Landscape planning in theory and practice
The aim of the course is to learn to scrutinize how landscape is being understood in theory, and transformed in the practice, of landscape planning. It captures how ideas of landscape and its geographical constitution can limit, or facilitate, certain planning solutions.
The course uses landscape theory as a lens to critique and gain deeper understanding of planning, especially landscape planning. It discusses key concepts and methods in landscape planning, with examples of how it is practiced.
The course is based on literature seminars combined with lectures and workshops. It ends with writing a paper in which one of the theories or concepts discussed in the course is studied in more detail.
Information from the course leader
Course guide
Dear students, The course guide is now available. As it contains the literature list and the timetable, it is available under both these headlines. Looking forward to see you tomorrow! Mattias
2020-08-27
Welcome to the course!
Welcome to the course Landscape planning in theory and practice! I am looking forward to see you via Zoom on Monday, 13 - 16. Please follow the link below. Join Zoom Meeting https://slu-se.zoom.us/j/61370859315 Meeting ID: 613 7085 9315 Passcode: 010847 Best wishes, Mattias Qviström
Course evaluation
The course evaluation is now closed
LK0345-10181 - Course evaluation report
Once the evaluation is closed, the course coordinator and student representative have 1 month to draft their comments. The comments will be published in the evaluation report.
Additional course evaluations for LK0345
Academic year 2024/2025
Landscape planning in theory and practice (LK0345-20098)
2024-11-01 - 2025-01-19
Academic year 2023/2024
Landscape planning in theory and practice (LK0345-20076)
2023-10-31 - 2024-01-14
Academic year 2022/2023
Landscape planning in theory and practice (LK0345-20027)
2022-11-01 - 2023-01-15
Academic year 2021/2022
Landscape planning in theory and practice (LK0345-10117)
2021-08-30 - 2021-11-01
Academic year 2019/2020
Landscape planning in theory and practice (LK0345-10035)
2019-09-02 - 2019-10-31
Syllabus and other information
Syllabus
LK0345 Landscape planning in theory and practice, 15.0 Credits
Landskapsplanering i teori och praktikSubjects
Landscape ArchitectureEducation cycle
Master’s levelModules
| Title | Credits | Code |
|---|---|---|
| Single module | 15.0 | 0101 |
Advanced study in the main field
Second cycle, has second-cycle course/s as entry requirementsMaster’s level (A1F)
Grading scale
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.
Language
EnglishPrior knowledge
Knowledge equivalent to 150 credits of which 90 credits in Landscape Architecture and/or Architecture and/or Physical or Urban Planning and/or Community Planning and/or Rural Development of which 15 credits on second cycle level, and knowledge equivalent to English 6, or admitted to the Landscape Architecture for Sustainable Urbanisation – Master´s programme.Objectives
The purpose of this advanced course is for the student to gain deeper understanding of landscape planning.
Knowledge and understanding
After completion of this course the student shall be able to:
define and describe different ideas on key concepts within landscape planning, such as landscape, nature, space, place, and how these differences affect planning practice.
communicate an understanding of the wide fields of landscape and planning theory.
explain the role of cartography for how landscape planning has been and is practiced today, and strategies for moving beyond or enriching this dominant perspective.
Competence and skills
After completion of this course the student shall be able to:
apply the conceptual framework offered in the course for a critical examination of a landscape planning project.
apply academic writing.
Judgement and approach
After completion of this course the student shall be able to:
reflect upon the rhetorical use of concepts and theories within the field of landscape planning, and its consequences for the practice.
reflect upon the needs for a sustainability shift within planning and what it requires in terms of new or revised theories within landscape planning.
Content
Even the most pragmatic landscape planner uses concepts and theories as a base for his/her practice – even though not necessarily in a conscious manner. This course argues that improved capacity to analyze and question ideas taken for granted on landscape and planning (be it one’s own or others theories) will improve how landscape planning is practiced.
The course uses landscape theory as a lens to critique and gain deeper understanding of planning, especially landscape planning. It discusses theories, key concepts and methods in landscape planning, with examples of how it is practiced. Contemporary practice as well as historical examples are used to reveal several possible ways of understanding key concepts within the field (such as landscape, nature, space and place), which in turn affects how landscape planning is understood and practiced. This course captures how theories on landscape can limit, or facilitate, certain planning solutions. The analysis of contemporary practice also opens up for a discussion on what landscape planning is and could be.
While the course focuses on landscape planning, its theoretical and methodological discussions have a wider reach. The course provides knowledge on how to critically examine theories, concepts and representations within landscape architecture and planning. Such examinations, we argue, is a base for an active and conscious planning.
The course is based on literature seminars combined with lectures and workshops. It ends with writing a paper in which one of the theories or concepts discussed in the course is studied in more detail. This paper offers a possibility to start to think and work on a theoretical frame for the following master thesis.
The course includes seminars on the ideas of landscape in landscape planning, the role of cartography and other visual representations in planning, the role of ideas of nature for how landscape planning has been practiced, landscape in relation to planning theory, and a seminar on an up-to date discourse within planning. Seminars, exercises, and activities connected to them are compulsory.
Grading form
The grade requirements within the course grading system are set out in specific criteria. These criteria must be available by the course start at the latest.Formats and requirements for examination
Passed participation in seminars, lectures and workshops. Passed individual presentations of a text at a seminar, passed written summary of the literature and the discussions for some of the seminars, and passed final paper as well as passed compulsory activities.
- If a student has failed an examination, the examiner has the right to issue supplementary assignments. This applies if it is possible and there are grounds to do so.
- The examiner can provide an adapted assessment to students entitled to study support for students with disabilities following a decision by the university. Examiners may also issue an adapted examination or provide an alternative way for the students to take the exam.
- If this syllabus is withdrawn, SLU may introduce transitional provisions for examining students admitted based on this syllabus and who have not yet passed the course.
- For the examination of a degree project (independent project), the examiner may also allow the student to add supplemental information after the deadline for submission. Read more in the Education Planning and Administration Handbook.
Other information
The right to participate in teaching and/or supervision only applies for the course instance the student was admitted to and registered on.
If there are special reasons, students are entitled to participate in components with compulsory attendance when the course is given again. Read more in the Education Planning and Administration Handbook.
Responsible department
Department of Urban and Rural Development
Grading criteria
(This info is also available in the course guide)
Formalities
The paper's length should be roughly 10–15 pages (including the reference list and optional images), with no less than 3 000 and no more than 5 000 words (excluding the reference list). The paper should be written in English; only by way of exception and after discussion with your supervisor in Swedish.
Structure
We are not too strict in terms of the structure of the paper, but to make sure you don't get stuck on how to structure the paper we would argue the paper should have (at least) the following sections in this order:
- Introduction (in which the questions or aims with the paper is clearly stated),
- a section that introduces the theory and/or methods used,
- a section which presents and discusses the empirical material studied (“empirical material” can range from concrete landscapes, via plans, policies and programmes, to interview material, newspaper articles, academic literature—depending on your interest and the aims of your paper),
- a final section in which you return to the questions and sums up the findings (Discussion and/or Conclusion),
- References.
There might be reasons to divert from this structure, but if that is the case, please discuss it with your supervisor.
Content
In the paper you are asked to apply the theoretical discussions from the course literature, the lectures, and the workshops on a specific case. The case could be, for instance, a specific place, a plan, an interview, or a (limited) discourse. Since the empirical study as such is not the main focus, it is advisable to choose a limited case, or perhaps to study a project or a place which you are already familiar with. Your supervisor will help you to limit the case.
The paper should illustrate your ability to use the concepts and theories discussed in the course. Please make sure to explicitly refer to the course literature (and the recommended literature) in your paper. We don't expect that you use all the literature, but we do expect that you use at least a few texts, in an informed manner.
Supervision
We will supervise you most likely in smaller groups and/or individually, with approximately one meeting per week. The dates and time will be decided by the supervisor and communicated at the beginning of the course's second phase.
Grading criteria
The requirements for attaining different grades are described below. The scale of grades is as follows: 5: Pass with distinction, 4: Pass with credit, 3: Pass, U: Fail
|
Course component |
Final paper |
Literature seminars |
Written assignments |
|
Weight |
60% |
20% |
20% |
|
Marked by
|
Examiner |
Examiner |
Examiner |
|
Associated course objectives |
…communicate an understanding of the wide fields of landscape and planning theory … apply the conceptual framework offered in the course for a critical examination of a landscape planning project …apply academic writing … reflect upon the rhetorical use of concepts and theories within the field of landscape planning, and its consequences for the practice.
|
…communicate an understanding of the wide fields of landscape and planning theory …explain the role of cartography for how landscape planning has been and is practiced today, and strategies for moving beyond or enriching this dominant perspective …define and describe different ideas on key concepts within landscape planning; … reflect upon the rhetorical use of concepts and theories within the field of landscape planning, and its consequences for the practice, …reflect upon the needs for a sustainability shift within planning and what it requires in terms of new or revised theories within landscape planning. |
|
The final paper
|
5 |
The student is able to identify and critically discuss issues within the selected topic and formulate and justify his/her case in a convincing way. The student refers to relevant literature in a correct way. The student is able to handle the complex and dynamic character of key concepts of the course, in the theoretical discussion and in relation to the case. The student engages with several of the key concepts, or with literature beyond just a couple of sets of compulsory reading (e.g. also recommended reading). The student is able to write a well-structured paper in a clear language within the given word-limit (3000–5000 words incl. references). |
|
4 |
The student is able to identify and critically discuss issues within the selected topic and formulate and justify his/her case. The student refers to relevant course literature in a correct way. The student is able to handle the complex and dynamic character of the concepts of the course, in the theoretical discussion and/or in a case. The student is able to write a well-structured paper in a clear language within or close to the given word-limit (3000–5000 words incl. references). |
|
3 |
The student is able to identify and formulate questions within the selected topic, and to refer to course literature in a correct way. The student demonstrates an understanding of key concepts of the course, and she/he is able to present the paper in an understandable language within or close to the word limit (3000–5000 words incl. references). |
|
U |
|
The literature seminars
|
4/5 |
The student is active in all seminars and puts relevant questions and listens actively to ideas and comments of others. The questions and comments reveal that the student has read the texts carefully (this does not rule out occasional misunderstandings, and certainly not questions concerning the theories and ideas of the paper in question). The student contributes with presentations which are clearly structured, capture the main content of the paper, raise interesting questions for the discussion, and is done within the given time frame. |
|
3 |
The student is active in all seminars, puts questions and listens to ideas and comments of others. The questions and comments reveal that the student has read the texts. The student contributes with oral presentations, within the given time frame. |
|
U |
|
The written assignments (excl. the final paper)
|
4/5 |
The student is able to present and critically discuss the content of the literature, and set it in a wider context (i.e. in relation to other literature of the course and/or practical examples) in a convincing way. The student refers to the course literature in a correct way. The student is able to write well-structured assignments in a clear language within the given page-limit. |
|
3 |
The student is able to present and discuss the content of the literature. The student refers to the course literature in a correct way. The student is able to write assignments in a clear language within the given page-limit. |
|
U |
|
Litterature list
- Course guide [Course guide] (< LK0345_ht19-20_Course_guide_2020-09-11.docx>)