ABB245 Landscape Histories and Criticism

Unit Outline: Semester 1 2024, Gardens Point, Internal

Overview

This second-year landscape architecture unit builds on your introductory-level design knowledge of spatial histories. In it you will explore and critique landscape histories and design precedents to contemporary landscape architecture. Drawing on critical literature and frameworks for historical and design critique learnt in class, you will investigate how environmental, social and cultural histories have shaped landscapes and our environmental and cultural heritage, and how landscape architecture has responded through time. You will apply this knowledge to research and critique works of landscape architecture within a social, cultural and environmental context, communicating these in visual and written assessments. The knowledge and critical thinking skills learnt in this unit form a solid basis for your ongoing exploration and development in landscape architectural units.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Apply theoretical and cultural knowledge and skills to critically explore landscape architectural history and precedent projects.
2. Critically and creatively analyse environmental, social and cultural situations and how landscape architecture has responded to these through time.
3. Effectively communicate your knowledge, ideas and critical understanding of significant aspects of landscape architectural history.

Content

Learning Approaches

This unit engages you in your learning through: 

• Individual and group learning via lectures and corresponding tutorial activities and discussions introducing and exploring landscape architectural history and processes of historical critique; 
• Individual learning through the planning, development, completion and communication of two visual and written pieces of landscape architectural history and critique. 

Feedback on Learning and Assessment

Feedback will be provided by: 

• Formative feedback on ideas and assessment work-in-progress will be given in the form of verbal feedback from peers and academic staff. 
• Summative review of submitted assessments in the form of verbal or written feedback from academic staff and criteria-referenced assessment rubrics.

Assessment

Overview

This unit includes two assessments. These have been designed to enable you to learn about key aspects of landscape architectural history in depth. Supported by lectures, tutorial activities and discussions, and further independent research, they help you to acquire and apply new skills in the critical consideration of landscape architectural works within their environmental, social and cultural contexts. Assessment one will require you to explore a major precedent case study to understand its context and impact. Assessment two will require you to write a critical essay as a position statement using in-depth historical inquiry as it relates to a contemporary situation or challenge. 

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Case Study Poster

You will do a case study on a landscape architectural work, identifying the environmental, social and cultural context within which the work was designed and developed, and how it influenced the work. You will also explore the impact of the work and what can be learned from it. You will create a visual and written poster showcasing the in-depth exploration of the work.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Position Statement

You will create an illustrated essay persuasively presenting a position on a specific topic or issue relevant to landscape architecture. To do this you will research the work of a landscape architect(s), identifying the environmental, social and cultural context within which they worked, how it influenced their work, and the impact their work or the landscape architect(s) themselves may have had on your chosen topic/issue. Using a selection of relevant projects, you will draw on the critical literature and frameworks for historical and design critique as discussed in class.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Risk Assessment Statement

All commencing Faculty of Engineering students are required to complete the Mandatory Safety Induction

There are no extraordinary risks associated with the classroom/lecture activities in this unit.

Course Learning Outcomes

AB01 Bachelor of Built Environment (Honours)

1. Apply theoretical, practical and cultural knowledge and skills across a range of disciplines and specialist knowledge and skills in one built environment area.
   Relates to: Case Study Poster, Position Statement
2. Design and critically evaluate sustainable and creative solutions to social, economic, technological and environmental challenges.
   Relates to: Position Statement
3. Communicate knowledge, ideas and creative solutions in diverse modes, for a range of contexts and diverse audiences.
   Relates to: Case Study Poster, Position Statement
4. Plan, develop and complete research and other projects.
   Relates to: Case Study Poster, Position Statement