Aims

To introduce students to the history of landscape (designed, planned, managed), relating developments in landscape to the social and economic conditions which prevailed during various periods and in various locations, and also to environmental/ecological, cultural and scientific developments. Students are also encouraged to explore the linkages between landscape architecture, planning, and management and related disciplines, e.g. art, architecture, geography, botany/ecology and town planning at these various stages. Students will also develop an understanding of the past, present and future role of landscape 'Centres' (e.g. Visitor Centres) for building knowledge and access to landscape, environments and 'nature' and the key opportunities and challenges at the heart of their management.

Outline Of Syllabus

The module is based around a course of lectures, that are organised around core themes to cover the most significant ecological, economic, social, cultural and political concerns shaping landscape. Topics typically include:
- Medicine (botany, health, wellbeing)
- Improvement (science, engineering, aesthetic)
- Water (management, design, spirituality)
- Gender (EDI)
- Race (EDI)
- Trade and transnational flows (seeds, plants, landscapes)
- Park (green space management, parks)
- Conservation (national parks, protected habitats)
- Character areas
- Participatory (co-production, conflict resolution, landscape futures)
- Centres of Landscape (e.g. Visitor Centres)


These are supported by: student-led seminars that see students working in interdisciplinary teams, allowing them to research, synthesise, and present work in clear and concise manner, and a regional staff-led fieldtrip that applies concepts, themes, theories, issues and challenges, to real-world contexts.

Teaching Rationale And Relationship

A course delivered through lectures (PIP) is the most suitable way to introduce students to a range of core themes and theoretical perspectives, drawn from diverse historical and geographical contexts. The lecture material will be the means to support and encourage students in their independent reading while seminars will facilitate critical thinking, data/policy analysis, interdisciplinary working, and presentation skills.

A staff-led regional field visits will support students to apply this thinking to real world contexts (parks and green space management, heritage, enhancement, conservation) and develop their practical skills. 3 1/2 day residential field visits will introduce students to the past, present, and future challenges facing Landscape 'Centres' and their relationship to questions of environmental/ecological education/knowledge production, community engagement, creativity/cultural strategy, and tourism and consumption. We will explore various 'types' of Centres such as seascape, nature reserve, country park and/or post-industrial heritage Centres. Field-based pedagogy is essential to learning outcomes (2, 4, 5) and across skills outcomes.

Assessment Rationale And Relationship

The written essay is intended to assess understanding of the material presented in the module and to provide an opportunity to respond critically to this material drawing upon examples from various geographical contexts and scales (micro-to-macro).

The oral presentation will build students interdisciplinary, data analysis and presentation skills. This will include critical-reflexive piece from the fieldwork.

The academic poster presented is intended to assess analysis and synthesis of a landscape management plan explored in the field-site visits and critical enquiries. It provides students to respond to this material drawing upon past, present and future threats and opportunities and remaining sensitive to site and their socio-ecological contexts.