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Introduktion till landskapsarkitektur

Monday lecture link
Carolines lecture 9:15 at Zoom https://slu-se.zoom.us/j/63289791984 Updated schedule uploaded. /Anna

Friday afternoon
Tomorrow Friday 3/9 at 13:15-16 those of you who want can join for a get-to-know-each-other-meeting at either Zoom https://slu-se.zoom.us/j/63712094443 or at Alnarp in the room of Myllan (house no 3 on map beow), observe that there is one door IN and another door OUT, Myllan is on the ground floor. You will get questions around the SDGs (readings of Wednesday afternoon) as a group quiz either through Zoom or out-door in the park. And time to present yourself. See you one way or another :-)/Anna

Observation task instructions

Instruction PAPER
Paper assignment You are supposed to deliver an academic paper and a communicative project but it is up to you to part the time depending of your pre-knowledge. The paper will take time to write and the project will take the course experience to conclude. Writing a paper The objective of writing an academic paper in Explorations into Landscape Architecture is to put your bachelor’s education into a landscape architecture perspective. You are free to choose a subject that links your previous knowledge to what you are curious about in landscape architecture. It should be a literature study and you are expected to search and find the appropriate literature for your paper. The paper should be written according to recommendations of the SLU library, see: http://www.slu.se/en/site/library/write-and-cite/ It is a short paper, you only have a few days to find your subject and literature, read, write and make a layout. It should be short, concentrated and relevant. It should comprise 10 000 – 15 000 characters without spaces, and without abstract and reference list.. Instructions for an academic paper A short description of the course leaders view on how to write an academic paper: The structure of an academic paper is meant to be of help to the writer in writing and the reader in reading. The purpose of this kind of text is to analyse, discuss and put forward results, it should therefore be clear and understandable. 1. Secure the academic level With the traditional natural science structure as a point of departure, you can use the headlines below to structure your text as you go along. Title Tells your readers what the text deals with. Don’t make it too long. Try to make it catchy! Abstract Approximately 10 lines. Construct your sentences around each of these headlines: 1 Conclusion, 2-3 Background. 2-3 Result and 2-3 Discussion. Include a Method part if you expand your research beyond the literature study. Key-words Choose key words that highlight the most important themes and findings of your text and make the text searcheable. Put them in alphabetic order or order of importance. Introduction/Background An introduction to the problem. Start with the bigger view and narrow it down to the objective/s. (References) Objective/s Your objective, goal or research question. Method and material Describe the method, what you have done and how. If you use methods like interview, observation, survey etc. use a method reference. It can be either a method description or a project/case study that uses the same method. Remember to describe your analysis as well. Material is what you use the method to study. Most of you will write a literature study where a method description is not necessary. You need not include a description of search monitor, search words etc. Result This is where you present your results. No references to other methods than literature study should be added here. A literature study can either be a review of earlier research or a theoretical frame. Discussion In an academic discussion the different parts of the paper must “talk” to each other. The voices involved are: 1-your results, 2-previous research/earlier references from the Introduction or a literature review and 3-you (analysis and reflection from your professional perspective). It is the dialogue with earlier research that makes your study into academic work and when comparing the earlier research with your own study you make your study into general knowledge. No new information or new references should be added here. All academic references from the Introduction should be used and connected in the Discussion. The Introduction and Discussion should be general and broad, the single study is your focus. Conclusion A short summary of the Result and Discussion, the answer to your research question. No references. References List your references. Write them in alphabetic order in a consequent model of your own choice. The list is a help to the reader to understand the context of the paper, and to find the references easily, that is, do not divide the references under different headlines and if there is a link – use that. Oral references and images excepted. Chose a standard reference system, (like Harvard or Oxford). (Appendix) Interview sheets etc. Images - Pictures, Photos, Illustrations, Figures In academic papers all images should add something to the text. All pictures must have a number and a caption that connects to the text and makes the image understandable. 2. Find a structure that suits your study When you have structured your text under the red headings, you know that you have all the parts needed. Then you can take away the headlines (except Abstract, Key-words and References) and make your own structure, if you like. You can make your own headlines that fit your subject (or skip them). The headings in red are the only ones you have to keep. In a traditional literature study it might be difficult or even strange to use both the headings Result and Discussion, if they lead to unnecessary repetition. (If you feel experienced in academic writing and have other ideas for the set-up, you are welcome to discuss this with the course teachers in charge: Anna and/or Åsa) A Literature study can be of several different kinds: • Context – academic text that puts the study in the societal/general context. E.g. Introduction and/or Discussion. THIS KIND IS MANDATORY • Theory – academic text that put the study in a theoretical context. E.g. Introduction, Result and/or Discussion. • Material – the literature, academic or other, that is used as Material. E.g. Result. Supervision • Mail asa.ahlklo@slu.se with direct questions anytime or to ask for zoom or e-mail supervision on Friday afternoons according to the schedule. • Book help from the library https://www.slu.se/en/subweb/library/contact-us/book-a-librarian/ • For student feedback 19/10 you should post your work on Canvas on Canvas/Paper/P-in-progress and mail the fellow students (provided by the teacher) you text before 8, you will then receive 2-3 other papers to read and comment before you meet up for a discussion at 13. Choose how to meet within the group. Remember that only constructive critique is of value! Presentation This is a possibility to share new knowledge and results amongst each other and to receive feedback. This is also an opportunity to practice presentation technique, both vocally and visually. You will have x minutes each (x minutes presentation + x minutes feedback and discussion). The presentation form is of your own choice. Use text, images and/or whichever aid you find appropriate to communicate the objectives, results and discussion of your paper. After every presentation there will be time for constructive critique, questions and discussion. AP & ÅKA 2020

Instructions PROJECT
Project The objective of this project in Explorations into Landscape Architecture is to present your idea of what landscape architecture is on the last day of the course. We will arrange an exhibition to show your projects. Your task is to present what landscape architecture is to an hypothetic adult general public – think your parents neighbours. The course is set out to be an overview of what landscape architecture is and could be. You are free to choose a form that suit you but it should be able to put in a zoom room/room and be understandable on its own that is not having you to tell, e.g. a poster, a film. FINAL PROJECT On Thursday 29th of October is deadline to send in your proposal of presentation form to present to Canvas/Project. This to make you the remaining time to focus on what to present and not how. Supervision • Mail anna.peterson@slu.se with direct questions anytime or to ask for Zoom/annas office supervision on Friday afternoons according to the schedule. • Wednesday 14/10 9-11 you will have a group brainstorm, and help each other. Presentation We will have an exhibition on the last course day, as for now we do not know if it will be only digital or both digital and physical. We start with together deciding on how to present the different project in the room, then we will have time to go around looking to all projects. Or, all student will look at each others project at Canvas. After this, all student will present how they worked and their intentions and we will all give feedback and discuss. There might be some refreshment to get the vernissage spirit…

GROUPS & ZOOMlinks Literature seminar WEDNESDAY 9-12
Group LISA Join Zoom Meeting https://slu-se.zoom.us/j/63446198384 (Links to an external site.) Amalie Svendsen Anja Henningsson Chadi Kattach Gustav Winsnes sunnemark Isabelle Bastholm Hanna josefina Nilsson Jesper Cederborg ernberg Kristina Sundin Lilja Will Group LOVE Join Zoom Meeting https://slu-se.zoom.us/j/63789072420 (Links to an external site.) Irem Gülener Pernilla Fridberg Diego Mascareño Herman Holmqvist Polina Savchenko Lotta Engvall Tove Skagerlind Peaches evelina Eliasson shand Group MATILDA Join Zoom Meeting https://slu-se.zoom.us/j/61036592827 (Links to an external site.) ? Louise Blomberg Tina Johansson Ebba Gallon Jenny Ajanki Moa Landstedt Johanna Larsson Junhao Li Philip Lang Ulrika Johnsson Group ANNA Join Zoom Meeting https://slu-se.zoom.us/j/67957822435 (Links to an external site.) Linnéa Andersson Arnold mwirumubi Nyawanga Björn Leidersdorff-menzel Nesrin Skenderovska Ellen Holmgren Felix Naroskin havermark Shabnam Saba Simon Isberg Yukun Lin

Survey on student info
Dear all, to be able to plan the course better with groups etc. we would like to get information on your previous exam, where you will stay etc. Please fill in this survey: See you Monday, Anna

Information Course start
The course introduction will be via Zoom and further on there will be both on Zoom and at Alnarp, we will see how we solve this due to where all of you are in the geography. Some things to consider: 1. Make sure to order/bye the book Landscape architecture: a short introduction since the seminar ion this book s the first week. Problem? 2. If you do not have possibility for digital communication (computer/smart phone with wifi, microphone and camera) please contact me! You will not need to have any advanced computer programs for this course. Do not hesitate to mail me if you have any worries or questions. Looking forward to meet you on Monday Anna anna.peterson@slu.se

Due to the COVID19 situation it will be possible to take the course digital from a distance. Some of the the course parts migth be possible to participate in live at Alnarp campus as well if that is then ok with the SLU and The Public Health Agency of Sweden. If you have any questions or worries do not hesitate to contact me. Looking forward seeing you in September, Anna anna.peterson@slu.se

Literature list
LITERATURE LIST Explorations into landscape architecture 2020 /LK0321 Anna Peterson 2020-07-06 Many of the electronic resources that SLU has paid a license fee for can only be used internally at SLU. When the course starts and you have your user accounts you will be able to get a VPN which enables you to access these services from outside the university. More information about how you get your VPN can be found here: https://student.slu.se/en/study-support/it-support/support/access-to-databases-requires-vpn/ PAPER LITERATURE For your paper you are expected to find your own scientific literature. E.g.: • Journal of Landscape Architecture https://www.tandfonline.com/loi/rjla20 • Landscape Research https://www.tandfonline.com/loi/clar20 • Landscape and Urban Planning https://www.journals.elsevier.com/landscape-and-urban-planning Tip: go back to the literature from your bachelor years. SEMINAR LITERATURE Students are expected to focus on different parts. • Thompson, I. (2014). Landscape architecture. A very short introduction. Oxford: Oxford University Press. Some copies are available for purchase at Alnarp for 70 SEK. Also easily found on various book stores. THEME WEEKS LITERATURE Theme LANDSCAPE & CITY • Barnett, J. (2011). Conclusion - the fifth way of city design. In: Barnett, J. (ed) City Design: Modernist, Traditional, Green and Systems Perspectives. Oxon: Routledge, pp. 203-211. • Waldheim, C. (2005). Landscape as Urbanism. In: Waldheim, C. (ed) The Landscape Urbanism Reader. New York: Princeton Architectural Press, pp. 35-53. • Vicenzotti, V. (2017). The landscape of landscape urbanism. Landscape Research vol. 36 (1), pp. 75-86. Theme GREEN & DESIGN • Beatley, T. (2014). Biophilic Cities. In: Wheeler, S.M. & Beatley, T. (Eds.). The Sustainable Urban Development Reader. 3 ed. London-New York: Routledge, pp. 181-183. • Vale, B. & Vale, R. (2014). Principles of Green Architecture. In: Wheeler, S.M. & Beatley, T. (Eds.). The Sustainable Urban Development Reader. 3 ed. London-New York: Routledge, pp. 318-322. • Gustavsson, R. (2009). The touch of the world: dynamic vegetation studies and embodied knowledge. Journal of landscape Architecture, (1), 42-55. • Dee, C. (2012). To Design Landscape – Art, Nature & Utility. London-New York: Routledge. (chapter. 3, 5, 6, 14) Theme BIODIVERSITY & ECOSYSTEM SERVICES Compulsory: • Niemelä J et al. (2010) Using the ecosystem service approach for better planning and conservation of urban green spaces: a Finland case study. Biodiversity and Conservation, 19, 3225-3243. (Canvas) And • Nordin AC, Hanson HI, Olsson JA (2017) Integration of the ecosystem services concept in planning documents from six municipalities in southwestern Sweden. Ecology and Society, 22(3):26 (Canvas) Voluntary: • IPBES (2019) The global assessment report on biodiversity and ecosystem services – summary for policy makers. Pages 10-19 (Canvas) If you are interested you can have a look at different classifications systems: • Millennium Ecosystem Assessment (2003) Ecosystems and Human Well-Being: A framework for Assessment – Summary (Canvas) TEEB: http://www.teebweb.org/resources/ecosystem-services/ CICES: https://cices.eu/resources/ - spreadsheet 5.1 (sheet CICES V5.1) Theme CULTURAL HERITAGE & LANDSCAPE CHANGE To be announced soon… REFERENCE LITERATURE • Bell, S., Herlin, I. and Stiles, R. (2012). Exploring the boundaries of landscape architecture. New York, NY: Routledge. • Brink, A., Bruns, D., Tobi, H. & Bell, S. 2016 (Ed.) Research in Landscape Architecture Methods and Methodology. New York: Routledge . Chapter 1; Advancing landscape architecture research DIEDRICH BRUNS, ADRI VAN DEN BRINK, HILDE TOBI AND SIMON BELL pp. 11-23. Available as e-book through SLU library.

Welcome to explore landscape architecture!
Due to the COVID19 situation it will be possible to take the course digital from a distance. Some of the the course parts migth be possible to participate in live at Alnarp campus as well if that is then ok with the SLU and The Public Health Agency of Sweden. If you have any questions or worries do not hesitate to contact me. Looking forward seeing you in September, Anna anna.peterson@slu.se

Kursvärderingen är avslutad

LK0369-10075 - Sammanställning av kursvärdering

Efter att kursvärderingen stängt har kursansvarig och studentrepresentanten upp till en månad på sig att skriva kommentarer. De publiceras automatiskt i sammanställningen.

LK0369 Introduktion till landskapsarkitektur, 15,0 Hp

Explorations into landscape architecture

Kursplan fastställd




Utbildningens nivå

Avancerad nivå


Avancerad nivå, har endast kurs/er på grundnivå som förkunskapskrav (A1N)


5 / 4 / 3 / U Kraven för kursens olika betygsgrader framgår av betygskriterier, som redovisas i bilaga till kursplanen. Aktuell information om betygskriterier ska finnas tillgänglig senast vid kursstart.




Kunskaper motsvarande 120 hp, varav

särskild behörighet: 90 hp i ett av följande huvudområden:

• arkitektur,
• landskapsarkitektur,
• landskapsplanering,
• byggd miljö,
• design,
• fysisk planering,
• geografi,
• landskapsvetenskap,
• miljövetenskap eller
• samhällsbyggnadsteknik.


Engelska 6 eller motsvarande


Efter genomgången kurs ska studenten kunna:
- ha en grundlig förståelse av landskapsarkitektur både avseende akademiskt ämne och yrkesliv
- kunna relatera området landskapsarkitektur till sina tidigare studerade ämnesområden
- kunna göra en individuell studieplan med ett urval av kurser som passar sin nuvarande kompetens


Kursen behandlar mål, metoder och teorier för landskapsarkitektur i förhållande till angränsande fält. Dessa introduceras löpande, först teoretiskt och därefter uppföljning i projektform till ett specifikt fall. I projekten arbetar studenterna i grupp där de kommer att addera kunskap och resultat till ett sammanhang i olika skalor och dimensioner. Efteråt kommer studenterna att arbeta individuellt och fördjupa fallstudien utifrån sina tidigare studier. Slutligen ska studenten välja inriktning för sin personliga studieplan. Landskapsarkitektur undersöks genom en kombination av föreläsningar, litteraturstudier, workshops och exkursioner. Iakttagelser och insikter diskuteras i seminarier.

Examinationsformer och fordringar för godkänd kurs

Kvaliteten på inlämningsuppgifter och rapporter som lämnats in av elever kommer att utvärderas under kursens gång. Studenternas förmåga att göra muntliga presentationer och deras förmåga att engagera varandra i kritiska och analytiska diskussioner kommer också att utvärderas i projektarbetet och i seminarier. Specifikationer för obligatorisk närvaro och uppdrag ges vid kursstart.

  • Om studenten inte blivit godkänd på ett prov har examinatorn rätt att ge en kompletteringsuppgift – om det finns skäl för det och om det är möjligt.
  • Om studenten har ett beslut från SLU om särskilt pedagogiskt stöd på grund av funktionsnedsättning, har examinatorn rätt att ge ett anpassat prov eller låta studenten genomföra provet på ett alternativt sätt.
  • Om denna kursplan ändras, eller om kursen läggs ner, ska SLU besluta om övergångsregler för examination av studenter som antagits enligt denna kursplan och ännu inte blivit godkända.
  • För examination av självständigt arbete (examensarbete) gäller dessutom att examinatorn kan tillåta studenten att göra kompletteringar efter inlämningsdatum. Mer information finns i utbildningens regelsamling.

Övriga upplysningar

  • Rätten att delta i undervisning och/eller handledning gäller endast det kurstillfälle som studenten blivit antagen till och registrerad på.
  • Om det finns särskilda skäl, har studenten rätt att delta i moment som kräver obligatorisk närvaro vid ett senare kurstillfälle. Mer information finns i utbildningens regelsamling.

Ytterligare information

Kursen riktar sig till studenter som har för avsikt att studera kurser på avancerad nivå inom landskapsarkitektur och som har examen på grundnivå inom ett närliggande ämnesområde.

Ansvarig institution/motsvarande

Institutionen för landskapsarkitektur, planering och förvaltning

Kompletterande uppgifter

Fastställd av: Programnämnden för utbildning inom landskap och trädgård (PN - LT)
Ersätter: LK0185



Anna Peterson 2020-08-02

Grading criteria

Two different kinds of competence will be evaluated A. theoretical and B. practical.

The time devoted in the schedule to each task will correspond to the % of the total grade.

Group assignments will be graded F/pass. All student are expected to be active, creative and cooperative.

Individual work: observation, paper and project, will be graded F/3/4/5.

Presentations will be graded 3/4/5.

In seminars and discussions you are expected to take active part, 3/4/5.

An F will be given a new possibility to improve directly.

If you do not hand in in time this will not affect the grade but we will look at the work when we have time...

Grade 3:
A. Can describe and put knowledge together

Grade 4:
A. Compares, explains, analyzes and relates knowledge

Grade 5:
A. Theoretisises, generalisises, makes conclusions and evaluates

To clarify:


Inspired by Development of knowledge through the SOLO-taxoiomy 1
”The SOLO taxonomy stands for: Structure of Observed Learning Outcomes

It was developed by Biggs and Collis (1982), and is well described in Biggs and Tang (2007)

It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. Not all students get through all five stages, of course, and indeed not all teaching (and even less "training" is designed to take them all the way).”2

1 Biggs, J. B. & Tang, C. (2007). Teaching for quality learning at university. Open University Press/Mc Graw-Hill Education.

2 Brabrand, C. & Dahl, B. Using the SOLO Taxonomy to Analyze Competence Progression of University Science Curricula 1http://www.itu.dk/~brabrand/progression.pdf

Grade 1: “The Pre-Structural Level”
Mentions concepts.
Here the student does not have any kind of understanding but uses irrelevant information and/or misses the point altogether. Scattered pieces of information may have been acquired, but they are unorganized, unstructured, and essentially void of actual content or relation to a topic or problem.

Grade 2: “The Uni-Structural Level”
Can connect a phenomenon with the right concept
The student can deal with one single aspect and make obvious connections. The student can use terminology, recite (remember things), perform simple instructions/algorithms, paraphrase, identify, name, count, etc.

Grade 3: “The Multi-Structural Level”
Can describe and put knowledge together. At this level the student can deal with several aspects but these are considered independently and not in connection. Metaphorically speaking; the student sees the many trees, but not the forest. He is able to enumerate, describe, classify, combine, apply methods, structure, execute procedures, etc.

Grade 4: “The Relational Level”
Compares, explains, analyzes and relates knowledge. At level four, the student may understand relations between several aspects and how they might fit together to form a whole. The understanding forms a structure and now he does see how the many trees form a forest. A student may thus have the competence to compare, relate, analyze, apply theory, explain in terms of cause and effect, etc.

Grade 5: “The Extended Abstract Level”
Theoretisises, generalisises, makes conclusions and evaluates. At this level, which is the highest, a student may generalize structure beyond what was given, may perceive structure from many different perspectives, and transfer ideas to new areas. He may have the competence to generalize, hypothesize, criticize, theorize, etc.


ACTIVE means that the student take actively part in work, discussions and seminars.

CREATIVE means that the student comes up with ideas that led forward, both concerning task and subject.

COOPERATIVE means a good team member that listens to others, sticks to the mutual plan and 'helps with the dishes'.


Kursen ges som en fristående kurs: Ja Kursen ges som en programkurs: Landscape Architecture- Master´s Programme Kursavgift: Studieavgift, endast för medborgare utanför EU, EES, och Schweiz: 74982 SEK Nivå: Avancerad nivå
Ämne: Landskapsarkitektur
Kurskod: LK0369 Anmälningskod: SLU-10075 Plats: Alnarp Distanskurs: Nej Undervisningsspråk: Engelska Ansvarig avdelning: Institutionen för landskapsarkitektur, planering och förvaltning Studietakt: 100%