Print Syllabus

Syllabus

LK0423 Vegetation design, 7.5 Credits

Vegetationsdesign

Subjects

Landscape Architecture Landscape Architecture

Education cycle

Bachelor’s level

Modules

Title	Credits	Code
Introductory part and writing assignment	2.5	0102
Design task in group	2.5	0103
Individual design task	2.5	0104

Advanced study in the main field

First cycle, has less than 60 credits in first-cycle course/s as entry requirements
Bachelor’s level (G1F)

Grading scale

Language

English

Prior knowledge

General entry requirements for first-cycle studies and knowledge corresponding to:

- 7.5 credits of Forestry Science

- 7.5 credits of Landscape Architecture

- English B.



As the language of instruction is English, the Swedish language general entry requirement may not apply.

Objectives

The course aims to provide basic understanding of vegetation dynamics, basic insights into design theory, understanding of the factors that influence the design of a forest and basic skills in designing a forest landscape. The course contains case studies, in which the student will practice the different work stages that normally occur during the process of designing a forest planting, as well as taking design considerations into account when processing the planting during subsequent development stages, up to mature forest. This aims to create an understanding of how different aspects, such as timber production and associated economics, aesthetics, biodiversity, recreation and other user aspects, as well as necessary maintenance measures, can all be incorporated into a good overall solution.

After completing the course, the student should be able to

• demonstrate a basic understanding of how different species develop and interact with each other in a forest system over time, and how this development can be controlled through planning, design and management

• explain basic design theoretical concepts that may be relevant in a forest context

• critically review literature on design of forested landscapes

• account for different functions and requirements that need to be taken into account and coordinated in connection with the design of different types of forest environments

• apply design theory theories in a simple design task

• translate insights about different functions and requirements for a forest environment into a design proposal

• communicate a design proposal.

Content

Through literature, lectures and excursions, insight is initially given into how different species within a forest system compete and interact with each other, from young planting to mature forest, and how humans can influence and control this dynamic through planning, design and management measures. Furthermore, through literature, lectures and site visits, various design aspects that may need to be addressed when a forest is planned and managed, as well as opportunities to create experience-rich and functionally rich forest environments through conscious design and management, are conveyed. In a writing assignment, the student are to critically discuss the content of the course literature. The understanding of creating experientially rich forest environments through design is consolidated and practiced through shorter exercises, individually or in groups. In a subsequent stage, there will be discussions during site visits and seminars how the different functions that a forest can fulfill can be balanced against each other through conscious planning, design and management. In a final case study - a design task - the students practice to translate the accumulated knowledge. The finished design proposal is to be presented as a poster. Compulsory parts of the course are excursions, seminars and presentation of the design task.

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

The requirements for passing the course are; pass on writing assignment, pass on design task and completed compulsory parts.

• 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 assessment of an independent project (degree project), the examiner may also allow a 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 Landscape Architecture, Planning and Management

Cooperating departments: