg School of Architecture and Landscape Architecture ECA Edinburgh College of Art Edinburgh College of Art (University of Edinburgh) is renowned as one of the leading art colleges in Europe. It offers a range of programmes across art, design, architecture and landscape architecture at undergraduate, postgraduate and research degree levels. Due to the unique artistic and design context of the Art College the Landscape Architectural programme at ECA has become respected for the creativity of its students and the teaching approach of staff. Studio-based design teaching is central to the school and individual student progression is supported through lively debate, discussion and critique. The school has established links to the Landscape Architectural and Architectural professions in the UK, Europe and internationally and many of the staff are active practitioners, thus strongly contributing to the selection of projects which are ‘live’. The school consistently wins both the design and theory categories at the prestigious Landscape Institute Awards evidencing its reputation as the leading centre of Landscape Architectural education in the UK.
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ECA brings a specific competence in facilitating collaboration with government, businesses and communities in Scotland. Projects developed within the School explore how knowledge outcomes could relate to a future interaction with society for the Profession of Landscape Architecture. This role is supported and enhanced by the expertise of the academic staff of the OpenSpace research centre (http://www.openspace.eca.ac.uk/). Leibniz Universität Hannover, (LUH), Fakultät für Architektur und Landschaft The Master in Landscape Architecture at Leibniz Universit‰t Hannover (Faculty of Architecture and Landscape Sciences), is centred on intensively-supervised studios which help the students to reflect on their own creative activities as well as developments in contemporary society. Hannoverís academic philosophy is to combine research and intuition, thus allowing innovative design solutions to flourish. The programme focuses on design topics such as public spaces, green and blue infrastructure, informal settlements and climate change adaptations. The shaping of the landscape through infrastructure, waterways, renewable energy or traffic systems, as well as the complex synergies between ecological processes and human interventions, form part of Hannoverís core design and research. Traditionally, the history of landscape architecture is another focus which has been investigated for decades intensively at Hannover. Experts and practitioners have teaching assignments in Hannover, so that theoretical and scientific course content is always responding to practical necessities. The STUDIO URBANE LANDSCHAFTEN is an interdisciplinary network for teaching, research and practice. It is an interdisciplinary platform for questions of perception, planning and design of urban landscapes, from regional strategies to local projects. The concept is characterized by an approach to design that combines rational, intuitive and experience-orientated access to knowledge in theory, methodology and implementation. Despite its short history, it has already carried out several research projects funded by external grants and published monographies as well as scientific articles. All research is linked to teaching through design studios, charettes etc. (http://www.urbanelandschaften.de) The Zentrum f¸r Gartenkunst und Landschaftsarchitektur (CGL) is an interdisciplinary research centre led by the faculty¥s Department of Landscape Architecture. It concentrates on the history of Garden Art, the care of Garden Memorials and contemporary Landscape Architecture. At the forefront lies the information and exchange of experience at the national and international level and the presentation of the research results to the public through publications, lecture series and exhibitions. The research results are regularly integrated into the master modules (http://www.cgl.uni-hannover.de). École Nationale Supérieur de Paysage (ENSP), Versailles ENSP’s area of specialisation is within project-orientated design teaching in studios. Emphasis is placed on the physical, geographical and human uses of the landscape. We focus attention on the opportunities inherent to the site, its surface topography and hydrology as well as invisible relationships such as the dialogue with history. We strive to develop our thinking by understanding a ‘sense of place’ and this approach is fundamental to our ethos as we conceptualise and selected projects. The work finds focus in large scale contemporary landscape issues, such as sub-urban expansion themes, agrarian transformation in rural and sub rural areas as well a project-orientated understanding of the agricultural and natural dynamic in France’s “Cantons” (similar to Districts). At ENSP, 50% of our teaching is design-orientated, and the remaining 50% deals with four major Page | 5
multi-disciplinary fields: Social sciences; Ecology sciences/landscape management; Techniques and Arts. Our unique knowledge of the speed of transformation in the agrarian landscape has emerged as one of the major subject areas that ENSP Versailles will contribute to the European Masters in Landscape Architecture (EMILA). This teaching takes part during a semester in M1 and in a larger context in the first semester of M2 on innovative research by design focusing on large scale natural and agrarian country side in transformation due to future landscape challenges as climate changes, ageing or population decrease; energy landscape or biodiversity demands in landscapes. The design through research looks for new concepts as the ‘Manifeste pour le Tiers paysage’ of Prof. Gilles Clement’s proposition. ENSP is the only school in France to have a Research laboratory with 15 multi-disciplinary researchers working on “Landscape dynamics” and “suburb agriculture” themes. The contribution to EMiLA will be on the iterative dialogue between the Master level students and research thematic reached by the dialogue wth the other partners in EMiLA.
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EMiLA people
ENSP Karin Helms Karin studied Biology (phytosociology) at the State University of Milan, later Landscape Architecture in Belgium and was a guest student in Copenhagen’s Kunst Akademie. She was awarded her Diploma by the French School of Landscape architecture ENSP Versailles. She created her own office “Karin Helms, Paysagiste Sarl” in 1993. Karin received the national prize in 1999 from the French Ministry of Environment for her work at Folleville. She is the State Landscape Architect Adviser and Associate Professor of Design, and is in charge of the international relationships at Ecole Nationale Superieure de Paysage Versailles. She is the founder of EMiLA. She has been active in different associations for the promotion of Landscape Architecture, such as EFLA, FFP APCE and she is in charge of publications as Pages Paysages, La Feuille du Paysage, Fieldwork LAE. Her research includes Architecture des espaces publics modernes (1993), L’architecture de la grande échelle (2009), Paysage et énergie (2012), and she has been invited to teach in many European universities/ schools.
AHK Marieke Timmermans Marieke was educated as a Landscape Architect at the Amsterdam Academy of Architecture (1994). In 1998 she founded the agency Landscape Architecture for Sale (LA4sale) with Pepijn Godefroy. Since 2008, she has focused as Director of Indewei BV on building development in the landscape. She is Head of Department of Landscape at the Academy of Architecture, Amsterdam.
Edinburgh College of Art Lisa Mackenzie Lisa is a practising Landscape Architect and is a Senior Lecturer at the University of Edinburgh. In her practice and teaching Lisa applies principles of art and ecology to urban and rural environments. Her work evolves strategies for multi-dimensional landscapes that transcend scale. Lisa has been involved in the development of EMILA for the last five years. She has recently returned from Paris where she taught for three months at the Ecole Nationale Superieure de Paysage in Versailles.
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ESTAB/ESAB UPC Maria Goula Maria is a Greek architect who has lived and worked in Barcelona since 1992. She is currently a full-time lecturer at the Department of Urban Design and Regional Planning, School of Architecture of Barcelona, teaching urban design and landscape. She is the Head of the Master’s in Landscape Architecture since March 2009. She participates in the Direction of the Centre of Landscape Research and Design of Barcelona. Her recent works include the elaboration of the “Catalogue of the landscapes of the regions of Lleida and that of Girona”, Catalonia, both of them commissioned by the Landscape Observatory of Catalonia. She is a scientific consultant for the research project Greek scapes on the interpretation of the Greek landscapes. She is a member of the winning team for the Competition Green Corridor Park in Cerdanyola. She won the 2009 Extraordinary Quality Award for the PhD in Architecture with her thesis The Other Landscapes: Readings of the Variable Image.
LUH Martin Prominski Martin has been a professor of Designing Urban Landscapes at Leibniz University Hanover from 2009. He studied landscape planning at the Technical University of Berlin and received a Master in Landscape Architecture from Harvard University, Graduate School of Design, with the support of a DAAD scholarship. He has a PhD. from TU Berlin, published in 2004 as Landschaft Entwerfen. From 2003-2008 he was Assistant Professor in the Theory of contemporary Landscape Architecture at Leibniz University Hanover. He co-founded the Journal of Landscape Architecture (JoLA) in 2006 and was an editor until 2010. Since 2008, he is a member of the STUDIO URBANE LANDSCHAFTEN, an interdisciplinary platform on research, practice and teaching on urban landscapes. His current research focuses on theoretical issues of design, landscape or ecology, the design of renewable energy landscapes and process-orientated strategies in landscape architecture (see, for example, the book River. Space. Design. published with Antje Stokman et al. in 2012).
LUH Verena Butt Verena has been a Landscape Architect in Hannover, Germany since 2011. She has been a Research Fellow and Assistant Lecturer at Leibniz University Hannover, Faculty of Architecture and Landscape Sciences since 2009. Before that; she worked in practice in Swiss Landscape Architecture offices. She is currently the Project Manager for EMiLA at LUH. Her research interests include the conversion of military sites, Post-mining landscapes, European Landscape Architecture, Interdisciplinary projects at the intersection of urban design and landscape architecture.
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EMiLA exchanges The exchange semesters for EMiLA differ between the partners, as each partner has a different curriciulum. So, if you home institution is ... Amsterdam, you will leave after your second year of studies (M2) and go back for the fourth and final year (M4). Barcelona or Hannover, you will leave your home institution after the first semester of the Masters programme (M1) and go back for the fourth and final semester (M2). Edinburgh, you will leave after the first semester of the fourth year and come back for the second semester of the fifth year (Master, 5th year) Versailles/Marseille, you will do year 3 of “licence” (L3) and the first semester of the Master programme in France and be back for the fourth semester of the Master programme (M2).
All EMiLA students will spend two out of four semesters studying at two of the partners, and join a common summer workshop that will stimulate thinking about the future of the profession. Due to the dates of each partner’s academic year, these placement combinations are available to you. Home institution: ENSP Versailles/Marseille Exchange 1 (Spring/Summer-term); AHK Amsterdam (although students will miss the winter workshop), UPC Barcelona, LUH Hannover Exchange 2 (Winter-term): AHK Amsterdam, UPC Barcelona, ECA Edinburgh, LUH Hannover Home institution: LUH Exchange 1 (Spring/Summer-term;): AHK Amsterdam, UPC Barcelona, ENSP Versailles Exchange 2 (Winter-term): AHK Amsterdam, UPC Barcelona, ECA Edinburgh, ENSP Versailles Home institution: ESALA ECA Edinburgh Exchange 1 (Spring/Summer-term): AHK Amsterdam, UPC Barcelona, LUH Hannover, ENSP Versailles Exchange 2 (Winter-term): AHK Amsterdam, UPC Barcelona Page | 9
Home institution: AHK Amsterdam Exchange 1 (Spring/Summer-term): UPC Barcelona, ECA Edinburgh, LUH Hannover, ENSP Versailles Exchange 2 (Winter-term): AHK Amsterdam, UPC Barcelona, ECA Edinburgh, ENSP Versailles Home institution: UPC Barcelona Exchange 1 (Spring/Summer-term): AHK Amsterdam, ECA Edinburgh, LUH Hannover, ENSP Versailles Exchange 2 (Winter-term): AHK Amsterdam, ECA Edinburgh, LUH Hannover, ENSP Versailles An additional common course on European Landscape Architecture policy will be taught through the mechanisms of E-learning units, lectures, web-based communication and a transnational elibrary.
Course and curriculum information Appendix 1 gives you full information on the EMiLA curriculum, the modules available at each partner for your exchange semesters, and each partner’s competencies for their degree. You should discuss your course choices with your home school, in order to complete your learning agreement before beginning your placement. In some placements, you can replace an optional module with another module if you have already studied something similar and these. Please note that 60 ECTS credit points (France, Germany, the Netherlands and Spain) is the same as to 120 SCQF credit points (Scotland). In each semester of EMiLA, you will study 30 ECTS points (or 60 SCQF points).
Admissions and language requirements Each partner has their own EMiLA admissions requirements for EMiLA for their home students, and not for visiting students on their exchange. The requirements for visiting students are set by their home school. However, each partner has language requirements for visiting students, which indicate the level of language competency needed for studying at their school. These apply to visiting students on their placement, and the table in Appendix 2 shows these in the language requirements column.
e-learning EMiLA uses an e-learning platform called ILIAS to support the e-learning module. ILIAS also provides online blogs and discussion boards to keep in touch with your fellow students, and share ideas and suggestions for arranging your exchange.
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Quality and academic matters Educational supervision and personal support All EMiLA students should receive effective academic and personal guidance, and be supported if you are experiencing academic and/or personal difficulties. This will ensure that you have access to a framework of guidance and support that builds on the best of current practices, meets contemporary needs, and is of a quality and consistency appropriate to universities of high global standing. The practical arrangements for support will vary across the EMiLA partnership, but it should always meet this core principle. This support should also help you to integrate fully into your host school. Feedback on your work As an EMiLA student, you should expect the highest standards of feedback to help you get the most out of your studies. The exact nature of feedback will vary between settings and assignments, but it should always be a two-way process, and thrive on interactions between yourself and your lecturers. Our aims are to: • • • • • •
Give feedback. All EMiLA teachers and assessors are expected to give feedback effectively, and to reflect on, review and update their expertise. Provide opportunities. You will have regular opportunities for feedback on your performance and achievements. Be helpful. Feedback will be prompt, informative and helpful. Be informative. You will know when, where and how how feedback is offered. Communicate clearly. Assessment expectations, standards and marking criteria will be clearly communicated and discussed, to enable you to interpret feedback. Take action. As part of our commitment to quality, we will check with you that you were satisfied with that we have met these standards.
Marking schemes The marks from your placements will be converted to the grades at your home school or university, using the table in Appendix 3. Accessibility The EMiLA partners are committed to equal opportunities for disabled students, and aims to create an environment where they can participlate fully in it. We will make reasonable steps to ensure that disabled students can fully participate in the education and services provided for students. We will take positive steps to ensure that students with a disability can fully participate in the EMiLA educational experience, and the facilities provided for students.
Plagiarism Plagiarism is the act of including in one’s work the work of another person without providing adequate acknowledgement of having done so. It can be either deliberate or accidental. We will investigate and deal with all suspected cases of plagiarism, either before or after graduation. The EMiLA partnership takes plagiarism very seriously and is committed to ensuring that so far as possible it is detected and dealt with. Plagiarism can undermine the high Page | 11
standards we have in each institution. How to avoid plagiarism You should ensure that any work you submit for assessment is your own. If your work includes quotations, theories, ideas, data or any other materials which are the work of another person or persons, you should ensure that you have taken all reasonable steps to acknowledge the source. You should ensure that you are familiar with the referencing requirements of your programme of study, both at your home institute and your placements.
Your degree On successful completion of the EMiLA programme, you will be awarded a degree from your home school. It will be backed up by transcripts to show your achievements during your two placements in Europe. Special Circumstances If you have any special circumstances which arise during your studies, either at your home or host school, you should raise them as soon as possible. This means that they can make taken into account when awarding your final grades. Examples of special circumstances include: • Physical illness or injury • Depression or similar mental or emotional illness • Specific learning difficulty (e.g. dyslexia) • Bereavement or serious illness of a person with whom the student has a close • relationship • Serious financial or accommodation difficulties Appeals Sometimes a student's academic progress can suffer as a result of circumstances beyond their control. The partners would expect you to let them know of any special circumstances when they arise, but there are times when new information comes to light only after assessment has been made. When this happens, you have the right to submit an academic appeal. You will need to use the appeals procedure of your home university. Complaints If you wish to complain about about any general aspect of EMiLA, you should use the complaints procedure of your home school. However, if you wish to complain about any specific service or facility provided during one of your placements, then you should use the complaints procedure of that partner. Student discipline All EMiLA students are subject to the disciplinary codes of the partner where they are studying where the alleged offence takes place. However, if the alleged offence is outwith any of the partners, then the code of your home univeristy will apply.
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Fee arrangements You will not pay any tuition fees to the host univeristy. However, you will continue to pay any tuition fees to their home institution during your placements. You may need to pay a bench fee or administration fee to your host. Learning agreements You should have a personalised learning agreement drawn up by your home and host schools, before you begin your placement. This should be tailored to your learning aspirations, and describe the objectives and expected outcomes of your placement, how you will achieve and evaluate them. It should also include how your learning can be re-integrated on your return from placement.
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Studying at postgraduate level This section gives you an overview of some of the differences between studying at undergraduate and postgraduate level, plus suggestions for coping with your studies and placement. Key differences between postgraduate and undergraduate study Independence Postgraduate study often requires a more self-directed mind set, and more self-directed researching. High-stakes assessment Most assessment, from the very start of your programme, will count to your final grade, unlike study at undergraduate level. This is why it is very important to get into good study habits early, and to ask lots of questions. Do not make too many assumptions based on your previous studying experience; make sure you understand what is expected, in terms of appropriate academic writing, using sources, style of exams, etc. Volume of reading The volume and depth of independent reading can be surprising for some, and you may be expected to engage with a wider range of material than you have before. You will be expected to proactively manage your time, so that you can both attend classes and seminars, and find time for all the associated course reading. Diversity Postgraduate students on your programme may have a wide range of national, cultural, educational and professional backgrounds, and may be a wide range of ages. You may have to be flexible in how you interact with others, and remember that not everyone is like you or will have your goals, expectations, and way of working and studying. This is particularly important if you are working in groups tasks. Be open and willing to learn from others, and remember to bring your own background, experience and perspective to discussions. Professionalism Many postgraduate students come from, or are still in, paid employment, and will bring their expectations from professional environments with them. If you are a postgraduate student with little work experience, this may be a bit different from your earlier studying experiences. You may find your time studying is therefore useful to learn from others about various professional areas, and build up professional contacts and networks. Research skills Masters students normally undertake more independent project work and research than at undergraduate level. From the very start of your programme, you should ensure that you focus your attention on the methods that research in your area uses. Take advantage of all research skills training and support available, prior to and during the dissertation period. Pace and endurance If you are full time, the academic year is longer for postgraduates than undergraduates. You must pace yourself to still have energy and commitment left for your summer dissertation period. If you are studying part time, you may face maintaining commitment over a number of years. It is common to want to complete a programme as soon as possible, but remember that balancing too Page | 14
many things at once could lead to burn out. Reflect throughout your programme whether a different pace - e.g. taking fewer individual courses at a time, taking a short break - may help you reach the end of the programme successfully. Size of programme You may be in smaller cohort of students compared to your education elsewhere. As support from other students is very important, ensure you make social connections through student societies, seminars, peer-learning projects, volunteering, or other such activities. Isolation can make studying more stressful, and stress is a barrier to learning. Each partner institution will offer a range of workshops, seminars and events to support your learning at postgraduate level. We advise you to engage in these activities to meet other students at a similar academic level.
Before you start your studies Masters study is intensive and goes very fast: you need to 'hit the ground running' and one way to help yourself do that is to find out as much as possible about what the programme will be like before it starts. Explore all the information you have access to, including the school websites, your virtual learning environment or other material you may have access to. What will your day/week/semester/year look like? How many hours of set classes will you have? What kind? How many hours of each? • Lectures • Demonstrations • Tutorials • Other practicals • Online classes • Other online interaction What can you find out about the content of your courses? Do you have choices about which modules you take? Do you know which topics will be covered? Are there any lists of suggested reading? Are any online resources, tasks or sources of advice available before your course? Are there any social networking sites connected to your course? Other sources of help Do you have a contact person for your course or your School? Have you visited the website for your School’s student association? Whilst studying Coping with study stress Page | 15
The challenges of postgraduate study may cause you some worry and stress at times; here are some tips to help ensure worries don’t overwhelm you. Prepare and plan for busy periods Certain periods - for example, mid-programme when you are sitting exams and doing assignments, plus planning your next courses - can be very busy. Give yourself enough time for revising, planning and writing assignments, changing other commitments if necessary. Cramming rarely works at postgraduate level, due to the volume and depth of study material. Take planned down time Take planned breaks - for example, leaving the library for an hour to have a coffee and read a novel or talk with a friend, or allocating certain evenings ‘study free’ and planning instead enjoyable activities, like the cinema, a meal, or meeting with friends. We are not robots and cannot concentrate on study for hours and hours on end. Proper breaks are not indulgent; they can help keep you motivated and refreshed, and aid your ability to study and learn. Talk to your programme staff Your programme staff may not realise you are worried unless you proactively make contact to tell them. So have a chat with your course lecturers and tutors; they may be able to help you focus your study concerns, and help you with any problems with your course. It is important to raise things early, rather than leaving problems to build. Exercise and nutrition Exercise is helpful for relieving stress and worry, so try to keep active throughout your studies. You could consider joining a gym, joining an activity-based society, or just doing lots of walking around campus and the city. Learn practical relaxation methods Useful techniques can include deep breathing exercises, meditation, mindfulness practice, and more. The following are useful online resources to help you recognise and manage stress: • Stress: A Guide for Students, which includes various practical exercises: (http://www.docs.sasg.ed.ac.uk/StudentCounselling/SCSbooklets/SCSstressbooklet.pdf) • Be mindful: online advice (http://www.bemindful.co.uk/) Change your thinking The University of Edinburgh’s Student Counselling Service links to a number of resources that can help you develop more constructive ways of thinking. These are available to all EMiLA students, not just those on placement at the University, and resources include: • Self-study workbooks on topics including dealing with worries, improving self-esteem, and overcoming perfectionism • Living Life to the Full: a free online cognitive behaviour therapy-based course • Ways Forward: a short solution-focused online course These and more are available from their website: http://www.ed.ac.uk/schools-departments/student-counselling/self-help/general-webs-workbooks Managing your reading workload Some tips for managing the large reading workloads associated with postgraduate study. Why do we read? Our 'Why do we read?' factsheet can help you consider and identify the specific reasons which Page | 16
underpin your reading activity. You can find this online at http://www.docs.hss.ed.ac.uk/iad/Postgraduate/Masters_taught/Why_read_pgt.pdf Prioritise what to read One of the differences between postgraduate and undergraduate study is the amount and depth of independent reading. You will never be able to read everything available, therefore you need to learn how to successfully prioritise. Know which reading is mandatory. Some reading may be absolutely essential for a class. Always read these first to ensure you are able to participate in a class or online discussion; this maximises both your own learning and the success of the exercise. Prioritise the rest. First, quickly read article abstracts, conclusions and summaries. Does this sound most relevant to the issue you are studying or researching right now? Gather the most useful articles for more in-depth reading. Leave others for when you have more time, and accept you cannot read everything recommended. Ask your class leader: if you are not sure, ask the person teaching your class if they can advise which readings are the most critical from a list of suggested readings. Most people understand the time pressures you face, particularly if you have other work or family commitments, and / or if English is not your first language and your reading speed is slightly slower. Tips for effective reading When do you learn best? Use your good times, when you are most alert. Set goals and time limits: have an idea of what you want to get out of your reading, and set a deadline for when you will stop. Scan first: scan through the piece first - headings, subheadings, first and last sentences of paragraphs - to get an overview and basic understanding. Then read more closely. Don’t read every word: you will never get through all your reading if you do. Be wary of stopping too many times to look up unfamiliar terms, and of constantly re-reading as you go. Try to keep going; things should get clearer as you carry on. Circle unfamiliar terms and look them up at the end. Know when to stop. Reading when you are too tired can be a waste of time. You may be better off sleeping or relaxing, and starting again the next day. Summarise: write short summaries and key points on what you have learnt on the back of the article, or in your notes. You should re-read these short summaries frequently. Listen: use audio books and good quality educational podcasts and videos of lectures and talks. Record and play back your own written summaries and important notes. Listening is practical: it can help use up spare time, and some people also retain information better that they have listened to. Find a passion: ensure you find your own favourite topics, issues and academic authors, and do not just rely on reading lists. When you find something that really interests you, you will be more motivated to read up on it. Page | 17
Learn by teaching: explain the article, topic or argument in two minutes to your flatmate, a family member, or classmate. This can help you check if you have understood the main points of what you have read. More information on reading efficiently is available at these links: Reading efficiently http://www.docs.hss.ed.ac.uk/iad/Postgraduate/Masters_taught/Read_efficiently.pdf Using an article abstract http://www.docs.hss.ed.ac.uk/iad/Postgraduate/Masters_taught/Abstract_info.pdf Would you read this article? http://www.docs.hss.ed.ac.uk/iad/Postgraduate/Masters_taught/Abstract_example_pgt.pdf Culture shock Culture shock can be common when moving to a new country and education system; here are some tips and resources that may help. After the initial excitement of moving here, your induction, meeting your new course mates and teachers, it can be common to then experience difficulties such as feeling unhappy, aware of how different things are and finding this frustrating, maybe even feeling physically ill. These can be part of ‘culture shock’, and are very common. How you can help yourself: •
Talk to others about how you feel, especially others in the same situation as yourself, and share tips on what helps
•
Ask people who’ve lived in in your host city for longer than you to explain any customs or practices that puzzle you, whether these are social, cultural, or academic
•
Maintain contact with some things that are familiar: regular contact with friends and family, and finding things in your host city - whether it is food shops, restaurants, faith and cultural societies or events - that are familiar
•
Join in - a student society, a trip, a study group, whatever is right for you. Making new friends will help, if you are feeling isolated.
•
Seek support: talk to the student association or the International Office advisors, for example
•
Persevere - lots of people experience a dip, but remind yourself that things will almost definitely get better!
•
Congratulate yourself - not many people are brave enough to travel and study abroad, and face all the challenges you may be facing. So be proud of yourself right now!
Academic support It is important that you understand how and when you can get academic support. Programme-level support Page | 18
Make sure that you find out: •
Who is designated to support you academically. This is likely to be your programme director, and the lecturers and tutors of your individual modules.
•
What types of questions they can help you with. For example, clarifying any confusing content of classes, clarifying the nature of an assessment, or suggesting sources of relevant information. Don't be shy of asking for clarification; being proactive and engaging with your learning is expected of you at postgraduate level.
•
How and when you contact them. Do they prefer to be asked questions during class? After class? Is it OK to email them between classes with follow-up questions? Check with them how best to contact them.
•
Check if your lecturers and course director have regular office hours for student enquiries and make a note of these. If you study online, ensure you check out what email helplines or 'drop-in' virtual spaces your programme operates, and what support cover is like at the times you will be studying.
You might find that studying and working in another language during your placement can make it harder to process information, and to organise your thoughts in written work. If this is the case, these suggestions might help and you should ask your host which could be made available: Being able to record lectures, tutorials or seminars Getting course materials and hand-outs in advance Where possible, classes are recorded and put online so that you can access them again Flexibility about submission dates for assessments, if you need some extra time Getting assignment information well in advance, including deadlines for submission. A long lead-in time is the most helpful. • If possible, the completion time should include a weekend (e.g. Monday morning submission). • Having a named advisor, where possible • Offering proof-reading services for written work • • • • •
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Practical information Accommodation Academie van Bouwkunst (Amsterdam)
Official student housing http://www.ahk.nl/en/prospective-students/housing/ Private market: http://www.studentenwoningweb.nl www.dekey.nl www.duwo.nl www.ymere.nl
Escola Tecnica Superior d’Arquitectura de Barcelona
Official student housing
http://www.resa.es/eng/Residences But difficult to get in! Also managed by the official resa-university institution, but private places which you can book in advance on distance via internet: http://www.bcn-housing-students.com/gb/index.php# Edinburgh College of Art
There is a wide private offer available online. The University’s Accommodation Services has a useful website, which has links to lots of adverts for finding accommodation. It also explains the housing market in Edinburgh. For more information, go to: http://www.ed.ac.uk/schools-departments/accommodationservices/new-prospective/types-guides/private-housing/finding As well as the places listed in the above website, gumtree.com is a good source of adverts for accommodation in Edinburgh. The University can normally provide student accommodation for EMiLA students on placement in the January terms. It cannot guarantee to provide accommodation for students who visit in September, due to high demand at this time.
Leibniz Universitat (Hannover)
Student housing: When applying online (what EMiLA-students have to do anyway), the international Office ask automatically if there is a need for a place in an university student house and tells what to do next. Information about all kind of housing (Guest families, private shared appartments, hostels, university student housing): http://www.international.unihannover.de/wohnen_hannover.html?&L=1 Students get this information after they applied online at http://www.international.uni-hannover.de/
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Ecole Nationale Superieure du Paysage (Versailles)
Our secretary Mme Agnès de Castelnau at ENSP can provide a list of private landlords in Versailles. Please contact her on: a.decastelnau@versailles.ecole-paysage.fr Special arrangement for EMiLA students and students at “La Cité Universitaire Internationale”. Paris 1’ quarter: Maison des IAA (House of agronomy). The contact person is Camille MICHON miaaciup@wanadoo.fr. Please clearly tell them that you will be a student at ENSP Versailles.
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Language courses Academie van Bouwkunst (Amsterdam)
Both the University of Amsterdam (UvA) as the Vrije Universiteit of Amsterdam provides different language courses. For more information, please see: http://www.uvatalen.nl/site/page.php http://www.vu.nl/nl/dienstverlening/cursus/index.asp
Escola Tecnica Superior d’Arquitectura de Barcelona
Intensive courses („Spanish for foreigners“) http://www.meritschool.com/ Catalan at UPC http://www.upc.edu/slt/reception Universitat de Barcelona http://www.eh.ub.edu/Inici/ANG/TemaNou1.shtml
Edinburgh College of Art
The English Language Teaching Cetnre provides a wide range of General, Academic and Specialist English courses for international students. For more information, please see: http://www.ed.ac.uk/schools-departments/english-language-teaching
Leibniz Universitat (Hannover)
August-September at the Centre for Applied Linguistics and Special Languages, which offers accredited ECTS courses. See for all offers, including intensive courses offered only for exchange and/or Erasmus-students (highly recommended!):
http://www.international.uni-hannover.de/sprache.html?&L=1 Others:
www.bildungsverein.de https://www.vhs-hannover.de/ Students get this information after they applied online at http://www.international.uni-hannover.de/ Ecole Nationale Superieure du Paysage (Versailles)
French classes are provided by the Université inter-âge de Versailles, from October to January and from January to June. Admission tests take place at the end of August and the end of January. For further information, please see: uia@versailles.fr and contact the « Maisons de quartier » in Versailles : Maison des Petits Bois 01 39 54 51 37 Maison de la Famille 06 85 55 51 82 Maison du Prè au Bois 06 77 18 15 79 Cité Internationale de Paris (at the library) 17 boulevard Jourdan 75014 Paris Registration on the website : www.ciup.fr
Term dates Page | 22
Autumn/winter terms (Semester 1 in the UK) Latest moment to arrive / earliest moment to leave – average (without Erasmus-week) Academie van Bouwkunst (Amsterdam)
The first week of September to the last week of December.
Escola Tecnica Superior d’Arquitectura de Barcelona
The first week of September to the end of second week of December.
Edinburgh College of Art
15th September – 15th December
Leibniz Universitat (Hannover)
The first week of October to the middle of Feburary http://www.uni-hannover.de/en/aktuell/semestertermine/index.php
Ecole Nationale Superieure du Paysage (Versailles)
15th September – 6th February
Spring/summer term (Semester 2 in the UK) Latest moment to arrive / earliest moment to leave – average (without Erasmus-week) Academie van Bouwkunst (Amsterdam)
Semester starts first week of February until first week of June (later than normal). Possibility, by special request, to start the Winterterm (last term of january).
Escola Tecnica Superior d’Arquitectura de Barcelona Edinburgh College of Art
First/second week of February to 10th June.
Leibniz Universitat (Hannover)
The first week of April to the end of July. Amsterdam students could work three months before they start studying.
Ecole Nationale Superieure du Paysage (Versailles)
10th February to the last day in June
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From 16th January to the end of teaching April (Easter), hand in early May. Students undertake self-directed projects, which could run to June.
International Offices Academie van Bouwkunst (Amsterdam)
The Academy of Architecture has no official International Office. Theo Peters is for the Academy of Architecture the contactperson for international students Academy of Architecture Waterlooplein 211-213 NL – 1011 PG Amsterdam Phone: 0031-(0)20-5318218 Mail: theo.peters@ahk.nl Website: www.ahk.nl/bouwkunst/
Escola Tecnica Superior d’Arquitectura de Barcelona
The International Office Oficina de Relacions Internacionals ETSAB Alicia García del Blanco, responsible of The International Office From Monday to Friday, from 10:30 to 12:30 Tel: +34 93 401 6345 Fax: +34 93 401 6338 E-mail: socrates.etsab upc.edu
Edinburgh College of Art
The International Office The University of Edinburgh 33 Buccleuch Place Edinburgh EH8 9JS Tel: + 44 (0) 131 650 4296 http://www.ed.ac.uk/schools-departments/international-office
Leibniz Universitat (Hannover) Leibniz Universität Hannover Hochschulbüro für Internationales Wilhelm-Grunwald-Haus Welfengarten 1A 30167 Hannover Tel: +49 511-762-2548 Fax: +49 511-762-4090 internationaloffice@uni-hannover.de Ecole Nationale Superieure du Ecole Nationale Supérieure de Paysage Paysage (Versailles) Le Potager du Roi 10, rue du Maréchal-Joffre 78000 Versailles Tel.: (+) 33 (0)1 39 24 62 66 Fax: (+) 33 (0)1 39 24 62 47 international@versailles.ecole-paysage.fr
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Introduction and orientation days Academie van Bouwkunst (Amsterdam)
Introduction Days, a special welcome to a.o. the international students, two days (Thursday and Friday) in advance for the offical start of the September semester. Introduction for the February Semester there is at first the possibility to join the Winter Workshop (second week of January) and secondly; by special request to the Head of the Department Landscape Architecture, Marieke Timmermans, the Winterterm (third and fourth week of January) For more information, see partly also: http://www.ahk.nl/en/architecture/theacademy/internationalisation/
Escola Tecnica Superior d’Arquitectura de Barcelona
Erasmus week is scheduled to be the first or second week of September, before the local bank holiday on the 11th September.
Edinburgh College of Art
ESALA and the ECA holds welcome events during Fresher’s Week at the start of semester for all new students. The International Office arranges a series of events to welcome new international and EU students, offer information and advice, and highlight relevant University support services. To find out more, go to: http://www.ed.ac.uk/staff-students/students/newstudents/events/international-events
Leibniz Universitat (Hannover)
Introduction week in the Winter term: offered for all new Masters students of Landscape Architecture. It takes place in the first week of lecture period from Monday to Thursday. This event is highly recommended for exchange students. The week includes a welcome lunch by other students, a guided tour through the faculty, introduction of the teachers, excursions to the surroundings of Hannover, the “studio market” (Projektbörse) at which all lecturers introduce their studios for the semester. Directly after the market, the students sign in for a studio. As the studios are not published before, students should be there. This is organized by the faculty, not published online. Further information at studiendekanat@laum.uni-hannover.de In Summertterm, the Projektbörse takes place during the first week of lecture period. In the beginning of each semester, the International Office organizes Orientation Days for new international students. During the Orientation Days important formalities for the your enrolment at the Leibniz Universität and for the stay in Germany are taken care of. Winterterm: One week before lectures start, which is normally the second week of october. Summerterm: The week before easter days. http://www.international.uni-
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hannover.de/orientierungstage.html?&L=1 The Tuesday after Easter there is a special welcome event of “International Relations.“ of the faculty. Students get this information after they applied online at http://www.international.uni-hannover.de/ Semester dates: http://www.unihannover.de/de/aktuell/semestertermine/ Ecole Nationale Superieure du Paysage (Versailles)
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New students are welcomed by the International Office. At the start of each term students participate in a European workshop (taught in English) which is part of their study programme.
Matriculation Academie van Bouwkunst (Amsterdam)
Information on the procedure is available here: http://www.ahk.nl/en/architecture/practical-matters/applicationand-admission/
Escola Tecnica Superior d’Arquitectura de Barcelona
Edinburgh College of Art
The enrolment procedure for the 1st Semester takes place the first week of September. The enrolment procedure for the 2st Semester takes place the last week of January. Information on the enrolment procedure is available here: http://www.ed.ac.uk/staff-students/students/newstudents/registering/overview
Leibniz Universitat (Hannover) Will be organzied after the Online application. Further details are given during the Erasmus Orientation week by the international office. Students get this information after they applied online at http://www.international.uni-hannover.de/ Ecole Nationale Superieure du Information on the matriculation arrangements is available from Paysage (Versailles) the International Office Mail: international@versailles.ecole-paysage.fr
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How to find studio space Academie van Bouwkunst (Amsterdam)
Some studio spaces of the Academy of Architecure are also used for and by students. By special request to Ineke van Vloten; email: ineke.vanvloten@ahk.nl spaces can be reserved, if available off course. There is also an Notice Board in the Academy where studio spaces are offered and asked. For private market the most used websites on architecture www.archined.nl and www.architectenweb.nl offer also studio spaces to hire or buy.
Edinburgh College of Art
The main studios for this degree are rooms R1 and R2 on the top floor of the south wing of the Hunter Building. There are additional Critique spaces in both campuses, which will be used occasionally. Special equipment charge (Additional Programme Cost) There will be an annual charge per student levied to maintain and renew equipment. In 2011/12 this charge is £50.00 and will be collected. WORKSHOP FACILITIES At Lauriston Place the Model Making room is available to students. It consists of a workshop, material store and clean room/office. Normal hours of opening are 9am - 4pm Monday to Friday. The Workshops (Minto House - Maltings Level 1) are among the best equipped to be found in any school of architecture in the UK. Two full-time members of staff instruct students in a wide range of technical skills. Normal hours of opening are 0900 – 1200 and 1300 – 1645, Monday to Friday. Modelling skills are developed in the workshops to supplement drawing skills in the presentation of your work for review. You are strongly encouraged to make use of architectural models in developing and illustrating your designs. In addition to the supporting lecture hall, seminar rooms, and crit rooms, there are computing laboratories, where as well as wordprocessing and other conventional applications, computer-aided design interests involve the use of a variety of modelling and multi-media graphics programs. Further details and images of our facilities are available on our website at www.esala.ac.uk
Escola Tecnica Superior d’Arquitectura de Barcelona
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In order to find studio space, students can check the website three weeks before the beginning of courses, where latest data are available. Accurate timetable and Studio classrooms numbers are published on the blackboards of the school and on
website http://www.etsab.upc.edu. In addition to the supporting lecture hall, seminar rooms, library, there are computing laboratories, where as well as wordprocessing and other conventional applications, computer-aided design interests involve the use of a variety of modelling and multi-media graphics programs. Modelling skills are developed individually through the Model Shop private initiative. Leibniz Universität (Hannover) Within the Orientation week of winterterm / in the first week of lecture period of Summerterm in the Hörsaal Kika, Herrenhäuser Straße 2a. Dates are published on the blackbords of the institutes. Traditionally, the studios are not published before, but all teachers introduce their themes, sites and objectives at this event. The objectives, scales etc. vary depending on the professorship and current themes. Directly after this date, the students sign in for the studio they want to visit. If there are too many students for one theme (normally around 12 students/theme) there is a lottery. Ecole Nationale Superieure du A common studio is dedicated to each student’s promotion. At the Paysage (Versailles) beginning of the term, each student chooses his/her own place in the common studio. The choice is rather informal. The common studio for M1 is located on the ground floor of Le Normand building; the common studio for M2 is located on the ground floor of the Saint-Louis building.
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Local contacts Academie van Bouwkunst (Amsterdam)
Marieke Timmermans Head of Department Landscape Architecture Waterlooplein 211-213 NL – 1011 PG Amsterdam Phone: 0031-(0)20-5318218 Mail: m.timmermans@la4sale.nl Website: www.ahk.nl/bouwkunst/
Escola Tecnica Superior d’Arquitectura de Barcelona
Dr. Maria Goula Av. Diagonal, 649-651 ES – 08028 Barcelona Mail: maria.goula@upc.edu Website: http://www.etsab.upc.edu/
Edinburgh College of Art
Lisa MacKenzie Senior Lecturer in Landscape Architecture Edinburgh College of Art Lauriston Place UK – Edinburgh EH3 9DF Tel: 00 44 (0)131 651 5797 Mail: l.mackenzie@ed.ac.uk Website: www.ed.ac.uk/schools-departments/edinburgh-collegeart/architecture-landscape-architecture
Leibniz Universitat (Hannover) Verena Butt Leibniz Universitat Herrenhäuser Str. 2a D – 30419 Hannover Phone: 00 49 (0) 511 762 3627 (Mon-Wed.) Mail: verena.butt@freiraum.uni-hannover.de emila@ freiraum.uni-hannover.de Website: www.landschaft.uni-hannover.de Ecole Nationale Superieure du Ass. Prof. Karin Helms Paysage (Versailles) École Nationale Supérieure de Paysage Le Potager du Roi 10, rue du Maréchal Joffre 78000 Versailles Phone: +33(0) 1 39 24 63 18 Mail: emila@versailles.ecole-paysage.fr Website: www.ecole-paysage.fr
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Appendix 1 Course and Curriculum Information The EMiLA curriculum during the first semester, which is at your home school.
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The EMiLA curriculum during the second semester, which is your first placement at one of the following schools.
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The EMiLA curriculum during the third semester, which is your second placement at one of the following schools.
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The EMiLA curriculum during the fourth and final semester, back at your home school.
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E-learning module descriptor (spring/summer-term), at all EMiLA partners Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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e-learning module European policies in Agricultural and Rural Contexts Year 2, Semester 2 Visiting guest lecturers and EMiLA academics Online lectures, followed by exercises. Students study at their own pace. English 120 hours (30 hours contact, 90 hours self-directed study) The e-learning assignments are on the EMiLA website, and tutors carry out an individual evaluation for each student, based on a final written piece of work. 5 ECTS General competencies: Develop a position of your own and define a design assignment on the basis of design research on the themes provided on these four topics: • The diversity of European cultural landscapes • The European Policy • New challenges in the European landscape • Urban-rural relationships in Europe with the outcome of an insight into the influence of European politics and how important European themes are worked out in the five EMiLA countries. Specific Competencies: • On completion of the course, students will be able to demonstrate: • Reflection: present a retrospective documentation of work produced to date, with an evident sense of critical reflection. • Progression: interrelate the 4 topics to the psoition of designer/landscape architect • The ability to convert political themes into design issues; the development of a professional attitude towards political and social developments; the ability to discuss (through the platform on the EMiLA website), defend one's own points of view, listen and form an opinion. The European landscape is defined by its regional diversity. Urban or rural, this cultural heritage is an important part of the quality of life in Europe, and a
key element of our identity. In this module, we cover current topics that influence the European landscape and European identity, and inspire them to create a new blend of national traditions in their projects that exemplify the common values in a ‘European style’ of landscape architecture. The module consists of lectures, interviews and exercises on the following four themes. The Diversity of European Cultural Landscapes. This is Europe’s ‘unique selling point’. On a global level, it is what makes Europe stand out with respect to other parts of the world. Howe can we safeguard this typical European identify? Within this theme, we seek to explain the importance of regional identity as a tool for landscape design. The European Policy. The connection between the ‘upstream’ of politics and the ‘downstream’ of design. The European Union does not have a specific policy, nor a specific responsibility for landscape issues. However, the EU’s policy measures in different fields do have an impact on the functioning and appearance of the European landscape. Decisions taken in the field of agriculture, transport, soil, climate etc also determine the status of the landscape in Europe. Is there a lack of an integral vision on landscape at an EU level? New Challenges in the European Landscape. In Europe, the identity of our landscapes is largely defined by the way it was used: they are productive landscapes. Today, we face a period of change in Europe, towards more diverse landscapes. This is caused by intensifying food production, energy production, water storage etc. With new solutions for these productions we have to re-shape our cultural landscapes. Urban/Rural Relationships in Europe. Since the Industrial Revolution, these two entities have had a vexed relationship. Nowadays Europe is becoming one large city. There is a vast urbanisation going on that leads to changes in the rural landscape. We have to deal with areas of intense dynamics and areas of splendid isolation.
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First exchange module descriptors at AHK (spring/summer-term) In this semester, students combine study and practical work experience. The main focus lies with the practical work experience which promotes students’ professional development as a designer. The placement exposes students to project design and implementation so they learn from the full spectrum of project activities from conception to implementation. The taught component at AHK is complementary to the work placement. Focus on developing and sharpening students’ design vision and profile and on their research skills. AHK’s teaching also focuses on enhancing students’ understanding of the linkages between Landscape Architecture and its wider societal context. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment:
External Curriculum (Working practice at an office) Year 3, Period 3, semester 1 and 2 (spring- and winterterm) Professional offices Working at a professional practice Dutch 420 hours The practice coordinator or the head of department has discussions with the student on a regular basis, and at least once a year, on that student's situation in practical training and individual development. The practice coordinator may also hold discussions in the place of work in the presence of the employer in order to obtain information about the position of the student within the bureau. At the end of April/beginning of May the practice logs/portfolios will be assessed. Practice logbooks and portfolios will be assessed in paper and digital formats. Students present their practice work to a committee of external professionals, who evaluate the working experience of the student.
Credit points: Competencies:
Content:
The granting or withholding of credits is based on the evaluation of the work situation and the development of the student. These are determined on the basis of the practical form, the practical portfolio, the practical report, and the progress discussions with the student, whether or not during a visit to the workplace. Of the study credits available each year, half are allocated on the basis of quantitative assessment (number of hours worked), and half on the basis of qualitative assessment (of the portfolio and the practical report). If a student has worked less than 420 hours in a half year, less credits are awarded (on a pro rata basis). 15 ECTS The place of work enables the student to come into contact with every stage of the planning or building process from design to completion in the course of the study period and to gain insight into the links between those different parts of the trajectory. The place of work is expected to be one where designs are made and projects are carried out, and where the activities of a student are actively supervised by one or more designers. This naturally calls for a stimulating and challenging work environment with sufficient conditions for the student to develop to become an adequate professional (designer). This also entails that a decent level of professional literature, documentation on regulations and materials, the opportunity to discuss the profession, etc. are available.
Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Vision Plan Detail (P6) Third year, Period 3, semester 2 Professional landscape architects Weekly design classes, individual design project, disciplinary English 196 hours Assessment forms 7 ECTS General competencies: Sharpening of student's own design profile; getting a grip on the breadth of the discipline and determining the student's own accents within it. Control of the design process from assignment to detail with corresponding research, design and presentation techniques. Legitimisation of the design research and plan in a real, social context.
Specific competencies: • Develop a vision and make a plan for a given study area or theme. • Incorporate the social context; understand why you choose a particular point of entry and make clear at whom the plan is aimed. • Sketch the design (im)possibilities are for the study area, given the chosen point of entry. • Determine where the subsidiary areas whose main lines are to be developed lie in the plan, and indicate their strategic importance. • Elaborate the subsidiary areas. Indicate to what extent management is required to maintain the vision when the actual interventions are made. Design and work out these interventions in detail. • Evaluate the elaborations and details, and modify the vision where necessary. Content: This course has a high complexity and deals with large scale landscape design. An area, city district or theme (indication 10 x 10 km to 30 x 30 km) with a complex socio-spatial structure, evident spatial problems and diverse development possibilities. The student makes a plan of attack for the project to fulfil the objectives. The study area is analysed and a diagnosis is drawn up. Scenarios can be developed. Design research leads to the visualisation of the possible development at an early stage. This also imposes limits on the research so that the elaborations and details can be begun in time and so that there is time to adjust the vision if necessary. An interim presentation provides insight in the vision, areas selected for elaboration, and details to be tackled. Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Paper (O6) Third year, Period 3, semester 2 (spring-term) Professional writers Weekly writing classes, large groups, interdisciplinary English 84 hours Assessment forms 3 ECTS General competencies: • The ability to choose a relevant subject in the light of social debate or on the basis of personal fascinations that could be the basis for the graduation plan. • Systematic recording of opinions and ideological considerations bearing on the subject chosen. • Succinct and well-considered formulation of the background to a specific spatial theme; discovery and refinement of personal writing style and view of design. Specific competencies: • The acquisition of skills in the writing of a good paper: setting up a relevant research in a systematic and analytical way, with a view to the discipline, and knowledge of relevant literature. • The coherent study of a problem, with the objective of writing an attractive and readable paper.
Content:
Under the supervision of the tutor, the student formulates the definition of a problem, preferably in connection with project P6. The research field is determined on the basis of relevant literature. A properly written research plan is the basis for the planning of the implementation of the research. This assignment involves research in sources, writing skills, and tips for oral presentation. Good papers may be eligible for inclusion in one of the Academy's publications.
Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Society (C6) Year 3, Period 3, semester 2 (springterm) Professionals and experts Weekly lecture, interdisciplinary English 56 hours Attendance forms 2 ECTS General Competencies: To sharpen the student‘s perception of the relation between the profession and society Specific Competencies: • The ability to convert social themes into design issues • The development of a professional attitude towards social developments; and • The ability to discuss, defend one's own points of view, listen and form an opinion.
Content:
With the slogan 'Find your way back to the profession', this weekly chaired seminar discusses political, financial and economic, technological or sociocultural current affairs, ranging over themes such as globalisation, individualisation and digitisation. These current topics are analysed, discussed, and then assessed in terms of the extent to which they directly or indirectly affect the profession or might come to affect it in the near future.
Recent information: http://www.studiegids.academievanbouwkunst.nl/
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First exchange module descriptors at ESTAB/ESAB UPC (spring/summer-term) In the first placement, ESTAB/ESAB UPC offers an intermediate-scale landscape design project that is integrated with a specially-designed series of courses that cover technical, theoretical and instrumental aspects that are necessary for the students depending on their background (architects or graduates with a non–design background). This helps them to become skilled practitioners, and to independently develop their ideas within the creative process. Module title: Year/Semester: Lecturers: Mode of education:
Final Landscape design studio 2nd year / 1 semester/ 2nd semester Maria Goula, Anna Zahonero Other faculty: Martí Franch, Pepa Morán The course is an intensive design studio that concludes the pedagogy of the Master’s programme. As a result, it includes typical studio activities, gorup-work, several intermediate group pin-ups, a series of lectures on relevant themes by studio professors plus guest lecturers. It culumates in a two-day final reviews by a jury that combines internal and external to the programme critics. One of the module’s defining characterstics is that different projects developed by the students are dealt as different assignments provided by “a client” which normally is a local town or a regional entity. So we can say that not only shall the students convince of their professional skills but also they have to provide innovative solutions to conventional or new “problems” related to different landscape design and planning themes of the city. The studio is developed as a laboratory of collaboration and ideas for the improvement of particular themes and landscapes in a realistic basis.
Language Amount of work:
Spanish The studio comprises a three-week design “competition” that gives students the opportunity for significant feed-back on the design issues, themes and strategies to be proposed whilst allowing professors to uncover individual students‘ strengths and weaknesses. During the following five weeks, students dealing with the same areas or themes will develop a collective master plan revealing strategies and action. For the last seven weeks each student develops an individual project that forms part of the previous Master Plan. After the final term evaluation students who have completed successfully are allowed to continue and develop their final thesis as a continuation of the studio process for six more weeks with the possibility for two extra individual reviews. For every hour of class at least three hours of work at home are required. The final design thesis is expected to be a document with written and graphic information of the design process as well as the information related to the implementation and cost of the proposal (with appropriate technical support, perspectives, pre-calculus, impacts.) Mode of examination / Students are evaluated both by continuous assessment during part of the Assessment: module, and by the delivery of suitable design results during the distinct public reviews. In the end, they present their individual design project to the final design studio Jury Credit points: 15 ECTS Competencies: Based on a specific project, the course offers a synthesizing vision of the exercise of design, and integrates all the learning goals achieved throughtout the years of Master study. The aim of the course is to achieve a professional level not for only students with a design background but also for those with a Bachelors in Geography or Agronomy, therefore fulfilling the objective of the course to provide well prepared landscape professionals . General Competencies: Based on a specific project, the course seeks to offer a synthesizing vision of the exercise of design, and add learning goals achieved all through the Page | 41
two years of Master. The selection of a particular city as a case study, common for all students, dealing with real problems that face the municipality technicians, will allow on one hand, the full recognition of an extensive area composed by the fragments of free space; and moreover, it will provide useful answers to the local government. •
• • •
Content:
To enable students to structure and articulate self-generated, advanced and coherent design solutions at a range of scales and in a range of contexts. Specific designing skills and innovative thinking A critical understanding of a range of specialised theories, principles and concepts. Demonstrate originality or creativity in the application of knowledge, understanding and/or practices and ability to transfer the acquired knowledge into practical application
Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different fieldwork and analytical techniques demonstrating how the results of this process informs your conceptual thinking while understanding the aesthetic principles of design. • Understand ecological planning principles and analyze urban landscape. • Demonstrate an advanced ability to communicate your design proposals through verbal, graphic, written and three dimensional techniques. • Synthesize the natural factors of the land towards sustainable design solutions. • Develop imaginative and appropriate landscape framework proposals utilizing spatial and compositional aspects, programmatic aspects and time based strategies. The last three years the course focused on intermediate cities of Cataluña and Languedoc-Roussillon, South of France and their different contemporary topics that have to do with three basic themes: The relationship of the city as a rather compact urban fabric with a solid public space system and its fragmented rural periphery, focusing on the potential of this rural patterns as both productive and leisure places of the city, though management strategies oriented to multifunctional landscapes New strategies for relating citizens to rivers, ravines, torrents unfolding a range of opportunities for new expressions of social life, environmental quality and complex landscapes have been applied Projects not only address conventional issues of the recovery of fluvial space, working with the uncertainty of floods but also they explore potential of recovering water retention patterns in order to improve areas such as industrial developments designed only as hard functional landscapes, or even create marshlands, environmentally valuable humid areas with the useful input of the unused water from the existing sewage plants. Students explore alternatives for urban growth offering a systematic registration of residual of fragmented landscapes “situation” assessed as potentials in order to define a complex multi-scale landscape structure vigorous enough to define best location for urban growth, as well as influence on the decisions of urban models defined through the qualities of green/ space and not the opposite, being the latter the dominant planning attitude.
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Module title: Year/Semester: Lecturers:
Urbanism and Regional Planning 1st year / 1. Semester/2nd semester Prof. Zaida Muxi Prof. Moro Domingo, Antonio Mode of education: Lectures / design exercises Language Spanish Amount of work: This is a practical design course, which consists of theoretical lectures and 15 hours of studio work including direct professor tutoring in the classroom for 30 hours. However, due to the nature of the assignments proposed by the professors (the development of an urban design project), students are required to complete an individual assignment corresponding to 2.3 hours per class hour (105 hours) Mode of examination / Continuous assessment of the practical assignments and a final written Assessment: exam. Credit points: 5 ECTS Competencies: The course incorporates the analysis and study of urban form and its design into the students' landscape background, to to provide expertise of the urban design discipline that is considered essential foundation material for any cultural or profound intervention in the city or in the landscape. With this aim, students will study forms of urban growth and transformation. General Competencies: This course will support students in developing their landscape architecture general competencies in: • Communicating, using appropriate visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences • Applying critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline. • Working as an individual, using self-management, time and task management and personal reflection, within a supportive framework • Carrying out assigned tasks in a group or team work environment and contribute to group discussions • Demonstrating the ability to read and summerise contents, interpreting the concepts and communicationg conclusions. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different fieldwork and analytical techniques demonstrating how the results of this process informs your conceptual thinking • Demonstrate an advanced ability to communicate your analytical proposals through verbal, graphic, written and three dimensional techniques. • Demonstrate an advanced level of understanding, based on clear analytical and conceptual thinking • Demonstrate an individual and reflexive approach to urban design history and theories • Communicate landscape theories in a concise and precise manner by means of different presentation methods Content:
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The course consists of theory lessons and practical exercises representing the first hand Catalan urban reality that allow for putting into practice the class arguments, and, simultaneously, raising questions of interpretation and design of the urban and regional environments : form of the place, streets, areas, growth processes and permanencies of the city, among others.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Competencies:
Content:
Analysis of Landscape Built Works and Designs (optional) 2nd year / 1. Semester/2nd semester Prof. Colominas Golobardes, Manuel Other faculty: Luís Maldonado Lectures / exercises Spanish The course is structured around a series of lectures that review the various categories of open space, starting with the town square or plaza, understood as a space that expressively condenses, in a very precise way, the values and aspirations of the civilization that built it, and that continues being the most representative public space project. The course continues with landscape projects such as parks, promenades, etc., which are presented from the perspective of multidisciplinary expertise from the fields of landscape, urban anthropology, the environmental sciences, and urban planning. Students will complete a case study or a comparative study. In class presentation of work and ensuing discussion. 5 ECTS General Competencies: This course will support students in developing their landscape architecture general competencies in: • Research, consideration, reflection and discussion of realized designs with practitioners • Take responsibility for own work and/or significant responsibility for the work of others. • Identify, conceptualise and define new and abstract problems and issues. • A critical awareness of current issues in a subject/discipline and one or more specialisms. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different projects demonstrating how the results of the design process relates to conceptual thinking • Demonstrate an advanced ability to analyze, interpret and asses the relation between virtual and built work. • Develop imaginative and appropriate landscape framework proposals utilising spatial and compositional aspects, programmatic aspects and time based strategies. The module is divided into theoretical classes, where examples and approaches, attempts and projects will be presented. Practical work will consist of considering a case study or real life examples based on a dispersed approach that allows for establishing comparative arguments and the ability to provide criteria on the necessary adjustment of public space to the existing conditions and current demands. It is complemented by outings to specific projects, which develop a critical approach to both the idea and basic design arguments related to its completion and reception.
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Module title: Year/Semester: Lecturers:
Landscape Restoration (optional) 2nd year / 1. Semester/2nd semester Prof. Jorba Peiró, Montserrat Other faculty: Duguy Pedra, BeatrizI Anna Zahonero
Mode of education: Language Amount of work:
Lectures / exercises Spanish The course consists of 45 hours, of which 15 will be theoretical classes and 30 will be practical classes. For every class hour it is assumed that students should dedicate 1.5 hours for individual study. Emphasis is placed on field work and the field trips where the theoretic topics are covered. There are six field trips in total, one of them will be all day on a Saturday.
Mode of examination / Assessment:
Completion and oral presentation of a practical assignment and completion of a written exam. The final evaluation is weighted 50/50 for the above two grading criteria. To pass the course one must pass each criteria separately. The practical assignment is completed in pairs. 5 ECTS The course provides the main principles of landscape restoration
Credit points: Competencies:
General Competencies: • Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices. • Develop original and creative responses to problems • Enable students to structure and articulate self-generated, advanced and coherent restoration solutions at a range of scales and in a range of contexts. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different fieldwork and analytical techniques demonstrating how the results of this process informs your conceptual thinking • Demonstrate an advanced ability to understand biological processes and relate them to restoration techniques. • Undertake critical evaluations of a wide range of numerical and graphical data. Content:
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The course provides the fundamental basics of building and restoring the landscape, their properties and the problems arising from their use.
First exchange module descriptors, at ESALA (spring/summer-term) The teaching focus of the first exchange is to enable students to develop a comprehensive spatial design. This will operate at a variety of scales, and is based on a design vision expressed in words, visualisations and clear objectives that are grounded in complex analysis, research and the evaluation of precedent. Students will establish connections between reflection, practice and planning, that are carried forward into their early career practice. Module title: Year/Semester: Lecturers: Mode of education: Language
Design: Individual Portfolio Second semester, Year 2 (springtem) Kenny Fraser A studio-based project with individual tutorials and design critiques. English
Amount of work: Mode of examination / Assessment: Credit points: Competencies:
180 contact hours, and 220 hours of self-directed study (400 hours in total). Final project hand-in, which is assessed in line with the course learning outcomes. 20 ECTS (40 SCQF) General Competencies: This module will support students in developing their landscape architecture general competencies in: • Communicating, using appropriate visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences • Working as an individual, using self-management, time and task management and personal reflection, within a supportive framework • Carrying out assigned tasks in a group or team work environment and contribute to group discussions • Using communication and information technology in research, data handling and development and presentation of solutions.
Content:
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Specific Competencies: On completion of this course, the student will be able to: • demonstrate an advanced level of design, based on clear analytical and conceptual thinking at different scales and contexts. • demonstrate an individual and creative approach to landscape architecture and an understanding of the environment as a dynamic system. • 3. communicate the design process in a concise and precise manner by means of workbooks, models, presentation drawings and complex argument. An individual project which covers landscape strategy, master planning, detail design, planting landscape management and construction. The aim of the course is to develop a comprehensive spatial design, operating at a variety of scales based on a design vision expressed in words, visualisations and clear objectives, which are grounded in complex analysis, research and the evaluation of precedent.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competences:
Content:
Reflective Practice Second semester Gordon Ross McLean Individual mentoring, guest critics English Contact hours 10 hours (personal tuition). Directed study 10 hours. Selfdirected study 50 hours. Total 70 hours The criteria for assessment are aligned with the learning outcomes and course aims. 20 ECTS (40 SCQF) General competencies: Students will develop transdisciplinary expertise by exploring the convergence of art, design, science and technology, to develop a portfolio of projects that articulate an advanced and autonomous position on contemporary ecological and cultural issues, while professional input supports a broad range of approaches to digital media, environmental and installation art, field and visual theory. You will benefit from participating in research-led projects that provide valuable intelligence on how interdisciplinary collaborations provide a basis from which to address complex global issues such as environmental change, spatial planning and cultural resilience. Specific competencies: On completion of this course, the student will be able to demonstrate: • Reflection: present a retrospective documentation of work produced to date, with an evident sense of critical reflection. • Progression: interrelate this to the final body of design work, demonstrating levels of refinement between project led work and personal critical reflection. • Planning: appraise the challenges within the profession and how they can be negotiated The programme demands a refined and self critical response from the student not only to reflect on a generated body of work, but more essentially identify the strands of thematic content and practice based work to be carried into early career practice. This course seeks to establish connections between reflection, practice and planning that informs an advancement beyond the programme, calling for the student to present an autonomous disciplinary position. The course: 1. Provides an opportunity to pursue a specific theoretical and organisational issue of interest for advanced analysis, research and practice; 2. To complete a critical review that creatively contextualises the student's body of practice-led investigations and the genesis of outcomes; and 3. To demonstrate highly advanced critical awareness based on the development of distinct personal viewpoints and signature approach to site informed projects of high level of complexity.
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First exchange module descriptors at LUH (spring/summer-term) Teaching and learning in the semester focuses on three key areas. The first, and major focus, lies in strengthening students’ theoretical knowledge, as well as their technical, methodological, personal and social skills. This is achieved through the design-led Master Studio. The second focus is on enabling students to acquire in-depth knowledge and understanding in two areas, namely the design of urban landscapes and water spaces, and design and presentation process. The third and final focus of the semester lies in enabling students to choose from a list of contemporary topics (e.g. ancient gardens, bio-engineering etc.), to reflect their own interests and aspirations. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Competencies:
Master Projekt II (Master Studio II) 1. year / 2. Semester (summerterm) All examination authorized lecturers Studio work German with individual critiques in English and a few studios in English. 28 hours of class attendance: supervision in small groups by the lecturers 422 hours of self-directed study, to include preparation and post-processing of the supervision meetings, studios, preparation of the report and the presentation, etc. The result of the work can be a design, a model or a different theme-based product which meets the requirements for placement of a defined target group. There are exercises and report and presentation of the work, only one possible re-examination. 15 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods, competencies in the field of application and practice, social Competencies Specific Competencies: Basing a landscape architectural design on a scientific basis, using fundamentals of the subject and subject specific methodology. In addition to theoretical knowledge, technical, methodological, personal and social skills will be strengthend and deepend. Presentation of the results to experts, the public or the target group.
Content:
Methodological and scientific work should be carried out and intensified independently. The students must cope with the challenges of working in groups with a maximum of eight students. The contents of lectures and seminars has to be applied, reflected and set in relation to current research projects and real design issues. In a report the result, consisting of the analysis, design, methods as well as a reflection of the research-oriented working process must be shown. The result of the work (product) can be integrated into the report.
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Competencies:
Entwerfen urbaner Landschaften und Wasserräume (Designing Urban Landscapes and Waterspaces) 1. year / 2. Semester (summerterm) Prof. Dr. Martin Prominski, Dr.-Ing. Katrin Kayser, Guest Lecturers Seminar, exercises German, individual questions in English 42 hours class attendance: Seminar Prof. Dr. Martin Prominski + guest lecturers. 14 hour. class attendance: lecture and exercises Dr. Katrin Kayser 94 hours of self-ddirected study, for for preparation and post-processing of exercises and seminar, and for the preparation of the written paper Oral seminar presentation and written paper, exercises (all possible in English language) 5 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods, social competencies Specific Competencies: In-depth knowledge of current theoretical and practical approaches in the design of urban landscapes and water spaces. Acquirement and expansion of knowledge, awareness of relevant questions and problems, analytical skills and understanding of the system on urban landscapes, water and (waste) water systems infrastructure. Critical ability and innovative use of the interface landscape development, urban development, water systems, wastewater infrastructure, water management and new approaches from current research questions.
Content:
Designing urban landscapes: Consolidation of theory and practice in designing urban landscapes. Critical discussion of current design examples of large-scale strategic designing for the development of urban landscapes. Exchange of the scientific understanding of “research by design”, related to functionality and design of urban landscapes. Designing of urban waterscapes: Knowledge about backgrounds, innovative thinking, project examples and transferable approaches to design for the integrated development of water and water infrastructure systems and urban landscapes. Consolidation and application (in design) of knowledge about approaches, that result from a conceptual view of open space as drainage systems, flood management system, water and ground water protection for the large-scale development and design of urban landscapes.
The transdisciplinary module "designing urban landscapes and waterspaces" in the second semester within the complex field of urban landscape and the strategic focus on water and water infrastructure systems is a Hanoverian specificity, dealing with sustainable, large-scale land development issues in expanding as shrinking areas - nationally and internationally. Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites:
Darstellungsmethodik in der Landschaftsarchitektur (Design Techniques in Landscape Architecture) (Optional course) From 1. year / 1. Semester (summerterm) Prof. Katja Benfer Seminar + exercises 4 HSW German 60 hours of class attendance; 90 hours of self-directed study for preparation and post-processing of the seminar and exercises Exercises, presentations 5 ECTS In-depth knowledge theory of information, fundamentals theory of perception, fundamentals of design and colour theories and design theories, design knowledge from the bachelor program and practice.
Competencies:
Specific Competencies: Developing in-depth knowledge and skills by dealing with design and presentation processes. Integrated thinking in the application of analogue and digital strategies and methods.
Content:
Connecting analogue and digital methods and strategies in the design and presentation process, based on theoretical knowledge of design and communication lessons. • • • •
Information aesthetics as a parent approach Cybernetic processes Semiotics Theory of perception
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Content:
Aktuelle Forschungsfragen in der Gartendenkmalpflege (Preservation of Ancient Gardens) (Optional course) From 1. year / 2. Semester (summerterm) Prof. Dr. J. Wolschke-Bulmahn, Dipl.-Ing. Birte Stiers, Dipl.-Ing. Juliane Stephan Seminar German, although the examination can de delivered in English 60 hours of class attendance, plus 60 hours of self-directed study (preparation and post-processing of the lecture/seminar) Oral examination (30 min) or exam (60 minutes) or seminar output 5 ECTS Specific Competencies: Basic knowledge about the preservation of ancient gardens in terms of theory, methodology, legal fundamentals, practical fundamentals. Methodology of the preservation of ancient gardens (including inventory, terminology, park maintenance works); legal background; ancient gardens on the example of individual gardens.
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Content:
Ingenieurbiologie - aktuelle Forschungsfragen (Contemporary Issues in Bioengineering) (Optional course) From 1. year / 2. Semester (summerterm) Prof. Dr. E. Hacker Seminar and exercises German 60 hours class attendance, plus 90 hours of self-directed study (preparation and post-processing of the seminar + exercises) 30 minute oral examination 5 ECTS Fundamentals in technical use of plants or equivalent with evidence from other programs Specific Competencies: • Derivation and design of landscape- and engineering taskadapted bio-engineering solutions; • Differentiated use of plants and techniques for erosion control and land development; • Combination of bioengineering, landscape design and use of plants; • Recognition of bioengineering solutions to new challenges in erosion control • • • • •
Bioengineering techniques at different usage requirements and constraints as well as in different regions of Europe; In-depth knowledge of the use of plants and ecology of the plants to be used in engineering and biology in landscaping; Bioengineering and development of landscapes; plans in connection with the “impact regulation under nature protection law“; History of Bioengineering; Bioengineering, recent problems and possible solutions in erosion control, particularly in the context of climate change and demands of the “Water Framework Directive” of the European Union.
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Content:
Aktuelle Fragen der Freiraumpolitik - Vertiefung (Contemporary Issues in Professional Policies) (Optional course) From 1. year / 2. Semester (summerterm) Prof. Dr. B. Oppermann Seminar German 56 hours class attendance, plus 94 hours of self-directed study (preparation and post-processing of the seminar + exercises). Exercises or written report, presentation and subsequent discussion in the seminar 5 ECTS Basic knowledge in planning communication and planning-related sociology from the bachelor program and practice Specific Competencies: • Developing an overview and research-oriented perspectives on collaborative and participatory methods of planning communication with their respective targets and indicators. • A learning and research-oriented view of the central methods of empirical social research in the context of planning and design. On the basis of a real life planning process, the "design process“ will be analyzed in order to find the strengths and weaknesses of the project design, to evaluate the existing process in comparison to alternative dialogic process and methods of empirical social research. Depending on perspective and point of view of the actors (professionals, amateurs, etc.) usually both will vary, the assessment of the quality of the planning process and the quality of the planning result. Empirical Social Research: On the basis of a real life planning process, the applications of these methods in the various planning phases (awareness of problems, inventory, decision making, and performance review) will be discussed researchoriented. A repertoire of methodology, which is specifically oriented to the needs of the planning, will be developed. This repertoire should make the planning related information of “the people‘s view” visible.
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Content:
Landschaftswahrnehmung, Erholung und Tourismus (Landscape Perception, Recreation and Tourism) (Optional course) From 1. year / 2. Semester (summerterm) Dipl.-Ing. R. Kirsch-Stracke, Dipl.-Ing. M. Behrens-Egge Seminar German 56 hours class attendance, and 94 hours of self-directed study (preparation and post-processing of the seminar + exercises) Exercises or written report, presentation and subsequent discussion in the seminar 5 ECTS Basic knowledge about nature conservation, landscape- and spatial planning and planning related sociology of the bachelor's program Specific Competencies: Participants will acquire scientific knowledge about the perception of landscape, landscape related recreation and environmental education, tourism and regional development. This includes analytical skills, methodological expertise regarding analysis and targeted assessment, conceptual skills and the ability to develop realistic measures. • • • • • •
• • • • • • • •
A perception of landscape, recreation and environmental education Landscape perception and their differentiation Requirements for landscape experience, accessibility Methods for collecting and evaluating the experience and recreational potential Recreational facilities Historic landscape analysis (historical) cultural landscapes and their elements and methods for their detection and documentation European approaches to the landscape structure and landscape development Selected models and their environmental education teaching as tourism and regional development Introduction: Development and importance of tourism Tourism Markets: Supply, Demand, Trends Tourism as a contribution to sustainable regional development Tourism Planning and conceptions Development of tourism products Environmental Management in Tourism
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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First exchange module descriptions, at ENSP (spring/summer-term) The main topic of the semester for EMiLA students is the mutation of the countryside. During this semester, students will examine the the role of the Landscape Architect when faced with an extensive territory. The project studio will initiate the reflection on a large-scale site (community or group of communities) presenting similar issues to those addressed in human sciences and ecology during the projects on diagnostic and territorial challenges. A debate on ideas with designers, ecologists, sociologist, and geographers will precede the work in situ. The selected portion of landscape will question the image of the countryside on the edges of our extended cities. Not really rural anymore, but far from our suburban clichés, the site will provoke questions on its metamorphosis, and on the role of the Landscape Architect as a particular interlocutor in these days of urban agriculture, urban development and sustainable development. Module title: Lecturers: Mode of education: Language Amount of work:
Design: EUROPEAN WORKSHOP Ass. Prof. Karin Helms co-ordinator plus invited guest teachers Workshop English 24 contact hours, and 12 hours of self-directed study (36 hours in total).
Mode of examination / Assessment: Credit points: Competencies:
Final project presentation in the studio last day of workshop, 1 ECTS General Competencies: This course will support students in developing their landscape architecture general competencies in: • Learning to work in a group work and contribute to group discussions. • Learning from guest teachers other Design Process and learn to work with guest students. • Learning to exchange and review ideas in English on agricultural topics , policies and suburban agriculture. Specific Competencies: On completion of this workshop the student will be able to compare cultural differences in agricultural policies and landscapes in Europe.
Content:
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The workshop is at the beginning of the semester as a starter to one of the main thematic of the semester (i.e. the mutation in French countryside) will be at an be a first workshop at an “agricultural park” on the periphery of a large city.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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Design: Studio N°7 What countryside? Second semester Year M1 Prof. Stefan Tischer, Lecturer Françoise Cremal, plus assistants A studio-based project with individual tutorials and design critiques. Students are subdivided into two groups of 25 students, each having a lecturer and two assistants French, individual critiques are possible in English 72 contact hours, (including three conferences and site visits) and 60 hours of self-directed study Individual evaluation according to a model of five criteria and individual assistance, weekly reports and discussion. 8 ECTS General Competencies: This course will support students in developing their landscape architecture general competencies in: • Using the knowledge and savoir-faire gained on the rural design project. • Understand the challenges relating to a past occupation or activity, (agricultural) site and define its capacities to be urbanized. • Develop a master plan and define urban morphology and planning in rural areas • Work at different scales, alternating between the open space and the built environment. • Invent new forms of open space linked to agricultural patterns Specific Competencies: On completion of this course, the student will be able to find new Design models for sub-rural landscape habitats in rural and natural context • To question the future and challenges for the urban countryside territories. • To develop an informed position as a landscape architect in the network of operational and concerned parties to the subject. • To work out from a large-scale project details on sub rural sites and cultural landscapes. • A complex studio work on challenging transformation of left over rural areas
Module title: Year/Semester: Lecturers: Mode of education: Language
Design: Post-Workshop for EMiLA students Second semester, Year M1 Prof. Stefan Tischer A studio-based project with individual tutorials and design critiques. French or English
Amount of work: Mode of examination / Assessment:
28 contact hours, and eight hours of self-directed study (36 hours in total). Individual evaluation according to a model of 4 criteria: active analysis, project process, proposal contents, and expression(s). Final hand in a paper document 4 ECTS General Competencies: • Learn to work individually on a topic worked out before in groups. • Learn to be proactive on a first Design Process • Learn to exchange and review ideas about agricultural topics, policies and suburban agriculture. • Learn on the role of a landscape architect in suburban agriculture
Credit points: Competencies:
Specific Competencies: On completion of this workshop the student will be able to: • Compare cultural differences in agricultural policies and landscapes in Europe • Demonstrate their knowledge and understanding on French agricultural policies The workshop is at the beginning of the semester as a starter to one oft he main thematic of the semester: mutation in French countryside be a first workshop at an „agricultural park“ on the periphery of a large city, the post workshop offer the students to enter in detains on their special proposal as well as analyse on the groups different propositions ad handle in a largely documented handbook on all the students work done during the workshop.
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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Multidsciplinary Journey in Europe Second semester Year M1 Ass. Prof. Karin Helms (co-ordinator), plus four lecturers representing the different disciplines taking part in the journey Analyse work before departure, art studio as well as sketch work on site visits French 5 days of compulsory travel ECTS included in studio N° 7 General Competencies: • Observe landscape forms and differences in scale due to cultural, climatic or geographic reasons • Ability to quickly sketch outside details on site visited • Understand the challenges relating to a foreign countries agricultural, natural and urban landscape architecture designs Specific Competencies: To understand the major specificities and cultural differences in landscape architecture design in a European 1. To present and explain the evolution of landscapes in countries culturally different from France. 2. To approach and visit realizations on themes and issues related to contemporary landscape common to the different European countries but with different realizations and experimentations. 3. To analyse the realizations of foreign landscapers. 4. To visit European schools with which the ENSP has established Erasmus agreement or other agreement, as well as landscape designers’ offices. 5. Through an art studio on site, realisation of a short design studio-based exercise with models and drawings.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Constructions and infrastructures Second semester Year M1 Lecturer Michel Audouy coordinator, plus François Quesson Analyse work before leave and art studio as well as sketch work on site visits French Integrated in studio time Integrated in studio final presentation, focusing on studio work 2 ECTS General Competencies: • Learning how to express project requirements to technicians • Linking studio work with technical research Specific Competencies: Learn to create in economic ways path in rural areas in a sustainable way
Content:
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Lectures on the fundamentals of light infrastructure constructions. Site visits to realizations of structures.
Module title:
Forest Managment Knowledge and use of plants, Woodland Edges
Year/Semester: Lecturers: Mode of education: Language
Second semester Year M1 Lecturer Gabriel Chauvel and Prof Marc Rumelhart Exercises, visits and drawings French
Amount of work:
18 contact hours, (including three conferences), 12 visits and 18 hours of self-directed study Collective correction (0.5 day); oral presentation by selection following the individual correction of written documents; pedagogical comments 4 ECTS General Competencies: This course will support students in developing their landscape architecture general competencies in: • Providing the practical and theoretical tools to design and specify the plantation and the initial maintenance of a woodland edge, between an existing closed woodland (or a built wall) and an open space, in the context of a landscape project. • Simulating over a period of 15 years the development of a community of plants, which are subject.
Mode of examination / Assessment: Credit points: Competencies:
Specific Competencies: On completion of this course, the student will be able to demonstrate their knowledge of the interplay of spatiotemporal behaviours, of plant competition and cultivation methods. Content:
Measurement of vegetal structures (2 x 2 days): One of the two sets of days will be dedicated to the Studio 7 territory, with the realization of an “inventory”. The first day, in group of three students: inventory in plan and cross section at a large scale of a segment of a woodland edge; showing situation and context, floristic habits, single and combined heights and distances, with careful drawings of significant architectural details, observation and investigations of cultivation and maintenance operations. The second day: transcription of the database in the form of a clear document; afternoon: group presentation with teacher’s comments. Post face “Woodland edges” (in relation with the studio 7). Short supervised studio (three days of group work with topics given in advance) and short lectures. Each student will produce the contract working documents (plans, sections, details and descriptive) necessary to the plantation of a shrub rich woodland edge, and an illustrated simulation, in plan and cross section, of the vegetal development over 15 years, including soil preparation and protection, cultivation and maintenance operations.
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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Study session “Soils” Second semester Year M1 Lecturer Gabriel Chauvel Analyse work before leave and art studio as well as sketch work on site visits French 6 hours of study plus 12 visits NR ECTS included in Forest management General Competencies: This course will support students in developing a bases for intervention on soils identified as base for vegetation; and to be able to independently identify the main characteristics of a soil, to evaluate its resources and principal constraints as a base for vegetation and to consider the cultural attitudes (preparation, protection, enrichment, fertility care etc) relevant to a given project. Specific Competencies: To understand the pragmatic basis of processes and attitudes to mobilize in order to constitute or reconstitute a fertile farmable soil from a heterogeneous substrate more or less sterile • Analysis based on the profile of farmlands: silt, clayey and sandy. • To analyse a soil according to its components and its organization: depth, texture, structure, pH, water retention, humus type etc. • Soil preparation and tools, cultivation methods. • To constitute or reconstitute a fertile soil. • Conditions of fertility. • Contract, practical analysis and use of soil analysis.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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Art studio Site work, fabrication, drawing Second semester Year M1 Lecturer Claire Guezengar & Olivier Marty coordinator, plus guest artists Workshop and inquiry French 48 contact hours, including conferences site visits and self-directed work Group work evaluation according to a final presentation 6 ECTS General Competencies: • To explore the different possibilities of the body as medium: • To experiment with choreographic gesture and intention, • To face the landscape and understand it through the body, treating issues of scale, dimension and trajectories, • To compare the process of improvisation with composition and writing processes. • To transpose a measurable and technical database into a narrative, poetic and/or fine arts Specific Competencies: On completion of this course, the student will be able to: • To develop drawing as a spur to the imagination. • To understand the realization and production of a work within its cultural context. • To take an existing artistic work as a base to approach notions of translation, displacement and adaptation. • “Choreography”: to present a choreographic proposal in a small group according to the instructions given by the invited choreographer. • “Pre-vision”: To imagine a site based on given documents (plans, sections, map, land surveyor graphs, engineer…) to make a drawing of it and compare it to the reality. • “Private screening”: During a fiction film screening, the student will represent the moving images by short sketches. Then he will propose a condensed translation of the film. • Lectures by permanent staff and invited artists. • Presentation of the approach of each invited artist.
EMiLA Summer-school module descriptor The summerschool takes place in between the two exchange semesters School / University: Module title: Year/Semester: Lecturers: Mode of education: Language
All EMiLA schools / universities EMiLA Summerschool Second semester Year M2 Coordinator: partner school’s teachers in charge of EMiLA Workshop and seminar, intensive design studios, excursions English
Amount of work:
10 days, with 80 teaching hours and excursions, 60 hours of (pre) self study and report. Public presentation of the work and studio performance
Mode of examination / Assessment: Credit points: Competencies:
5 ECTS General Competencies: • Experiment with working in a group with different international background, European and non European • Learn to make informed judgements on complex issues in group design teaching • Enable students to identify the cultural differences in the European landscapes as a design challenge. • Experience the real life in specific European regions • Learn to do intensive fieldwork on landscape identity • Learn to examine complex and pertinent European issues systematically and creatively • Understand how land specific policies influence the local actions taken in the landscape • Learn how the ‘living’ part of landscapes is linked to the spatial quality of landscapes Specific Competencies: On completion of this course, the student will be able to: • Understand and value the differences in European cultural landscapes • Identify, define and conceptualise new and abstract problems and issues confronting European cultural landscapes. • Work interdisciplinary on action-related research • Demonstrate knowledge and understanding of European policy impacts or applications at cultural landscapes • Build bridges between the policy at the European and local level, • Develop better ways to connect integrated landscape design with policy and practice. • Develop innovative strategies for the analysis and reading of European cultural landscapes • Understand the constraints and opportunities as they relate to European problems and policies. • Allow complex and pertinent European issues to be examined systematically and creatively. • Demonstrate confidence, independence and competence in using interactive skills necessary to work with transnational group members
Content:
The EMILA summer workshop is fundamentally multi-disciplinary, and expertise will be brought in to enhance learning and address issues concerning cultural landscape transformations. The Workshop consists on a research by design level to find new potentials for cultural landscapes. It covers European challenges on social issues like
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hidden urbanisation, biodiversity, multifunctional landscape, demographic change, cultural heritage, place making, ecosystem services, energy landscapes and agricultural policies. By implementing lectures and guest teachings on topics related to current European policy, and by collaborating with local landscape related organisations, enterprises and municipalities, students will acquire better interdisciplinary and culture-specific approaches to design methods in response to the most pressing problems confronting cultural landscapes across Europe. This will also strengthen their entrepreneurial competence.
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Second exchange module descriptors at AHK (winter-term) The professional development of the student is again the main focus of this semester, and students also study and practical work experience. There is another practical work placement, which promotes students’ professional development as a designer. Again, it exposes students to project design and implementation so they learn from the full spectrum of project activities from conception to implementation. The taught component at AHK is complementary to the work placement, again with an emphasis on sharpening students’ competencies as a designer and researcher. There is also a focus on reflective practice for students, enabling them to contemplate their professional development and identify aspects for improvement. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment:
External Curriculum (Working practice at an office) Year 3, Period 3, semester 1 and 2 (summer- and winterterm) Professional offices Working at a professional practice Dutch 420 hours The practice coordinator or the head of department has regular discussions with each student regarding their practical training and individual development. The practice coordinator may also hold discussions in the place of work in the presence of the employer in order to obtain information about the position of the student within the bureau. At the end of April/beginning of May the practice logs / portfolios will be assessed. Practice logbooks and portfolio's will be assessed in paper and digital the week of May. The students have to present their practice work to a committee of external professionals. The committee evaluates the working experience of the student. The granting or withholding of credits is based on the evaluation of the work situation and the development of the student. These are determined on the basis of the practical form, the practical portfolio, the practical report, and the progress discussions with the student, whether or not during a visit to the workplace. Of the study credits available each year, half are allocated on the basis of quantitative assessment (number of hours worked), and half on the basis of qualitative assessment (of the portfolio and the practical report). If a student has worked less than 420 hours in a half year, less credits are awarded (on a pro rata basis).
Credit points: Competencies:
15 ECTS The place of work enables the student to come into contact with every stage of the planning or building process from design to completion in the course of the study period and to gain insight into the links between those different parts of the trajectory. The place of work is expected to be one where designs are made and projects are carried out, and where the activities of a student are actively supervised by one or more designers. This naturally calls for a stimulating and challenging work environment with sufficient conditions for the student to develop to become an adequate professional (designer). This also entails that a decent level of professional literature, documentation on regulations and materials, the opportunity to discuss the profession, etc. are available.
Content: Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Thematic Research and Design (P5) Third year, Period 3, semester 1 (winterterm) Professional architect, urban planners and landscape architects Weekly design classes, small groups, interdisciplinary English 224 hours Assessment forms 7 ECTS General Competencies: Develop an individual position, and define a design assignment on the basis of design research on a theme provided by the tutor.
Specific Competencies: • Sharpening your profile as a budding designer. Learning to formulate a water-tight assignment on your own on the basic of thematic research. • Learning to trace, identify and make use of spatial essences and favourable situations through every level of scale and abstraction. • Being able to provide arguments for and to present your own views on the future of the building, the city and the landscape and the role of your own discipline in it. • Viewing existing conventions critically and arriving at (innovative) spatial models on the basis of your own personal observations and research. • Recognising the relation between the theme, your own assignment and its elaboration. • Being able to organise the working process to do justice to the various stages of the design process. Content: In the first half of the project, this course raises the question of a spatial or programmatic development within a generally described research theme, usually in relation to the theme of the semester. The research design targets all relevant scale levels, varying from architectural detail and urban context to regional landscape. In the second half of the project, the design assignment you have defined yourself is elaborated as an object that can vary from one or several buildings/objects to a coherent section of the study area provided. Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Paper (O5) Third year, Period 3, semester 1 (winterterm) Professional writers Weekly writing exercise, large groups, interdisciplinary English 84 hours Assessment forms 3 ECTS General Competencies: Develop your own position, and define a design assignment on the basis of design research on a theme provided by the tutor.
Specific Competencies: • The acquisition of skills in the writing of a good paper: setting up a relevant research in a systematic and analytical way, with a view to the discipline, and knowledge of relevant literature. • The coherent study of a problem, with the objective of writing an attractive and readable paper. • Improve and to develop a position in writing. Content: Under the supervision of the tutor, the student formulates the definition of a problem, preferably in connection with project P5. During the first week the student becomes familiar with the theme, chooses a subject, and formulates it clearly. The research field is determined on the basis of relevant literature. A properly written research plan is the basis for the planning of the implementation of the research. This assignment involves research in sources, writing skills, and tips for oral presentation. Good papers may be eligible for inclusion in one of the Academy's publications. Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Craftmanship (C5) Third year, Period 3, semester 1 (winterterm) Professionals and experts Weekly lecture, large groups, interdisciplinary English 56 hours Attendance forms 2 ECTS General Competencies: Obtaining insight into success factors and failure factors within and outside the design process Specific Competencies: • Obtaining insight into the relation between vision, craftsmanship and result. • Confrontation with the variation (in terms of scale, complexity, and context) and distribution (international, national, regional and local) of the discipline’s professional reach; • Dialogue with colleagues on the scope of the disciplines and the core of the professional practice.
Content:
In consultation with the students, a series of professionals are invited to come and talk about their oeuvre. Speakers are asked to explain how they interpret, elaborate and resolve the different assignments as designers. Considerations of content and style are made explicit and crucial moments for making choices are magnified. The students ask their guests about their profile. The emphasis is on how professional knowledge, research and inspiration are translated into the design.
Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Clinic Third year, Period 3, semester 1 Professional Landscape Architects Interdisciplinary English 28 hours Advice form
Content:
Several thematic clinics are offered, each on a specific aspect of the design process. Each student registers for one of the clinics on the basis of personal motivation in consultation with the head of department.
Themes are: how to arrive at an idea, from idea to concept formation, designing back and forth, from analysis to design, taking the design further, elaboration at scale level, practice and study: making a practical portfolio. On four Fridays the student will be working, individually supervised by a tutor, on one of the themes listed above. A previously completed project can be used as the subject. The tutor can also prescribe exercises in which the themes mentioned come up.
1 ECTS Course Competencies: The objective of the clinic is to remove the deficiencies that were pinpointed during the Assessment (Schouw).It is important for the student to have a clearer picture after the Assessment of which aspects are already well developed and which aspects will require extra attention during the third year of the course. The student can already work on this in the first half of the third year during P5 and O5. The clinic offers an opportunity to devote extra attention to a particular aspect.
Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Winterterm Third year, Period 3, semester 2 Professional landscape architects A two-week contest in small groups, interdisciplinary English 84 hours Jury rapport
Content:
To grasp and solve a current spatial issue in a limited amount of time and in an interdisciplinary context; positioning vis-Ă -vis a topical social theme;
3 ECTS Course Competencies: During the winter term students work in a team. Each team consists of three students preferably from different disciplines. Students work as on a competition. For two weeks, there are three teaching sessions by visiting experts per week. There is a winning plan chosen by a jury. The final products will be presented in an exhibition.
the formulation, elaboration and presentation of a spatial vision as a team.
 Recent information: http://www.studiegids.academievanbouwkunst.nl/
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Second exchange module descriptors at ESTAB/ESAB UPC (winter-term) The focus of this exchange is an urban-scale landscape design project. This combines strategic development and small-scale design ideas which are always related to landscape ecology. The studio is related to, and supported by, holistic courses on theory and methodology. Students are introduced to international literature, visual communication, mapping and interpretation. Finally, instrumental courses related to policies and construction techniques complement the curriculum. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Competencies:
Landscape Projects III 2nd year / 1. Semester/1st semester Prof. Victor Ténez Ybern Project work / exercises Spanish During the first month the course outlines the implicit issues of the project, the students visit the study area and work on the first part of analysis within the scope of project that focuses on social and environmental level. Finally a large scale project that addresses the various issues and proposals identified in the analysis phase, on a specific niche in which the design will achieve greater definition. Assessment is continuous throughout the workshop sessions. The rating is specified by a minimum of two class presentations of the projects. 10 ECTS The course provides technical solutions for the development of projects. General Competencies: • To enable students to structure and articulate self-generated, advanced and coherent design solutions at a range of scales and in a range of contexts. • Specific designing skills and innovative thinking • A critical understanding of a range of specialised theories, principles and concepts. • Demonstrate originality or creativity in the application of knowledge, understanding and/or practices and ability to transfer the acquired knowledge into practical application Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different fieldwork and analytical techniques demonstrating how the results of this process informs your conceptual thinking while understanding the aesthetic principles of design. • Understand metropolitan planning principles and analyze peri-urban landscapes. • Demonstrate an advanced ability to communicate your design proposals through verbal, graphic, written and three dimensional techniques. • Synthesize the natural factors of the land towards sustainable design solutions.
Content:
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The course aims to apply design techniques to the complexity of the metropolitan landscape. The analysis and proposals will focus on the possibility of improving the relationship between urban processes and ecological dynamics following social and environmental sustainability principles.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Landscape History and Theory II 2nd year / 1. Semester/1st semester Prof. Victor Ténez Ybern Lectures / visual exercises Spanish Presentation of the most important issues from an interdisciplinary perspective (cultural geography, urban planning, history, urban sociology, ecology, history, art, aesthetics, environmental sciences, etc.). that have had the most correspondence with literature specific to landscape.
Mode of examination / Assessment: Credit points: Competencies:
Course evaluation will be based on the three exercises to be presented in class. 5 ECTS The specificity of the landscape in relation to the approach to the project site General competencies: • A critical understanding of the principal theories, principles and concepts. • Students will develop transdisciplinary expertise by exploring the convergence of art, design,and history. • Demonstrate ability for reading and summerizing contents, interpreting the concepts and communicationg conclusions. • Research, consideration, reflection and discussion of realized designs with practitioners • Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline.
Content:
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Specific Competencies: On completion of this course, the student will be able to: • Demonstrate an advanced level of understanding, based on clear analytical and conceptual thinking • Demonstrate an individual and reflexive approach to landscape architecture history and theories • Communicate the landscape theories in a concise and precise manner by means of different presentation methods from verbal to video film. The first part of the course focuses on a series of theoretical lessons that illustrate a number of nodal concepts of landscape discourse that later on students will use as guideline for the various exercises proposed: the first concerns public presentations of the work, as well as the particular theoretical approach, of a landscape architect. Afterwards a critical video on landscape or public space project within the metropolitan area of Barcelona.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Landscape Analysis (optional) 2nd year / 1. Semester/1st semester Prof. Ana Maria Zahonero Xifre Other professors involved: Ioanna Spanou Lectures/ exercises Spanish This is a practical course. It consists of three related and complementary blocks: studio, lectures and outings. Studio:. Practical work will focus on the discussion and critique of the site analysis, in occasions the same region where the Final Thesis Project will be developed. Students will routinely submit materials that they develop to gain a solid appreciation of place and of the urban and regional problems that take place in time. Different exercises will be carried out as a conventional course workshop, with professor critiques of student work. The duration of the studio is 45 class hours. Theoretical lectures. Presentations will be given on analysis topics, using project examples or actual landscape studies, reflecting the different analysis methods utilized. The duration of the theoretical lectures is 15 class hours.
Mode of examination / Assessment:
Credit points: Prerequisites: Competencies:
Outings. Field trips will be made with the aim of comparing theory and practice in situ. Grading will be continual throughout the course. Daily attendance, personal contribution, critique and proposals will be essential and definitive when evaluating students. Therefore, class attendance is compulsory. To pass the course students must submit completed assignments derived from the material generated in the workshops, with a standard format indicated by the professors, and with the specified content based on the type of work. There will be one midterm project and one final project. 5 ECTS It is necessary to have completed successfully cartography, landscape history and theory I Students will be able to produce an action plan through customized maps that entail decisions making that will establish guidelines for the project. General Competencies: • Holistic, independent research and evaluation of complex situations • To enable students to explore a complex self-generated research problem through argument and the application of appropriate research methods and readings. • Undertake critical evaluations of a wide range of numerical and graphical data. • Take responsibility for a significant range of resources.
Content:
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Specific Competencies: On completion of this course, the student will be able to: • Demonstrate an advanced level of analytical ability based on multiple readings at different scales and contexts. • Demonstrate an individual and creative approach to landscape analysis and a deep understanding of the environment as a dynamic system. • Communicate the results of bibliographic research and demonstrate capacity to relate them to the creative process. • Demonstrate skills on innovative computer aid representation frames. The course aims to provide the necessary tools and methods to study an intervention area where students will need to make a proposal for action, paying special attention to site conditions for the project or program that needs to be implemented.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Landscape Engineering Techniques III (optional) 2nd year / 1. Semester/1st semester Prof. Ramos Galindo, Fernando Juan, Maria del Mar Pérez Lectures / exercises Spanish Given the educational content of this course, lectures are developed through case studies and through the completion of an individually developed small landscape design assignment that focuses on building details. The theoretical content presenting the study themes and examples are provided in sessions of 30 class hours. They are complemented with the same number of practical and classroom work hours including field trips and outings. It is expected that students invest 1.5 hours outside of class for every hour of lecture (theory and practice).
Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Continuous assessment of practical work throughout the course, and a final exam. 5 ECTS Basic knowledge of project management and project documentation Project management for landscape interventions involves various techniques to control quality, quantity and scheduling, as well as careful preparation of written project documentation that is understood as an assignment’s contract. General Competencies: • Undertake critical evaluations of a wide range of numerical and graphical data. • Specific designing skills and innovative thinking • Take responsibility for a significant range of resources. • Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline. • Application of theoretical knowledge for problem-solving Specific Competencies: On completion of this course, the student will be able to: • Demonstrate an advanced ability to understand and elaborate technical specifications of plans • Demonstrate an advanced ability to master strategies for management • Develop precise appropriate skills for landscape work evaluation and control utilizing programmatic aspects and time based strategies.
Content:
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The course aims to establish management criteria and strategies, exchanging them with the experience of several guest lecturers.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment:
Credit points: Prerequisites: Competencies:
Environmental Legislation, Management and Diagnosis (optional) 2nd year / 1. Semester/1st semester Prof. Carceller Roque, Francesc Xavier Other faculty: Prof. Vilanova Claret, Josep M. Lectures/exercises Spanish From the viewpoint of the subject contents the first part addresses the legislative and regulatory issues of the landscape. The second part reviews planning considering land use and its morphology. This content is presented in theoretical sessions (two thirds of the class hours) that will be complemented by case studies and exercises (one third of the class hours), preferably with related seminar sessions to be conducted in parallel. To achieve the necessary comprehension level, it is expected that students spend an additional 1.5 hours of study outside of class for each class hour. Grading is based on an assignment that applies the theoretical concepts presented during the course, parallel to the classes and exams on the taught topics. Students may propose a complementary topic or one that is developed in some other subject or workshop. While specific sessions will be devoted to tutoring and discussion of the above, the assignment must be completed outside of class. 5 ECTS Basic knowledge of urban and landscape planning Knowledge of the problems presented by landscape management through the direct study of urban planning documents, with special attention to planning elements and action programs, as well as its environmental assessment. General Competencies: • Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information. • Practise in a wide and often unpredictable variety of professional level contexts. • Practise in ways which draw on critical reflection on own and others’ roles and responsibilities. Specific Competencies: On completion of this course, the student will be able to: • Demonstrate an advanced ability to understand of the regulation tools for landscape and environmental interventions. • Demonstrate an advanced ability to communicate critical thinking on the diverse levels of impacts of regional and urban planning • Understanding of the existing environmental and landscape management tools, resources, programs.
Content:
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Introduction to the understanding of regulation tools for landscape and environmental interventions, both with regard to planning, management, and implementation. The course reviews the impact of regional and urban planning in shaping the landscape, emphasizing the role of environmental components, strategies, and project planning tools.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment:
Credit points: Prerequisites: Competencies:
Architectural Drawing (optional) 1st year / 1. Semester/1st semester Prof. Margarita Delgado Yanes Project work / exercises Spanish This is a practical course, broken down sequentially, and manifests an intensive approach in its teaching program: sketching the landscape, developing design expression through drawing alternatives, and computer drawing. Each of these three parts, taught by faculty experts, will present theoretical content (15 hours of theoretical classes). This represents at most half of those devoted to practical work in the classroom (30 hours of hands on work). It is expected that for each hour worked in the classroom, students will spend one hour of individual practice (45 hours of individual work). Class attendance and delivery of all assignments are obligatory. Grades are based on the intermediate assignment assessments that correspond to each of the three parts of the course. The final grade will be the arithmetic mean of the three partial grades. Classrooms with computers will be used to develop the corresponding part of this subject 3 ECTS This subject is required for students with training in the environmental sciences and those without prior design training. The recognition and analysis of the different natural elements that make up the landscape through the study of the relationships between vision, photography and perspective, and supplemented with various techniques of landscape representation: models, collages, etc. Several strategies are presented to continue the process of constructing the drawing. The student will work on references and on the natural view. A study of the notions of types, their variations, modules, their aggregations and free-form designs, exemplified in the study of landscape project models are proposed to achieve new knowledge, various transformation operations, repetition, coupling, decomposition, etc General competencies: This course will support students in developing their landscape architecture general competencies in: • Identify, conceptualise and define new and abstract problems and issues. • Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness. • Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise.
Content:
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Specific Competencies: • On completion of this course, the student will be able to: • Explore the creative potential of different drawing techniques • Demonstrate ability to understand and represent space and objects in space • Demonstrate skills in regards to spatial knowledge of threedimensional shapes in order to interpret and express graphically with two-dimensional representation systems. The course will introduce the field of knowledge of landscape and its graphic expression. Drawing, together with other expression techniques as tools for analysis, as a means of communication and information support capable of showing, recreating, and anticipating reality. In addition, the impact that computer tools have had and can have in the immediate future on design tasks, challenges us to tackle the study of design strategies found on the computer, particularly in its best allies, CAD programmes.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Drawing Techniques (optional) 1st year / 1. Semester/1st semester Prof. Gimenez Mateu, Luis Project work / exercises Spanish The course is taught in weekly sessions that combine theoretical explanations with practical exercises. These exercises allow for a gradual and continual acquisition of training, which in turn defines the level of knowledge required of the student to complete the course successfully. Course grading is based on two criteria: •
Class attendance and weekly delivery of practical exercises planned during the course, as a process of continuous assessment. This requirement is weighted with a coefficient of 0.3 on the final assessment.
•
The results of a final exam on the knowledge acquired by students. This requirement is assessed with a coefficient of 0.7 on the final evaluation.
Mode of examination / Assessment:
The work shall result in a design drawing, a model or another product suitable to the studio’s task. The plan, model or product must be appropriate to convey the design and function of the planned object to a set target group. The exercise, report and exam can only be repeated once. A classroom will be available for the course. Occasional outings will be made to make sketches and take notes on Nature.
Credit points: Prerequisites: Competencies:
3 ECTS Basics of drawing techniques, first design experience Freehand drawing is used to make sketches and drawings, as well as to describe shapes and spaces during the design phase. This arrangement is complemented by learning technical drawing, with geometric control and high precision, required for the presentation and diffusion of landscape projects. General competencies: This course will support students in developing their landscape architecture general competencies in: • Identify, conceptualise and define new and abstract problems and issues. • Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness. • Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different drawing techniques. • Demonstrate ability to understand and represent space and objects in space. • Demonstrate skills in regards to spatial knowledge of threedimensional shapes in order to interpret and express graphically with two-dimensional representation systems.
Content:
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The aim is that the student acquires spatial vision and perceptual reconciliation in the reading of three-dimensional shapes. To achieve this, basic descriptive and operative graphic concepts of the most common representation systems are explained.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Visual Representation Techniques (optional) 1st. year / 1. Semester/1st semester Prof. Galdric Santana Roma Lectures/exercises Spanish The course consists of lectures (15 hours), which represent at most half of the hours dedicated to practical work in the classroom (30 hours of practical classes). Therefore, for every hour of work in the classroom students should invest one hour of individual study outside of class (45 hours of individual work). Classrooms with computers will be used to develop the corresponding part of the subject. Students however, may bring their personal laptop, both to attend the theoretical sessions as well as to complete the practical exercises. It is also necessary to use digital photography equipment. Participatory class attendance and delivery of all required assignments during the course. Grades are determined by the evaluation of intermediate assignments that correspond to each part of the course. The final grade will be the arithmetic mean of the partial grades. 3 ECTS Basics of drawing techniques, first design experience General competencies: This course will support students in developing their landscape architecture general competencies in: • Identify, conceptualise and define new and abstract problems and issues. • Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness. • Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different drawing techniques. • Demonstrate ability to understand and represent space and objects in space . • Demonstrate skills in regards to spatial knowledge of threedimensional shapes in order to interpret and express graphically with two-dimensional representation systems.
Content:
This subject is required for students with training in the environmental sciences and those without prior design training. The content of the course is mostly practical, sequenced with the completion of a set of exercises covering the agenda of the program. Manual sketching combined with digital retouching or posterior digital retouching will be practiced. Basic geometric contents will be studied in order to comprehend and resolve graphic assignments. The aim of the course is to introduce students to the graphic expression applied to reflection, design analysis, and to visual communication in the general context of landscape projects. To acquire a necessary skill level in the field of traditional, historical, and informative graphic language combined with new ideas.
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Second exchange module descriptors at ESALA (winter-term) The teaching focus of the second exchange is to enable students to explore the creative potential of different on-site fieldwork techniques; to develop complex and appropriate landscape framework proposals utilizing spatial and compositional aspects, programmatic aspects and time based strategies and to develop rejuvenation proposals at a range of scales from landscape strategy to focused design intervention. Students will examine case studies and concepts that illustrate theoretical and contextual issues of Landscape Architecture. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Design: Strategy and Intervention First semester, Year 1 Kenny Fraser Project work and study tour English 90 contact hours and 110 hours of self-directed study (200 hours in total). Assessment is by individual projects. 20 ECTS (40 SCQF) General Competencies: This course will support students in developing their landscape architecture general competencies in: • Communicating, using appropriate visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences • Working as an individual, using self-management, time and task management and personal reflection, within a supportive framework • Carrying out assigned tasks in a group or team work environment and contribute to group discussions • Using communication and information technology in research, data handling and development and presentation of solutions. Specific Competencies: On completion of this course, the student will be able to: • Explore the creative potential of different fieldwork and analytical techniques demonstrating how the results of this process informs your conceptual thinking • Demonstrate an advanced ability to communicate your design proposals through verbal, graphic, written and three dimensional techniques. • Develop imaginative and appropriate landscape framework proposals utilizing spatial and compositional aspects, programmatic aspects and time based strategies. • Develop imaginative proposals in response to a set brief, for the rejuvenation of large and complex sites at a range of scales from landscape strategy to focused design intervention
Content:
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A strategic design project made in response to a given brief in a European urban context which involves a short study tour.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Precedent Study (Exchange) Second semester Gordon Ross McLean Individual tutorials and group seminar. English Contact hours 10 hours; self-directed study 190 hours (total 200 hours) Research report and visual narrative (3,000 words). 10 ECTS (20 SCQF) General Competencies: Students will develop transdisciplinary expertise by exploring the convergence of art, design, science and technology, to develop a portfolio of projects that articulate an advanced and autonomous position on contemporary ecological and cultural issues, while professional input supports a broad range of approaches to digital media, environmental and installation art, field and visual theory. You will benefit from participating in research-led projects that provide valuable intelligence on how interdisciplinary collaborations provide a basis from which to address complex global issues such as environmental change, spatial planning and cultural resilience. Specific Competencies: On completion of this course, the student will be able to: • Select, analyse, compare and present examples of design and theoretical precedent critically; • Research precedents in art and design as a means to articulate themes and parallels, which inform the design process; and • Apply principles derived from precedents to the development of the Major Design Portfolio.
Content:
A research report and visual narrative, which examines case studies and concepts that illustrate theoretical and contextual issues which underpin the development of the major portfolio project. The course aims are: • To articulate landscape architectural proposals in wider contexts of art and design theory and practice; • To document research, which supports the design process; and • To relate individual and specific design decisions to wider contexts and concerns of landscape architecture.
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Second exchange module descriptors at LUH (winter-term) The overall focus on this semester lies in developing students’ competencies in the fields of design analysis and methods, and their social/personal skills. This is achieved by the second EMiLA Master Studio at LUH. Students will be challenged in carrying out methodological and scientific work independently, and with working in small groups. In addition to the Master Studio, teaching will focus on the acquisition of in-depth knowledge of application-oriented, central theoretical approaches in today's international landscape architecture, linked to theoretical approaches of architecture and fine arts. Again, there is a distinct focus in enabling students to follow their own interests and aspirations by choosing from a range of course options on topics as diverse as contemporary issues in Landscape Architecture, planting design and vegetation and constructional engineering.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment:
Credit points: Competencies:
Content:
Master Projekt III (Master Studio III) 2. year / 1. Semester (winterterm) All examination authorized lecturers Studio work with a maximum of eight students German with individual critiques in English, few studios in English. 14 hours class attendance: supervison in small groups by the lecturers 436 hours of self-directed student (preparation and post-processing of the supervision meetings, courseworks, preparation of the report and the presentation, etc). The result of the work can be a design, a model or another be theme-based product that meets the mediation requirements for a defined target group. Specialized problem-solving skills, for example, current research projects could be a theme. Exercises and report and the presentation of the work can only once repeated once. 15 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods, application and practice, social Competencies Specific Competencies: Basing a landscape architectural design on a scientific basis, using fundamentals of the subject and specific methodology. In addition to theoretical knowledge and technical, methodological, personal and social skills will be strengthened and deepened. Presentation of the results to experts, the public or the target group. Methodological and scientific work should be carried out and intensified independently. The students must cope with the challenges of working in groups with a maximum of eight students.
The contents of lectures and seminars has to be applied, reflected and set in relation to current research projects and real design issues. In a report the result, consisting of the analysis, design, methods as well as a reflection of the research-oriented working process must be shown. The result of the work (Product) can be integrated into the report. Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work:
Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Geschichte der Landschaftsarchitektur (History of Landscape Architecture) (optional) From 1. year / 1. Semester (winterterm) Prof. Dr. J. Wolschke-Bulmahn Lecture + seminary, field trips 4 SWS German, examination can de delivered in English 28 hours class attendance: lecture Prof. Dr. Wolschke-Bulmahn 28 hours class attendance: seminary Prof. Dr. Wolschke-Bulmahn 94 hours each student on his/her own for preparation and post-processing of the seminary and lectures, and for the preparation of the exam Lecture based practice and / or oral examination (30 min) and / or written test (60 min) and / or seminar output 5 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods, social Competencies
Specific Competencies: Acquisition of highly specialised knowledge in the history of Garden Art, gardens of different eras and the development of the profession of Landscape Architecture. Critical awareness of the historical development of the tasks the discipline deals with. Content: History of garden design, focus on 19th and 20 century; history of the profession, history of professional associations such as Association of German Garden Artists, Confederation of German Landscape Architects; History of nature conservation and landscape planning. Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Landschaftsarchitektur und Entwerfen (Advanced Landscape Architecture and Design) From 1. year / 1. Semester (winterterm) Prof. Christian Werthmann Lecture + exercises English 56 hours class attendance: lecture and exercise Prof. Werthmann 94 hours of self-directed study (preparation and post-processing of lectures and exercises, preparation for the exam) Presentation of a coursework and 120 minutes written exam 5 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods, and social competencies
Specific Competencies: • In-depth knowledge of recent landscape architectural design strategies. • In-depth knowledge of recent theoretical approaches, linked to recent research outcomes. • In-depth knowledge of interdisciplinary theoretical approaches and their interfaces to Landscape Architecture, especially architecture and fine arts • Specific knowledge of recent trends of international landscape architecture. • Design specific skills and innovative approaches. Content: Teaching of in-depth knowledge of application-oriented, central theoretical approaches in today's international landscape architecture, linked to theoretical approaches of architecture and fine arts. Facing the current issues in designing urban context and landscape. Discussion and development of landscape architectural analysis- and design methods. Discussion of best examples in the recent international landscape architecture. Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/ Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
Pflanzenverwendung – Vertiefung (Planting Design Consolidation) (optional) From 1. year / 1. Semester (winterterm) Dr. Anke Seegert Seminar and exercises 4 HSW German 60 hours class attendance, plus 90 hours of self-directed study (preparation and post-processing of the seminar and exercises) Exercises and 30-minutes oral exam 5 ECTS Specific Competencies: In-depth knowledge of basic perennials- / wood-assortments and fundamental principles of plant use in the current landscape architecture. Developing skills for the design of planting plans. Application of in-depth creative and technical skills on the use of perennials and shrubs in the current Garden- and Landscape architecture. Preparation of planting plans.
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title:
Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Aktuelle Fragen der Landschaftsarchitektur (Contemporary Issues in Landscape Architecture) (optional) z.B. Modellfotografie (i.e. modell-photography) The module “Contemporary Issues in Landscape Architecture” offers specialized knowledge on various topics of contemporary landscape architecture, critical use of innovative approaches and current research questions. The module “modell photography” is offered every semester, often there are more seminaries offered under the topic “Contemporary Issues in Landscape Architecture” 1. year / 2. year in (winter- and summerterm) E.-U. Hartmann Seminar German, individual questions can be asked in English 30 hours class attendance: lecture and exercise, plus 90 hours of selfdirected study (preparation and post-processing of exercises and lectures) Exercises, presentation and discussion of results within the seminar 5 ECTS General Competencies: Competencies in the field of knowledge and understanding, design, analysis and methods Specific Competencies: The use of visual communication in digital media by using photographical methods, especially the digital representation of architectural models.
Content:
Visual perception, visual communication, technical basics of digital photography, specific techniques of model photography, digital image processing, presentation of digital images, data security
Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Content:
Vegetationstechnik und Bautechnik - Vertiefung (Vegetation and Constructional Engineering - Consolidation) (optional) From 1. year / 1. Semester (winterterm) Prof. G. Lösken Seminar German 60 hours of class attendance, plus 90 hours of self-directed study (preparation and post-processing of the seminar and exercises) 90 minutes written exam or 30-minutes‘ oral exam 5 ECTS Basics in Vegetation and Constructional Engineering Specific Competencies: • In-depth knowledge in plant-engineering and the construction of vegetation substrates on sites with special needs • In-depth-knowledge of construction technology in landscape architecture and evaluating content of regulations and normative standards. • Holistic development of new topics by observing formal, functional and constructive relationships in the context of legal and normative requirements. • Evaluation of the recent state of the technology as a basis for the definition of development goals. The seminar will deal with cross-cutting issues on the vegetation technology and structural engineering. Based on existing regulations the suitability of building materials, soils and substrates for the production of substrates for vegetation on sites with special requirements, such as crushed aggregate lawn, trees in traffic areas, greenroofs and sports fields. This in-depth knowledge will be tried out in practice by the evaluating of the place/position of trees. The experimental section will deal with individual parameters and properties of building materials, soils and substrates studied, e.g. grain size distribution, grain shapes, water permeability and flow patterns in drainages, on surfaces of different inclination, for different flow lengths and positional stability on erosion. By changing themes, current issues of vegetation on construction technology are discussed. The discussion of the meaning and application of laws, standards on technical regulations, e.g. building regulations, VOB, DIN, DIN EN, ISO, VDI, FLL, FGSV on leaflets from organizations on Manufacturers, e.g. FBB, DDV, asphalt, concrete product manufacturers as a key foundation in the process of implementation and execution of
Construction projects complete this module. The consolidation follows a research-and development-oriented approach and discusses the current state of knowledge between practice and research and is intended to lead the students to the independent development of new themes. Recent information: http://www.landschaft.uni-hannover.de/msc_la.html and https://qis.verwaltung.unihannover.de/
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Second exchange module descriptors at ENSP (winter-term) The main topic of the semester is Designing with Natural Systems, with a research orientated studio and dissertation in landscape theories on large-scale landscapes. EMiLA students can choose from a range of optional courses run by the the University of Sorbonne (Geography Faculty) and the AgroParisTech Faculty of Agronomy. The main studio is run with stakeholders and local authorities. Dialogues with art studios and ecological interventions offers new challenges in research methods for future cultural rural or natural landscapes in the French hinterland of rural areas in economic decline. There is a s search for new innovative futures for these left-over areas. Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Art Studio workshop (linked to the Dance Festival at the Potager du Roi) Second semester Year M2 European guest teachers artistes, dancer Workshop and art performance French 24 contact hours, and 24 hours of self-directed performance Public presentation of the art work and performance, open day 1 ECTS General Competencies: This course will support students in developing their understanding between human space and speciality. They learn how to reinterpretation and reinvest a site dedicated only to one use. They understand humans‘ ‘perception’ of a site. Finally, they learn to create new spaces and understand the potential of an area Specific Competencies: On completion of this course, the student will be able to demonstrate how performances can be related to landscape architecture design.
Content:
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Group work investing the Potager du Roi for its reinterpretation.
Module title:
Design: Large-scale Urban and Rural Context
Year/Semester: Lecturers: Mode of education: Language
Second semester Year M1 Prof. Stefan Tischer plus assistants Course French, with the possibility of having individual critiques in English
Amount of work:
144 contact hours, plus three conferences, and four days of site visits or more and 100 hours of self-directed study Individual evaluation on a final dissertation
Mode of examination / Assessment: Credit points: Competencies:
Content:
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14 ECTS General Competencies: • The student’s capacity to change scale from small to large scale, and from large to small whilst highlighting the significant and formal connections which link or divide the elements of analysis. • The capacity to work in the same way on the project, after having produced a sketch, which validates the project orientations. • The capacity to respond to the main questions raised by the site as a geographic, biologic and human territory, by the client (assumed or real), by the programme or brief associated with any development or research project, and lastly by the school according to the orientations defined by the studio director. In this context, the utopian dimension of the project should not be rejected out of hand; it is often desirable, even if the proposals have to be readjusted to the site, and to social and economical realities. • The capacity to present the main components of the project clearly in writing Specific Competencies: On completion of this course, the student will be able to demonstrate: • Understanding the viewpoint of the territorial and institutional participants involved in the management and the planning of this extensive territory. — Understand the nature of the different “pressures”, which can be put on the territory (natural phenomena, urbanization, tourism, new infrastructures) and how to prioritize the associated challenges. • An appreciation the resources of natural heritage and those related to culture and memory. • An ability to define a project position in order to organize this territory by managing the different scales from 1/25 000 to 1/200. This studio insists on the connection “project/the living”; a permanent concern from the beginning to the end, where the connection between large and small scales allows an immediate comprehension, in the synthetic documents demanded of the students, of the different aspects of a complex project and its coherence. It is important to conserve these characteristics and if necessary, to reinforce the coordination between the different disciplines. This studio form part of a prospective system, which integrates current issues in a long-term evolutionary framework; how to anticipate and work with future ecological and climatic changes?
Module title:
Art studio: MOVING
Year/Semester: Lecturers: Mode of education: Language
Second semester Year M2 Coordinator: Claire Guezengar & Olivier Marty Workshop and art performance French
Amount of work: Mode of examination / Assessment: Credit points: Competencies:
24 contact hours, and 24 hours of self-directed performance Public presentation of the art work and performance, open day
Content:
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3 ECTS General Competencies: • To experiment with modes of movement as an artistic tool to question the world, by integrating and transforming it: firstly the walk. • To deepen the use of text. • To work with a new tool: sound. • To take into account the aural dimension of a site and define what could be a “sound landscape”. Specific Competencies: On completion of this course, the student will be able to provide new references from aesthetics, art history, contemporary creation (fine arts, cinema, performing art, literature etc). • Surveying and sound measurement on studio N°8 Large-scale natural site. • The Amplified Detail: a project developed in workshop based on aural material. • Lecture: the walk motif in art history. • Presentation of the approach of each invited artist.
Module title: Year/Semester: Lecturers:
Critiques in Landscape Architecture Research (optional) (TDPP- Module N2) Second semester Year M2 Coordinator: Prof. Frederic Pousin Sonia Keravel, Denis Debare, A. Pernet, P. Donadieu, Martin Van Den Toorn, Jean- François Coulais; plus interventions of François Adam, Pascal Aubry, Denis Delbaere, Nicolas Gilsoul, Alexis Pernet, Jean-François Seguin, and Gilles Vexlard
Mode of education: Language
Course, seminar and visits French
Amount of work: Mode of examination / Assessment: Credit points: Competencies:
80 contact hours, and 90 hours of self-directed work Dissertation on a critic analyse
Content:
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8 ECTS General Competencies: Students will learn techniques for giving critiques on landscape architect works, and analysing and constructing clear arguments for innovation in landscape architecture design. Specific Competencies: On completion of this course, the student will be able to demonstrate: • Multiple comprehension of a landscape project at historical level, technical level and cultural level • Comprehension on the enchainment of landscape architect work with other disciplines (urban planer, architects geographer, sociologist engaged in a territorial planning) The module is organised into three parts and topics: • The history of landscapes, relationship to urban planning since the start of the discipline. Relationship between landscape architect’s work and cultural as historical situations. • Critiques on a contemporary landscape architecture project, the dissertation is on relevant information’s on the description of the project as well as site visits etc • A seminar in common with La Sorbonne’s’ course on comprehension of contemporary landscape architects’ work linked to the actual social demand.
Module title: Year/Semester: Lecturers: Mode of education: Language
Forestry & Bioengineering (use of plants) Second semester Year M2 Prof. Marc Rumelhart & lecturer Gabriel Chauvel Exercise, visits, course French
Amount of work: Mode of examination / Assessment:
51 contact hours, and 18 hours of self-directed performance Practical works: description: monographic boards in groups — Study session: report or individual monograph — Interface: written and illustrated document in groups of three 3 ECTS General Competencies: • To learn how to analyse the woods (population history, forestery operations, economics of forestry) and the agro—pastoral logics, • To provide practical and theoretical tools to conceive and specify an afforestation or regeneration (in a wasteland or in an encroachment on cultivated land), and how to manage the first stages of a woodland, an orchard or a farmland plantation, • To analyse and simulate over the long term the development of populations or cultures subject to the combined play of natural dynamics and techniques of cultivation, as related to a landscape project.
Credit points: Competencies:
Building on previous teaching, students will learn how the technical choices related to living elements add value to a Design approach. They will conceive a mosaic of plantations and project the development of vegetation, including trees, in communities, that are also managed for production. Specific Competencies: On completion of this course, the student will be able to demonstrate an understanding sustainable management of open spaces and closed canopied woodlands. Content:
Description of forestry population (2 days in autumn): First day (in forest): initiation to population description (structures, architectures, flora, soils…) and to the forestery vocabulary (silvicultural systems, thinning, cutting back, regeneration). Each teacher will supervise nd the transect of 2 groups of 4/5 students. 2 day (at ENSP): In the morning, the groups will transcribe their notes in the form of sections and plans representing precisely the woodland architecture and what this tell about its history; in the afternoon, restitution in class in the presence of a forester. There will be a seminar on itinerant « forest » (three days in group, in autumn or winter): • Discovering the contrasting modes of forestry, regular and irregular, in public and private forests; development of the silvicultural vocabulary, understanding of the economical factors and organization which shapes forest management. • Experimenting, if possible on real examples, with the marking and/or clearing of trees for the future. • Discovering the products and modes of plant production of a forestry tree nursery, of certified origins and plantation accessories… • Young afforestation on farmlands (plantation, cleaning, growth pruning, felling) and/or improvement of an encroachment on cultivated land.
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Module title: Year/Semester: Lecturers:
History of European Landscapes (TDPP- Module N1) (optional) First semester Year M2 Coordinator: Prof. Yves Luginbühl
Mode of education: Language
Course, seminar French
Amount of work: Mode of examination / Assessment: Credit points: Competencies:
21 contact hours, and 20 hours of self-directed work Lecture and research of relevant examples, critic on founded methodological research’s on the topic. 3 ECTS General Competencies: An understanding of two ways to operate at landscape planning through theoretical method and construction actions.
Content:
The module is organised into two topics: • Analyse the ruling and guidance of landscapes in Europe and their different social, economic and aesthetic differences • Analyse of the European convention and its local interpretation trough a landscape Atlas of a French region.
Module title:
Territorial and Landscape Policies and their Process (TDPP- Module N3) First semester Year M2 Lecturer Sophie Bonin and Bertrand Follea Other teachers : Stéphane Duprat, Benjamin Chambellan (paysagistes, Alpage), R. Bercovitz, Antoine Luginbühl (paysagistes, association Passeurs), Alexis Pernet (paysagiste docteur en géographie) Course, seminar and visits French
Year/Semester: Lecturers:
Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Competencies:
Content:
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45 contact hours, + 24 h visits and 40 hours of self-directed work Paper and oral presentation of a relevant suburban or rural district context analyses’ and landscape dynamics understandings 3+3 ECTS General Competencies: • Learn about European policies linked to agriculture and territorial planning, environment and protected area • Analyse historical tolls of territorial rulings in France • Learn on comparative territorial planning at regional scale in FranceBelgium (Wallonia), Spain (Valence) and Italy • Learn the European convention and its tuning process as well as social demand of landscapes. • Learn about landscape architecture process linked to large scale landscape transformations. Specific Competencies: On completion of this course, the student will be able to understand territorial rulings in different regional areas in Europe The module is organised into two topics: • Analyse the ruling and guidance of landscapes in Europe and their different social, economic and aesthetic differences • Analyse of the European convention and its local interpretation trough a landscape Atlas of a French region.
Module title: Year/Semester: Lecturers: Mode of education: Language Amount of work: Mode of examination / Assessment: Credit points: Prerequisites: Competencies:
Conferences, Research in Landscape Architecture (TDPP- Module N8) (optional) First semester Year M2 Lecturer Sophie Bonin Other teacher and surdents in commun organises the seminar 6 days Seminar and individual one to one tutoring French 30 contact hours, 20 hours of self-directed work Paper about the understanding of the seminars 2 ECTS Knowledge of French General Competencies: • Understanding each seminar‘s theme • Learning about research topics in landscape architecture • Organising a seminar on behalf of a professor. • Writing clear and short understandings on the main purpose in a seminar Specific Competencies: On completion of this course, the student will be able to demonstrate their knowledge on research topics in landscape architecture
Content:
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Six seminar days on research topics linked to landscape domains: • Attend the PhD Seminars at ENSP Versailles (LAREP, F. Pousin) • Seminar: landscape through the different disciplines (school of architecture: lecturer: G. Fahrat, and for ENSPV: S. Bonin) • Seminar: Patrimonial aspects and lecture in critics: ENSAV, G. Fahrat, • Seminar: new tools to anticipate landscape transformations? lecturer sociologist M. Toublanc • Seminar: landscape architects on an agricultural land M. Toublanc
Catalogue of General Competencies for EMiLA AHK To help students to acquire appropriate subject-specific knowledge and understanding, and to master those skills that are specific to practise as a landscape architect as well as those that are generic and will help to equip students for other careers. In acquiring this set of knowledge, understanding and skills students will also acquire more generic intellectual or thinking skills that include the formulation of questions or problems, approaches to problem-solving, development of reasoned arguments, and critical evaluation of information, ideas, concepts and theories. Knowledge and understanding To equip students with appropriate knowledge and understanding in the following areas and help them to synthesise this knowledge and apply it to the practical problems and projects that they must address: • • • • • •
the physical and natural systems and processes and the complex range of social, economic and cultural factors that interact together to shape the landscape the theories and concepts underlying the practice of landscape architecture the range of techniques and materials used in landscape architecture the professional, legal, institutional, economic and administrative context in which landscape architecture is practised, including, where appropriate, contract law and landscape specification the social, cultural and environmental values and ethical issues relevant to practise as a landscape architect, with particular emphasis on the role of sustainability the interface between the different areas of the landscape profession and between landscape architecture and other professions.
Subject-specific skills To equip students with the skills that are essential to preparation for study and critical and reflective practice in landscape architecture. Students completing an honours degree in landscape architecture should be able to demonstrate their ability to: • • • •
interpret a brief or develop one, dealing with both familiar and unfamiliar problems locate, analyse, synthesise and apply appropriate data and information to support development of solutions generate, develop and evaluate creative, innovative and appropriate solutions and proposals use relevant techniques and materials to specify and implement creative designs
Generic skills To equip students with skills that are also essential to preparation for study and practice in landscape architecture but are not unique to this discipline. These generic skills are relevant to a wide range of other contexts and fields, including other environmental areas and professions as well as types of work which have no environmental emphasis. Students should be able to demonstrate their ability to: • • • • •
use an appropriate range of visual, verbal and written media, including both digital and non-digital methods, to develop and express landscape architectural ideas communicate effectively using visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences work effectively as an individual, using self-management, time and task management and personal reflection to reach consistent levels of achievement normally, work effectively in a group or team contributing to the achievement of common goals use communication and information technology effectively and appropriately in research, data handling and development and presentation of solutions.
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ESTAB/ESAB UPC The aim of ESTAB/ESAB UPC’s Masters provision in Landscape Architecture is to help students to acquire appropriate subject-specific knowledge and understanding, and to master those skills that are specific to practise as a Landscape Architect as well as those that are generic and will help to equip students for other careers. In acquiring this set of knowledge, understanding and skills students will also acquire more generic intellectual or thinking skills that include the formulation of questions or problems, approaches to problem-solving through design, development of reasoned arguments, and critical evaluation of information, ideas, concepts and theories. Knowledge and understanding ESTAB/ESAB UPC equips students with appropriate knowledge and understanding in the following areas and help them to synthesise this knowledge and apply it to the practical problems and projects that they must address: • • • • • •
the physical and natural systems and processes and the complex range of social, economic and cultural factors that interact together to shape the landscape the theories and concepts underlying the practice of landscape architecture the range of techniques and materials used in landscape architecture the professional, legal, institutional, economic and administrative context in which landscape architecture is practised, including, where appropriate, contract law and landscape specification the social, cultural and environmental values and ethical issues relevant to practise as a landscape architect, with particular emphasis on the role of sustainability the interface between the different areas of the landscape profession and between landscape architecture and other professions.
Subject-specific skills Programmes should also equip students with the skills that are essential to preparation for study and critical and reflective practice in landscape architecture. Students completing an honours degree in landscape architecture should be able to demonstrate their ability to: • • • •
interpret a brief or develop one, dealing with both familiar and unfamiliar problems locate, analyse, synthesise and apply appropriate data and information to support development of solutions generate, develop and evaluate creative, innovative and appropriate solutions and proposals use relevant techniques and materials to specify and implement creative designs
Generic skills ESTAB/ESAB UPC equips students with skills that are also essential to preparation for study and practice in landscape architecture but are not unique to this discipline. These generic skills are relevant to a wide range of other contexts and fields, including other environmental areas and professions as well as types of work which have no environmental emphasis. Students should be able to demonstrate their ability to: • • • • •
use an appropriate range of visual, verbal and written media, including both digital and non-digital methods, to develop and express landscape architectural ideas communicate effectively using visual, verbal and written skills, to exchange and review ideas, theories, findings, conclusions and proposals and present them to a range of audiences work effectively as an individual, using self-management, time and task management and personal reflection to reach consistent levels of achievement normally, work effectively in a group or team contributing to the achievement of common goals use communication and information technology effectively and appropriately in research, data handling and development and presentation of solutions.
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ESALA Knowledge and understanding • Knowledge that covers and integrates most, if not all, of the main areas of a subject discipline – including their features, boundaries, terminology and conventions. • A critical understanding of the principal theories, principles and concepts. • A critical understanding of a range of specialised theories, principles and concepts. • Extensive, detailed and critical knowledge and understanding in one or more specialisms, much of which is at, or informed by, developments at the forefront. • A critical awareness of current issues in a subject/discipline and one or more specialisms. Practice: applied knowledge and understanding: • Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline. • Use a range of specialised skills, techniques, practices and/or materials which are at the forefront of, or informed by, forefront developments. • Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry. • Plan and execute a significant project of research, investigation or development. • Demonstrate originality or creativity in the application of knowledge, understanding and/or practices. • Practise in a wide and often unpredictable variety of professional level contexts. Generic cognitive skills: • Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline. • Identify, conceptualise and define new and abstract problems and issues. • Develop original and creative responses to problems and issues. • Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline. • Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information. Communication, ICT and numeracy skills • Use a range of advanced and specialised skills as appropriate to a subject/discipline, for example: • Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. • Communicate with peers, more senior colleagues and specialists. • Use a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness. • Undertake critical evaluations of a wide range of numerical and graphical data. Autonomy, accountability, and working with others: • Exercise substantial autonomy and initiative in professional and equivalent activities. • Take responsibility for own work and/or significant responsibility for the work of others. • Take responsibility for a significant range of resources. • Demonstrate leadership and/or initiative and make an identifiable contribution to change and development. • Practise in ways which draw on critical reflection on own and others’ roles and responsibilities. • Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
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LUH Competencies in the field of knowledge and understanding • In-depth knowledge of subject related scientific, theoretical and method-oriented work • joined-up thinking • Application of theoretical knowledge for problem-solving • Skills in expertise, method-, self- and social competencies (Self competencies: critical awareness, selforganization, time management, reliability) • In-depth subject related knowledge, knowledge on questions and problems • Critical awareness of the various tasks Competencies in the field of design • Combining the latest findings from research with current theoretical approaches • Specific designing skills and innovative thinking Competencies in the field of analysis and methods • Innovative thinking • Analytical skills and understanding of the system • Specialized problem-solving skills • Critical ability and innovative use of the interfaces with related disciplines Social Competencies • Discourse and discourse theory • Communication, moderation and participation • Personal skills (ability to criticise, ability to take criticism, self-organization, time management, reliability) • Skills for effective leadership of teams that consist of different disciplines (in research and practice) • Capacity for responsible management and leadership • Ability to research and work in national and international contexts Competencies in the field of application and practice • Research, consideration, reflection and discussion of realized designs with practitioners • Transfer the acquired knowledge into practical application Competencies in the field of research and evaluation • Holistic, independent research and evaluation of complex projects • Skills for independent scientific work
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ENSP Recognised Expertise: ENSP has educated Landscape architects at The Potager du Roi in Versailles since 1974 at the demand of the Ministry of Agriculture and created a new corpus of landscape architect designers capable of answering to urban, suburban and agrarian modernisation. The school educates students to the highest level. Each year 75 students obtain an internationally recognised Landscape architecture Diploma DPLG (Diplômé par le Gouvernement Français). Currently the school in entering in the Bologna process and will beb y September 2012 reformed. From that date on the school will offer a masters in Landscape architecture „Diplôme d’Etat de paysagiste Grade master“ There are 32 permanent teachers and over 200 specialists and professional bodies contributing to the rich field of teaching practice. ENSP offers courses in Versailles as well in Marseille. The other curriculum offered at Versailles is a specialised masters at M2 level that prepare students to research in landscape architetcure as the Masters TDPP (Théorie et Démarche en Projet de Paysage) Specific skills and competency: ENSP’s area of specialisation is within project-orientated design teaching in studios. Emphasis is placed on the physical, geographical and human uses of the landscape. We focus attention on the opportunities inherent to the site, its surface topography and hydrology as well as invisible relationships such as the dialogue with history. We strive to develop our thinking by understanding a ‘sense of place’ and this approach is fundamental to our ethos as we conceptualise and selected projects. The work finds focus in large scale contemporary landscape issues, such as sub-urban expansion themes, agrarian transformation in rural and sub rural areas as well a project-orientated understanding of the agricultural and natural dynamic in France’s “Cantons” (similar to Districts). At ENSP 50% of our teaching is Design-Orientated the other 50% deals with 4 major multi-disciplinary fields: Social sciences; Ecology sciences/landscape management; Techniques and Arts. ENSP is the only school of landscape architecture specialised in Design in France to have a Research laboratory with 15 multi-disciplinary researchers working on “Landscape dynamics” and “suburb agriculture” topics and havins an active research publication and webpublication Topia and Carnet du paysage. Knowledge and understanding Learn about generic terminology and methods in a multiple disciplary context A critical understanding of the principal theories, principles and concepts. Extensive, detailed and critical knowledge and understanding in one or more specialisms, A critical awareness of current issues in a subject/discipline and one or more specialisms. Practice: applied knowledge and understanding: • Use a significant range of the principal skills, techniques, practices and/or materials which are associated with a subject/discipline. Up to 50% of the teaching is design orientated • Use a range of specialised skills, techniques, practices and/or materials which are at the forefront of, or informed by, forefront developments. • Apply a range of standard and specialised research or equivalent instruments and techniques of enquiry. • Learn by one-to-one projects, based on context situations • Demonstrate originality or creativity in the application of knowledge, understanding and/or practices. • Practise in a wide and often unpredictable variety of professional level contexts • Dind innovation through Design process Generic cognitive skills: • Identify, conceptualise and define new and abstract problems and issues. • Apply critical analysis, evaluation and synthesis to issues which are at the forefront of, or informed by, developments at the forefront of a subject/discipline. • Develop original and creative responses to problems and issues. • Critically review, consolidate and extend knowledge, skills practices and thinking in a subject/discipline. • Deal with complex issues and make informed judgements in situations in the absence of complete or consistent data/information. Page | 97
Communication, ICT and hand drawings • Communicate by sketches, drawings models at all scales , mix hand work with ICT tools to find good communications for all groups • Use a range of advanced and specialised skills as appropriate to a subject/discipline, for example: Communicate, using appropriate methods, to a range of audiences with different levels of knowledge/expertise. Use a wide range of software to support and enhance work at this level and invent new skills or communication tolls. Undertake critical evaluations of a wide range of numerical and graphical data. Autonomy, accountability, and working with others: • Exercise substantial autonomy and initiative in professional and equivalent activities. • Take responsibility for own work • Take responsibility for a significant range of resources. • Demonstrate leadership and/or initiative and make an identifiable contribution to change and development. • Practise in ways which draw on critical reflection on own and others’ roles and responsibilities. • Deal with complex ethical and professional issues and make informed judgements on issues not addressed by current professional and/or ethical codes or practices.
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Applicants must have a relevant BA diploma to be admitted. Non-Dutch diplomas will be tested by NUFFIC (the Netherlands’ Organization for International Cooperation in Higher Education. Applicants must have a Bachelor-Certificate in Landscape Architecture, Architecture, Engineering Environmental Planning or a related subject, with an overall score of at least 3.0 (65%). Consideration will The portfolio must be up to 10 pages, with studios and projects that demonstrate the student’s talents and interest for EMiLA.
Yes. There are deliberately no set guidelines on the format of the portfolio, so that each student has to use their own imagination and creativity.
Portfolio
All students (both home and incoming) must demonstrate English language skills on the B2 reference level (CEFR). Applicants have to write this statement in English, outlining their specific interests and justifying their decision to apply for the EMiLA program.
At the time of application, home students must select
All students (home and visiting) should have a command of English at B2 level (CEFR). Non-Dutch home students must demonstrate Dutch at B2 level (CEFR).
Language requirements (home students)
Yes. There are also no set guidelines on the format of the statement, again so that each student has to use their own imagination and creativity.
Personal motivation statement
Incoming students must have Spanish at level B2 on the CEFR scale.
Language requirements (incoming students) All students (home and incoming) should have a command of English at B2 level (CEFR).
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Please note that AHK only offers Masters-level programmes in Landscape Architecture, so that its students are already eligible to participate in EMiLA. The information given here is mainly their general entry requirements,which also includes EMiLA.
1
The Escola Tècnica d'Arquitectura de Barcelona
Academie Van Bouwkunst, 1 Amsterdam
Academic requirements
Please note that the columns headed “language requirements (home students)” and “language requirements (incoming students)” refer to the additional language requirements for the programme of study. Students must still adhere to the baseline language requirements of their home institution.
This table summarises each school’s own admissions requirements for the EMiLA programme. They apply to their home students, and the requirements do not apply to visiting students on their placements. The requirements for visiting students are set by their home school. However, each partner has language requirements for visiting students, which indicate the level of language competency needed for studying at their school. These apply to visiting students on their placement, and the table includes these in the language requirements column
Appendix 2: Admissions requirements
Applicants must have a Bachelor-Certificate in Landscape Architecture, Environmental Planning or a related subject, with an overall score of at least 3.0 (65 – 80%). If a student does not have a BA certificate at the time of application, they must have at least 162 ECTS. Applicants must also provide a CV and a certificate of their four months’ internship. ENSP students must apply by the end of the first semester of the third year of their Bachelor degree.
Leibniz Universitat, Hannover
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Ecole Nationale Superieure du Paysage, Versailles
For the 2013/14 intake, each student’s developing professional skills must be demonstrated by an overall performance which averages 65% across Year 3 of the BA in Landscape Architecture.
Edinburgh College of Art, University of Edinburgh
be given to students with a lesser score who have a strong portfolio or motivation statement.
Applicants have to write a letter of motivation in French addressed to the EMiLA/ERASMUS
Applicants have to write this statement in English, outlining their specific talents and interests which make them suitable candidates. They also have to specify which partners they wish to study with.
The portfolio must be up to 10 pages, with studios and projects that demonstrate the student’s talents and interest for EMiLA.
Applicants must present a portfolio, which illustrates their studio work at all scales and all other disciplines related or
A 500-word motivation statement. This will outline why the student wants to apply to EMILA, and how they will benefit from it professionally.
A portfolio of design work, in a format that will be defined at a later point.
Home students must demonstrate skills in English at level B2 of the CEFR scale, and meet the
All students (home and incoming) must have English at level IELTS 6.5 (with no category less than 6.0). This is equivalent to B2. Home students must demonstrate English language skills at B2 level (CEFR). At the time of application, home students must select the two countries in which they wish to study, and adhere to the language requirements of their host school.
At the time of application, home students must select the two countries in which they wish to study, and adhere to the language requirements of their host school.
the two countries in which they wish to study, and adhere to the language requirements of their host school.
Incoming students who wish to have a placement at ENSP must reach a
Incoming students to Hannover must have Germanlanguage skills at level B1 on the CEFR scale.
The English language requirements for incoming students are an IELTS score of 6.5 (with no score lower than 6.0 in each section), or equivalent in another acceptable test (e.g CPE). This is equivalent to level B2 of the CEFR.
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EMiLA students who wish to apply for a placement at ENSP must do so the last July of their undergraduate studies, at the latest.
Applicants must have reached an “autonomy� in Design process. This must be evidenced by a result of 13/20 (65%) in studio work. For other subjects (ecology, arts, social sciences and technical subjects), students must have obtained their ECTS credits by the end of their undergraduate studies.
The results of their application will be confirmed in June of the second semester.
not to the studio. The portfolio can contain works done before the entry at LA studies. The student can define the format and number of pages.
commission explaining his/her motivation and personal study project. The motivation letter should justify why he/she is interested in becoming a European Master student.
language requirements of their placement hosts. The student has to prepare himor herself and follow language courses during one semester before leaving France. Before leaving he will pass a language test and be asked to pass the level asked in the partner schools
minimum of B1 (CEFR) in French.
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Versailles Evaluation out of /20 Grade
Grade
Hannover
Grade
Percentage
Edinburgh
Grade
Barcelona
Grade
Amsterdam
ECTS grade
20-19
1
10.0
9.0
18
A
A
17
70-100
9.5
8.5
16
1,3
Excellent (exc)
A
7.5
15 B
B
14
2,0
7.0
C
6.0
13
2,3
C
B
12
2.7
60-64
6.5
Good (g)
65-69
1,7
8.0
B
3.3
D
11
C
50-59
5.5
3.0
E
10
3.7
E
D
9
4.0
40-49
5.0
Sufficient (v)
D
8-7
35-39
4.5
FX
E
6-5
30-34
F
4-3
failed
F
20-29
4.0
2-1
G
10-19
Insufficient (o)
F
Appendix 3: Conversion of marking schemes, benchmarked against the European Credit Transfer System (ECTS)
0
H
0-9