Academic literature on the topic 'Lowthorpe School of Landscape Architecture'
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Journal articles on the topic "Lowthorpe School of Landscape Architecture"
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Adams, Nicholas. "Joanna C. Diman (1901–91):." Journal of the Society of Architectural Historians 77, no. 3 (September 1, 2018): 339–48. http://dx.doi.org/10.1525/jsah.2018.77.3.339.
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Joanna C. Diman (1901–91): A “Cantankerous” Landscape Architect at Skidmore, Owings & Merrill presents a biographical overview of Diman's career as a landscape architect. Using hitherto unpublished sources, Nicholas Adams traces Diman's progress from her training at the Lowthorpe School of Landscape Architecture for Women (from which she graduated in 1923) through her early work for individual practitioners. For a decade beginning in 1934, she worked for the New York City Department of Parks. In 1944, she joined the New York office of Skidmore, Owings & Merrill, where she worked until her retirement in 1967. Archival sources at SOM reveal that she was involved to differing degrees in nearly all projects that passed through the firm's New York office, from the relatively small garden at Lever House to the great works of “pastoral capitalism,” such as that at Connecticut General in Bloomfield, Connecticut (1957). Adams raises questions of stylistic individuality and places them alongside the larger issue of what influence an in-house landscape department had on design at SOM during these years.
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Abbas, Yasmine. "Architecture as Landscape." SHS Web of Conferences 64 (2019): 02002. http://dx.doi.org/10.1051/shsconf/20196402002.
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This study constitutes the latest reflection on pedagogical research and experimental pedagogical projects involving the representation, design, and computation of ambiances. Led by the author at various architecture schools in France, Japan, and the United States, these creative explorations involving drawings and models offer ways to realize, feel, and fabricate architecture. The projects described were conducted in 2018 in courses offered by the Department of Architecture, Stuckeman School, College of Arts and Architecture at the Pennsylvania State University. They show that architectural productions are not static objects, but instead render a dynamic landscape itself nested within a changing milieu. Through these projects, by looking closely at the parameters of spatial effects, students engaged in processes of design taking movement into account in meaningful ways.
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Vorobyeva, Alexandra M. "Evolution of Landscape Architecture." Materials Science Forum 931 (September 2018): 856–61. http://dx.doi.org/10.4028/www.scientific.net/msf.931.856.
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The article considers the historical process of landscape architecture development as a special direction of architectural activity, engaged in creating the open spaces environment of the urban areas. The methods and principles of landscape objects creating throughout the considered historical period, including the present stage, are investigated. The connection between architecture and landscape architecture in urban open spaces construction, as well as the influence of state policy on the formation of a school of landscape architects are showed.
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Treep, Lucy. "Part of the Landscape." Architectural History Aotearoa 19 (December 13, 2022): 94–99. http://dx.doi.org/10.26686/aha.v19i.8051.
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In 1969, Lincoln College (later University) opened a two-year postgraduate course in Landscape Architecture, the first of its kind in New Zealand. It was described as "for those who seek employment as professional landscape designers in private consulting practice or as members of planning teams in departments concerned with major engineering projects, highways, forestry, conservation and large-scale agricultural development." The college was seen to actively encourage women into the profession and from the first days of the course at Lincoln, women were part of the landscape. On March 3, 1969, Emily Mulligan was one of five founder students attending the first lecture of this new course. After Mulligan graduated in 1971, she was joined, in 1974, by Di Lucas, Diane Menzies and Esmae Sage, and not long after then, women started to regularly fill about half of each Landscape Architecture class. In comparison, the first woman student at the Auckland College School of Architecture, Laura Cassels-Browne, enrolled in 1926, nine years after the establishment of the school. The first woman graduate of the School of Architecture was Merle Greenwood in 1933, 16 years after the school's establishment. Even in the 1960s and 70s women architecture students (who still made up small numbers) reported feeling uncertain of their welcome into the profession. Drawing on conversation with Emily Mulligan (now Williams), this paper will explore the nature of the landscape course at Lincoln, in what ways women students were encouraged in its early days, and the relationship of the course with the wider profession.
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Wang, Shi Ying, and Xiu Li Jia. "Effect of Landscape Architecture in the Campus Construction." Applied Mechanics and Materials 584-586 (July 2014): 717–20. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.717.
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one of the five major elements of landscape architecture aslandscape composition, play an important role in the landscape construction, but as the ancient buildings, ancient garden expert Mr. Chen Congzhou said, now the garden construction "to hold the hammer poolroad, the main building anti falls behind, at the end of a garden, then thegold, there is no shelter of visitors, and inversion, and then becom the empty garden." The same, most areas in landscape construction, do not focus on the construction of landscape architecture, especially ignoring theconstruction and function of landscape architecture in the courtyard of the building, the project through building of my school and some colleges and universities in landscape architecture construction in the university campusand the cultural atmosphere and the influence on Students' moral quality,field investigation, student interviews, and through cyber source, library materials, the aliases School of landscape architecture in the campus landscape, culture, moral role analysis, explore the role of landscape,landscape architecture in campus culture, moral construction, in order tolater in the campus construction drawing.
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Forczek-Brataniec, Urszula, and Zbigniew Myczkowski. "Landscape conservation in the research and development of the Krakow School of landscape architecture from 1970s to 2017 – from Jurassic landscape parks to cultural parks in Krakow." Landscape architecture and art 13 (December 10, 2018): 128–33. http://dx.doi.org/10.22616/j.landarchart.2018.13.14.
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It has been almost 70 years since, when “atlantis” of the Cracow’s School of Landscape Architecture professor Zygmunt Novák put forward the first idea of creating a Jurassic Landscape Park as an area where the landscape is protected in order to ensure a rest for people in the beautiful nature and culture of the surrounding great cities. Since then, his pupils and successors have created a school based on a characteristic methodology, approach to the landscape. The idea was continued in conjunction with the changing technologies and possibilities. As a result, a set of good practices was created that characterized Krakow's school of landscape architecture and emphasized its pragmatic nature.
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Battisto, Dina, Sallie Hambright-Belue, Lara Browning, Luke Hall, Julia Blouin, Jiaying Dong, Xiaowei Li, and Katherine Price. "Mental Health Challenges in Architecture and Landscape Architecture Students." Building Healthy Academic Communities Journal 8, no. 2 (July 15, 2024): 53–73. http://dx.doi.org/10.18061/bhac.v8i2.9767.
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Background: College students are experiencing increasing levels of stress, anxiety, and depression, but little research exists on factors weakening the mental health of design students.Aim: This study investigates the prevalence and precursors of mental health challenges among architecture and landscape architecture students.Methods: This study used a convergent mixed-methods research design with three data collection methods: The Depression and Anxiety Stress Scale (DASS-21; n = 399 students), an online wellness survey (n = 269), and semi-structured interviews (n = 37).Results: Findings reveal that 33%, 46%, and 33% of students screened positive for moderate to extremely severe levels of depression, anxiety, and stress, respectively. The leading factors elevating stress included school deadlines and schedule, workload demands or amount of work outside of class, inadequate sleep, and time spent at work. Negative behaviors due to stress were discussed, including neglect of self-care (e.g., poor sleep patterns, eating habits, and physical inactivity), inability to focus, emotional instability, and social withdrawal.Conclusions: This study underscores mental health concerns among design students and identifies potential factors that contribute to unhealthy habits and compromise academic performance, including pedagogical approaches, learning and teaching culture, studio environment, and lifestyle choices.
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Foote, Hamish, Bin Su, Lian Wu, and Trina Smith. "The School of Architecture e-Newsletter." Asylum, no. 1 (December 27, 2022): 300–306. http://dx.doi.org/10.34074/aslm.2022106.
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he School of Architecture at Unitec publishes an e-newsletter biannually, keeping alumni and industry contacts informed of developments in the school and its communities. The publication also provides an opportunity to share details regarding continuing professional development (CPD) opportunities for practitioners and calls for papers published in the school's peer-reviewed journals, such as XSection and Asylum. The e-newsletter, edited by Senior Lecturer Hamish Foote, supports the school in meeting the aims of its Architecture, Landscape Architecture and Interior programmes: grounding in the historical and theoretical foundations of our disciplines; knowledge of professional, social and environmental responsibilities; development of appropriate communication skills; ability to analyse work critically; and an overview of taha Māori, the Treaty of Waitangi, and Māori perspectives as they relate to our disciplines. Publication of the e-newsletter was paused during Aotearoa New Zealand’s Covid-19 outbreak, and the following items were compiled this year to share recent developments and the return to everyday life.
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Henyk, Ya, A. Kuzyk, and V. Popovych. "PROFESSOR VOLODYMYR KUCHERYAVYI SCIENTIFIC SCHOOL OF URBOECOLOGY, PHYTOMELIORATION AND LANDSCAPE ARCHITECTURE." Bulletin of Lviv State University of Life Safety 23 (July 1, 2021): 68–72. http://dx.doi.org/10.32447/20784643.23.2021.10.
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Introduction. The theoretical foundations of the new ecological disciplines "Urban Ecology" and "Phytomeliora-tion" were laid in the mid-80's and 90's of the last century at the Department of Ecology and Landscape Architecture of the Ukrainian National Forestry University, which at that time was headed by Lviv scientist Volodymyr Kucheryavyi famous by his monographs “Green Zone of the City” (Kyiv: Naukova Dumka, 1981) and “Natural Environment of the City” (Lviv: Higher School, 1984).Purpose and methods. The methodological basis of urban ecological research is the ecological-comparative method, which involves gradation ordination with the allocation of four ecological and phytocenotic zones on the territory of cities into the study of the urban ecosystem (suburban forests - city parks – public gardens - street plantings) (V. Kucheryavyi, P. Hnativ, M. Kurnytska, N. Siroochenko, N. Stepanyak, K. Myronchuk, T. Pushkaryova, Yu. Kozak) This approach is used in dissertation research not only by graduate students and applicants of the Department of Ecology and Landscape Architecture of UNFU, but also young scientists of Kyiv, Lutsk and Chernivtsi.Results and discussion. Taking into account the growth of the "recreational boom" among urban residents in the 80's and 90's, scientific researches of park and forest park phytocenoses are developed (V. Kucheryavyi, A. Zhyrnov, Yu. Khrystuk, R. Danylyk, V. Kramarets, N. Lukyanchuk, O. Kaspruk, R. Dudyn, N. Imshanetska, N. Kovalchuk, S. Marutyak, O. Oleynyuk). During this period, visual methods of diagnosing of urban ecosystems state are widely used, which confirm the feasibility of using of ecowedge ordination. The influence of complex urbogenic gradients of the environment on the adaptation processes of living organisms and their significance for the evaluation of the results of woody plants introduction into the urbogenic environment was determined (V. Kucheryavyi, M. Kurnytska, O. Kaspruk, O. Gorbenko, M. Les, V.S. Kucheryavyi, T. Shuplat, N. Gotsiy). Electro-physiological methods of impedance and polar-ization capacity measuring, fluorescence of plastid pigments, temperature gradients of the environment are used for establishing the level of plant viability (V. Kucheryavyi, H. Krynytskyi, V. Mokryi, A. Kuzyk, M. Hozdog, S. Hridzhuk, Yu. Pankivskyi, V. Kucheryavyi, T. Shuplat). Investigations of the phytogenic field of vegetation begin, its role in the formation of the continuum in conditions of urbogenic and manmade devastation is determined (V. Kucheryavyi, V. Popovych, T. Levus, T. Shuplat). The formation of a scientific school on urban ecology and phytomelioration is ensured by the three generations of scientists succession. A significant number of scientists have passed the scientific path from post-graduate student in the 80's - 90's to the candidate or doctor of sciences (P. Hnativ, V. Mokryi, V. Mazepa, S. Myklush, M. Nazaruk, Ya. Henyk, V. Popovych).Conclusions. The authoritative leader of the scientific school on urban ecology, phytomelioration and landscape architecture is Professor Volodymyr Kucheryavyi, who has supervised four doctors and 22 candidates of science. During the years of his scientific activity he published about 300 scientific articles, more than 30 monographs and textbooks. Heading the scientific and methodological commission of the Ministry of Education and Science of Ukraine on environmental education in the 80's and 90's, he started training specialists in "applied ecology" in Ukraine. Thanks to the initia-tive of prof. V. Kucheryavyi scientists of the Scientific School of Urban Ecology, Phytomelioration and Landscape Architecture took an active part in many international projects (V. Kucheryavyi, Ya. Henyk, L. Kalahurka, M. Chernyavskyi, O. Oleynyuk, L. Parkhuts, Z. Sheremeta, S. Melnychuk, V. Popovych, T. Shuplat, M. Fitak, V.S. Kucheryavyi). The scientists worked closely with research teams from Germany, Austria, Belgium, Poland, Slovakia, the Czech Republic, and Norway. Scientific research on urban ecology, phytomelioration and landscape architecture, which began in the 1980s, continues thanks to the succession of scientific generations.
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Selanon, Pattamon, Hansa Srilertchaipanij, and Maimuna Saleh-Bala. "Article Review: The 18th Century Aesthetics and Their Associations with Landscape Architecture and Environmental Art." Journal of Architectural/Planning Research and Studies (JARS) 16, no. 1 (June 26, 2019): 1–14. http://dx.doi.org/10.56261/jars.v16i1.182957.
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The beautiful, the sublime, and the picturesque were three key concepts of aesthetics originated in philosophical context of the 18th century. Together, they outlined the variety of aesthetically significant experiences. The article aims to review historical roots of the three aesthetics and how they were associated with landscape architecture and environmental art, both of which concerned with shaping the land and environment. Subsequently, the article discusses associations between the English Landscape School - landscape architecture embraced by the 18th century three aesthetics and the ecological design - modern landscape architectural design theme primarily dominated by Ian McHarg in the 1960s. Conclusively, the article critically discussed lessons learned from the associations and how landscape architecture should be shaped forward.
Dissertations / Theses on the topic "Lowthorpe School of Landscape Architecture"
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Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
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"This project is my way of saying thanks. My intention is to recognize the people who were able to transmit the passion and love for the land of my grandparents Asturias, with its heritage, history and music. My architectural purpose is to strengthen the tradition and culture by recovering the past. It is in this way , we will be stronger in the present and inspire future generations"Master of Architecture
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Butler, Ninah. "High school campus design elements for outdoor-based education amenities." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16935.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Huston Gibson
The research conducted in this thesis explores the relationship between high school campus planning and the potential for high school sites to be used as outdoor classrooms. A review of the design of school buildings and the educational pedagogy that has influenced campus planning and design is presented before exploring current design practices. Precedent studies are offered as examples of exemplary design strategies for multi-use campuses. This leads to the question, “What variables allow future outdoor based education opportunities to be anticipated by site designers of high school campuses?” Four units of analysis and their relationship with site planning will be addressed in this research: environmental factors, space requirements, building proximity, and activity type. A case study based on these units of analysis is used in a multiple case study investigation of three school campuses in the Wichita, Kansas area: Goddard High School, Eisenhower High School, and Maize High School. The methodologies of organization, implementation and analysis of the variables are presented. The patterns found from the multiple case study and the variables developed in response to these findings are offered and discussed. Finally design alternatives for the three case study sites and future research opportunities are provided.
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Talbert, Scot Boyd. "Exploring the schoolyard: potentials for creating a learning-rich environment at Bergman Elementary School." Kansas State University, 2011. http://hdl.handle.net/2097/8709.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
The landscapes that surround our elementary schools today do very little to support the education being taught in the classrooms, and often fail to meet the most basic needs of children. This is due to a myriad of different reasons, such as budget-tight school districts spending very little of their resources on outside learning environments, fear of litigation leading to sterile and lifeless schoolyards, and lack of time and resources for educators to implement desired changes. Children learn through direct interactive experience and, as a result, they need complexity and variety in the landscape to stimulate their imaginations and promote self-guided learning. A natural outdoor environment is ideally suited for both interactive learning and a diversity of experiences. Many schools are missing an opportunity to make their outdoor spaces into interactive learning environments. This report explores the issues and opportunities to create stimulating environments at Frank V. Bergman Elementary School in Manhattan, Kansas. Numerous studies have identified the benefits of interactive natural environments on children’s development and academic performance(Moore and Wong 1997; Louv 2008; Bell and Dyment 2006;Fjortoft 2001; Malone and Tranter 2003). Building upon this research, goals and objectives for Bergman’s schoolyard are outlined that focus on creating a positive learning environment for all students, supporting school curriculum, encouraging interaction with nature, and linking the schoolyard to the surrounding community. A master plan for Bergman’s schoolyard is presented. The plan addresses the current needs of the schoolyard to improve accessibility. In addition, the master plan presents ideas for strengthening the circulation pathways to connect all areas of the schoolyard together, developing outdoor classroom spaces with connections to state academic standards, and incorporating community amenity features into the landscape. Recommendations for construction, maintenance, and phasing are suggested.
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Tomizawa, Susan A. "Planning our nation's schools : considerations for community and site design." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292542.
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This creative project examines trends in school planning and design at both the community and site levels. At the community level, two trends have shaped many of the decisions made in school planning: consolidating schools into mega-sized schools and placing schools on the periphery of development. These practices contribute to sprawl, urban disinvestment, racial and social segregation, environmental degradation and educational inequality. Alternatives in school planning such as school renovation and schools as community centers, are examined through case studies.At the site level, schools are typically built on acres of land covered by lawn, sports fields and asphalt parking. Research shows that school grounds can serve as valuable educational resources when designed as learning landscapes. A conceptual master plan for Storer Elementary School in Muncie, Indiana illustrates how a bland school landscape can be transformed into an educational resource to improve learning, environmental quality, safety and health.Department of Landscape Architecture
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Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
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Addo-Atuah, Kweku. "Northview Elementary School: an iterative participatory process in schoolyard planning & design." Kansas State University, 2012. http://hdl.handle.net/2097/13716.
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Master of Regional and Community PlanningDepartment of Landscape Architecture/Regional & Community Planning
Mary Catherine (Katie) Kingery-Page
There is currently a dearth of planning literature concerning participatory processes relative to children, particularly in the planning and design of schoolyard or playground spaces. Through a local, place-based, participatory approach emphasizing local knowledge and active listening, this master's report seeks to confirm the value of children in the planning and design of a schoolyard space. The study took place at the Northview Elementary School in Manhattan, KS comprising students as primary stakeholders, teachers/administrative staff as secondary stakeholders and parents as tertiary stakeholders. Additionally, the study employed Piaget’s and Vygotsky’s childhood cognitive development theories and five operational play categories in guiding the development of a learning landscape design aimed at supporting and maximizing cognitive development, physical activity and recreation. The report concludes with a set of five (5) recommendations designed to equip prospective researchers in undertaking participatory processes within school settings. The implication of this study is that sustained stakeholder engagement during planning and design processes of schoolyards will result in spaces reflective of the target audience.
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Lezotte, Carol Lynn. "The schoolyard as an outdoor classroom : a case study of Ladysmith Elementary School." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/916986.
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The mission of this creative project was to naturalize a school site for the purposes of environmental education. The naturalization process can either take the form of landscape/ecosystem restoration or natural landscaping. Utilizing the Ladysmith Elementary School as a case study, this creative project dealt with both forms of the naturalization process. The entire school site was natural landscaped and a portion of the school grounds was devoted to the restoration of a forest and wetland ecosystem. This area where ecosystems are to be recreated will serve as an environmental learning laboratory for the school.The topics reviewed for this project ecology, naturalization, landscape restoration, environmental education, outdoor education, and ecosystems. The product of this creative project was a master plan which included site inventory and analysis.Department of Landscape Architecture
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Jarrett, Glen. "Revisioning playground design for the developing world school campus: a nature playground proposal for La Chuscada, Nicaragua." Kansas State University, 2015. http://hdl.handle.net/2097/19039.
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Master of Landscape ArchitectureLandscape Architecture/Regional and Community Planning
Huston Gibson
Play is essential to the development of children, as it serves as the main platform for a child to begin to explore his or her world and understand their physical and social environment. It is not a frivolous activity, but a method of learning. Despite this recognition, many playground designs are still steered, wrongly so, by unwarranted societal fears of safety. Such playgrounds lack developmental benefits due to their composition of isolated, prefab plastic components on an asphalt field. Despite recognition in the late twentieth century that “childhood itself is in danger of extinction”, many playground are still sterile in nature. The time is now for designers to look critically at playground design trends and intervene to improve the quality of the environments our children are exposed too. The positive development of the next generation, our children, depends on it. In the case of the community of La Chuscada in Chinandega, Nicaragua, economic status presents a major barrier to the creation of beneficial learning environments. This project addresses the hardships of implementing a developmentally beneficial playground, and through the collaboration with the Amigos for Christ philanthropic organization and interior architecture student Aaron Bisch, offers solutions to achieve this goal. Culture-specific influences of play are explored and survey data from the community of La Chuscada reveal strategies for the implementation of a nature playground design that offers developmental benefits for the children of the community.
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Christner, Cammie. "Celebrating the bond between children and nature: designing a sensory outdoor learning environment for Garfield Elementary School in Augusta, Kansas." Kansas State University, 2013. http://hdl.handle.net/2097/15675.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Anne Beamish
The current educational model utilized in the United States focuses on teaching technology, preparing for standardized tests, and training students to be productive members of society. These are all valuable and necessary educational goals, especially considering the fact that the current national trend is to promote citizens’ integration into a more global community and job market—significantly affecting the work opportunities available to our country’s youths. However, one of the most necessary and fundamental aspects of childhood—outdoor learning in nature—is being undervalued. Outdoor learning experiences in the natural environment are exceptionally important in encouraging holistic childhood development because they offer children firsthand experiences with natural processes. Through interactions with nature, children are able to witness the impact that human actions have upon the environment. As Richard Louv asserts in the Last Child in the Woods, “Healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it” (Louv, 2008, 3). The broken relationship between America’s youths and nature must be healed. Public schools offer a unique opportunity for children to be reacquainted with nature because about 90% of American students below the college level attend public schools. In the year 2009, over 2.3 million students attended public elementary schools; 226,082 of those students were in Kansas (National Center for Education Statistics, 2012). Garfield Elementary School in Augusta, Kansas is an ideal situation for the development of an outdoor learning environment that promotes student awareness and connection to local nature. The nature-oriented design of Garfield Elementary School’s grounds, described in this Master’s Report, fosters the creation of deep-seeded emotional ties to the natural world in the children who experience the site—effectively combating Nature-Deficit Disorder by encouraging students to become environmental stewards. This is accomplished by using children’s literature to inspire the organization of spatial environment variety and a range of natural elements (such as water) on the school site, which encourage students to engage in five outdoor learning activities: physical, creative, sensorial, solitary and social.
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Яхненко, Олена Миколаївна, Елена Николаевна Яхненко, Olena Mykolaivna Yakhnenko, and А. С. Клочко. "Екологічні особливості ландшафтно-архітектурної організації території шкіл." Thesis, Сумський державний університет, 2013. http://essuir.sumdu.edu.ua/handle/123456789/31604.
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Озеленення населених місць є складовою частиною ландшафтної архітектури, головне завдання якої формування міського ландшафту як об'ємно-просторового середовища, що володіє певними екологічними, функціональними й естетичними якостями.
При цитуванні документа, використовуйте посилання http://essuir.sumdu.edu.ua/handle/123456789/31604
Books on the topic "Lowthorpe School of Landscape Architecture"
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Herron, Simon, Ed Wall, Mike Aling, and Nic Clear. Architecture & Landscape: University of Greenwich Department of Architecture and Landscape : works 2014. London: University of Greenwich, Department of Architecture and Landscape, 2014.
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Symposium on Landscape Architecture (5th 1986 University of Virginia, School of Architecture). The work of Meade Palmer: Sixty years of landscape architecture : proceedings of the Fifth Annual Symposium on Landscape Architecture, April 19, 1986, the University of Virginia, Campbell Hall, School of Architecture, Division of Landscape Architecture. Edited by Palmer Meade, Takahashi Nancy, and University of Virginia. Division of Landscape Architecture. [Charlottesville]: The Division, 1990.
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Gordon, Millichap J., ed. The school in a garden: Foundations and founders of landscape architecture. Chicago: PNB Publishers, 2000.
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Schodek, Daniel L. Microcomputer applications in design school education: Summary report for education in architecture, landscape architecture, and planning. [Cambridge, Ma.]: Graduate School of Design, Harvard University, 1985.
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Paola, Cannavò, ed. Progettare paesaggio: Landscape as infrastructure : a studio research report of the Harvard Graduate School of Design. Roma: Gangemi, 2011.
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Italy) OC - Open City International Summer School (9th 2018 Piacenza. OC - Open City: International Summer School : Piacenza 2018 : from ecological landscape to architectural design : landscape 4.0 : sharing spaces for the future city. Santarcangelo di Romagna (RN): Maggioli editore, 2019.
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Peter, Connolly, Velde, René van der, 1966-, and Royal Melbourne Institute of Technology. School of Architecture and Design., eds. Technique: Landscape architecture graduate design research at RMIT University, 1995-2002. Melbourne: RMIT University Press, 2002.
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Pyo, Mi Young. Advanced architecture. Seoul, Korea: Damdi Publishing Co., 2009.
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Italy) OC - Open City International Summer School (8th 2017 Piacenza. OC - Open City: International Summer School : Piacenza 2017 : from ecological landscape to architectural design : new next nature. Santarcangelo di Romagna (RN): Maggioli editore, 2018.
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Donaghy, Marcus, and D. McKenna. UCD Architecture Yearbook: Strategies for an urban society. Edited by University College, Dublin. School of Architecture, Landscape & Civil Engineering. Dublin: UCD Architecture, 2011.
Find full textBook chapters on the topic "Lowthorpe School of Landscape Architecture"
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Pareti, Stefania, David Flores, Loreto Rudolph, and Martina Pareti. "Landscape Planning and Design: Vernacular and Religious Architecture in Wood as Facilitators of Heritage Conservation. Chiloe’s School of Architecture, Chile." In Lecture Notes in Civil Engineering, 515–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4293-8_52.
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Dufrasnes, Emmanuel, Louise Eich, and Fanni Angyal. "Development of a Circularity Assessment Tool with Local Stakeholders from Strasbourg." In Lecture Notes in Civil Engineering, 436–45. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57800-7_40.
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AbstractOur research focuses on the reutilization of construction materials and how we could foster growth in this sector. It deals with the specific case of the re-use sector around Strasbourg, France, providing a comprehensive overview of the local landscape. Indeed, the research was conducted in partnership with the School of Architecture of Strasbourg, the City of Strasbourg, and an engineering consultant called “BOMA” specialized in circular building. This project is supported by the “Campus des Métiers et des Qualifications Eco-construction et Efficacité Energétique Grand Est”, the Grand Est Region, the “Région Académique Grand Est” and the “Banque des Territoires”. To encourage innovative programs around circular economy, we gave particular attention to analysing feedbacks from pilot projects. In addition to the interview with key local stakeholders, a literature review focusing on assessment of circularity in buildings was carried out. Through a methodology developed in a separate scientific paper, we selected 10 key indicators adapted to the area to measure the circularity of a building, focusing mostly on social, environmental, and economical aspects of the project. Thanks to these indicators, a digital tool was developed to calculate the relevant data concerning the circularity of the project, creating analysed feedback of the construction. Five of those indicators have been implemented in this tool, although suggestions have been made to cover more topics. Moreover, in the future, there is the possibility for it to be transformed into a decision-making tool in order to boost the structuration of the re-use sector around Strasbourg.
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"Volksschule Hausmannstätten / Primary School Hausmannstätten." In Architektur. Landschaft / Architecture. Landscape, 34–43. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.34.
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"Volksschule und Sportklub Bad Blumau / Primary School and Sports Club Bad Blumau." In Architektur. Landschaft / Architecture. Landscape, 78–87. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.78.
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Kowsky, Francis R. "A School Of Romanticists Even Then Fast Vanishing 1881-1895." In Country, Park, & City, 281–320. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195114959.003.0010.
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Abstract By1881,Vaux could look back on 30 years of success and near success. While much work and many challenges lay ahead, over the next decade and a half he would see his name eclipsed by others, especially as America became enamored of modern Neoclassicism. But a taste for Roman monumentality was not in Vaux’s makeup, and until his death in 1895, he remained true to the ideals of naturalism in landscape design and to picturesque expression in building. When Olmsted moved to Brookline, Massachusetts, in 1881 (he told Vaux that it “would be Hell” for him to stay living in NewYork),Vaux must have felt that indeed an era had ended in his life. Vaux was to continue to concern himself with the parks that he and Olmsted had designed together, and from time to time he would prepare plans for significant new pleasure grounds with his old partner. Especially after 1888, when Vaux became landscape architect with the Department of Public Parks, a post that he held until his death in November 1895, he had the opportunity to fulfill his desire to plan for the city he loved many new small parks and squares. Much of this work was done with his devoted protege, Samuel Parsons Jr., who became Vaux’’s professional partner in 1880. The son of a well-known Flushing, Long Island, nurseryman, Parsons came to study landscape architecture with Vaux after graduating from Yale in 1862 and having worked for a time in his father’s business. Assisting Parsons, Radford, and Vaux was the architect’s son Downing, who by the beginning of the 1880s, after completing his degree at Columbia, had determined on a career in architecture and landscape architecture under his father’s tutelage.
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Wen, Bin, Jing Zhou, Lijun Hao, and Jon Bryan Burley. "Perspective Chapter: Organizational Ecology: Evolving Realities in Higher Education from Cholera to Covid - A Michigan State University Planning and Design Case Study." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109596.
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This manuscript is a narrative concerning the evolution of Michigan State University (MSU), the first American Land-grant school and the development of planning and design instruction and research at MSU from the 1860s until the present time, including adaptations in the post-Covid era. Covid is not the first epidemic to influence higher education at MSU, as the school had to adapt to Cholera (1832–1866), Scarlet Fever (1858), Typhoid Fever (1906–1907), H1N1 Flu (1918), Diphtheria (1921–1925), Polio (1916–1955), H2N2 Flu (1957), Second Measles Outbreak (1981–1991), H1M1 Flu (1991), Meningitis (1997 to present), Whooping Cough (2010, 2014), HIV and Aids (1980 to present), and Covid (2020 to present). The narrative presents a depiction of the changing organizational structure/network over time, illustrating the transformations in the sciences, arts, funding, and publication demands with comments, observations, and insights offered by Dr. Burley, FASLA, a now retired MSU landscape architecture faculty member with questions posed by the coauthors. The paper is in the form of traditional historic criticism essays meant to interpret events and activities. To critique does not have negative intent, but rather to bring understanding. The paper illustrates the transition from a German academic model to a diversified free-form education model.
Conference papers on the topic "Lowthorpe School of Landscape Architecture"
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"Examination of Selected School Gardens in the Sample of Selçuklu District Sancak Neighborhood According to Landscape Architecture Design Criteria." In 3rd International Conference on Scientific and Academic Research ICSAR 2023. All Sciences Academy, 2023. http://dx.doi.org/10.59287/as-proceedings.683.
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Falkovskaia, Sonya. "From Home Front to Architectural Frontier: How The Cambridge School Redefined Architectural Pedagogy." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.59.
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The Cambridge School of Architecture and Landscape Architecture, active from 1915 to 1942,1 was a groundbreaking institution in architectural education. It was the first U.S. school to grant master’s degrees to women and integrated the teaching of architecture and landscape architecture.2 Beginning and ending at the height of two world wars, the Cambridge School challenged prevailing academic and professional norms, offering a disruptive, barrier-free space that redefined architectural pedagogy and influenced the field.Largely forgotten to history, this paper uses the conceptual framework of the home front to reframe the school’s legacy as one of defiance to a system that tried to silence it, particularly its influence on Harvard’s Graduate School of Design (GSD). By collecting and uncovering previously disparate source materials from several archives, this paper connects the physical manifestations of the school to its pedagogical frameworks to elucidate the school’s complex and far-reaching influence during its active years and beyond.Recognizing the Cambridge School’s contributions provides a deeper understanding of the women’s role in architectural education and challenges historical dismissals of their contributions. This pioneering institution reshaped architectural pedagogy, promoted women’s agency, and continues to offer valuable lessons for a more inclusive and equitable architectural profession.
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Serreli, Giovanni. "Il castello di Marmilla (Las Plassas, Sardegna) e il Museo MudA: una proficua esperienza di valorizzazione e le sue criticità." In FORTMED2024 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2024. http://dx.doi.org/10.4995/fortmed2024.2024.18050.
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As part of the study of the medieval castles of Sardinia, since 1997 I studied the Castle of Marmilla (Las Plassas, Sardinia), one of the border castles of the Kingdom of Arborèa. After having published a monograph and various scientific articles on the castle and the historical landscape, in agreement with the municipal administration we have studied, conceived, designed, and built a museum, the MudA multimedia museum of the Kingdom of Arborèa. Built at the foot of the Castle, it was inaugurated in 2013 and immediately met with considerable success among specialists and enthusiasts, obtaining important funding and recognition. In fact, thanks to a multimedia, multi-sensory and playful approach, particularly suitable for school-age children, the visitor is invited to immerse themselves in the daily life of a medieval castle thanks to the most recent technologies; he thus discovers how a medieval castle worked, how people lived inside it, how people lived in the small villages around it and what its historical context was. The archaeological finds from the excavations of the castle conducted in 2007 are exhibited in a corridor of the museum, that gives them back their shape, function, and existence. The finds speak to the visitor in first person in the language of the Mediterranean place of production and tell of their construction, life, and use. A cook then invites visitors to participate in the medieval banquet offered by the castellan to his king, with the tasting of all the products of that landscape in the Middle Ages. Various interactive games enliven the course.The difficulty in creating thematic and territorial networks with other homologous cultural sites, due to short-sighted local policies and the inconsistency of the new administrators, risks nullifying the existence of a small jewel of cultural enhancement in a territory rich in history but which currently risk depopulation.
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RUSSO, RHETT. "Architecture & STE(A)M : Investing in Community Leadership Through Early Design Education." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.14.
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Architecture is a STEAM profession, and a model for education that relies on both the arts and the sciences to address the built environment, community engagement, diversity, and civic leadership. This paper provides a case study for a collaborative pedagogical model that introduces architecture, landscape architecture, and urban design in early design education as part of Rise High School’s, funded after school program for underrepresented minorities. The mission of the Rise High program is to cultivate leadership in the community and an enthusiasm for science. The goal is to enable the next generation of students to attend college and pursue higher paying jobs. Working with experts from industry, and academia, students from Rise High School in Schenectady, New York, participated in an urban design proposal to design a public space in downtown Schenectady. The architecture and design module consisted of three workshops with hands on activities that introduced the students to the role of critical thinking and problem solving as they relate to design and community based leadership. All of the workshops were conducted remotely in the spring of 2021, using a combination of Zoom, Miro, and Tinkercad.
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Juzwa, Nina, Tomasz Konior, and Jakub Świerzawski. "Architecture on the Edge of a City." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002334.
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The topic concerns the revitalization of a place by the introduction of a new building whose functionality and architectural uniqueness renew and/or develop the place. To put the problem in a broader perspective - the introduction of a building with a non-threatening function and an attractive form makes a declining or stagnant place suddenly appealing again. This applies to both, the built and natural environment. The restauration of both often requires similar revitalization activities and supporting elements.The presented issue is a part of a broader study that concerns architecture as the fine art of building, covering the topic of sustainability in architectural and urban design. The so-called “human factor” is an essential element for shaping a place. It is an element of urban and architectural design of new places. By creating new and different workplaces in declining or stagnant districts, also by introducing unusual architectural forms or materiality, a place can become attractive to users. Previously declining built or natural environment - suddenly become a desirable, growing place. Contemporary international research conducted by neuroscientists confirms the importance of the desire for beauty in ones surroundings. Thus, architectural beauty becomes a vital and economically significant factor in the shaping of the built and natural environment.Present processes of revitalization are usually supported by emphasising elements that make up the “human factor”. It involves balancing the functionality and beauty of an object as important in creating a PLACE in architecture.The topic is presented on the example of architecture of the following buildings:-Gymnasium and Cultural Center in Białołęka, 2006 is located on the edge between urban and landscape areas, on the right bank of the Vistula escarpment. The architectural form reflects the natural landscape. Traditional materiality blends with the context nearly perfectly. -The small buildings of the Cultural Center, 2013, on the outskirts of Warsaw, create a contrast of geometry and materiality to the high-rise blocks of flats. In its shape and material there is a longing for tradition expressed in a balanced, non-intrusive way.-The Krzysztof Kieślowski Film School in Katowice, 2017. The university building for artistic education was tasked to create a PLACE in a declining district. It impresses with its simplicity and its materiality of the traditional material – brick that is presented in a new, changed form. - Stone Pavilion Golędzinow, 2020 is a small building that tells Warsaw residents about nature conservation. The buildings form was created in the image of a post-glacial fossil. It is an object which shape and materiality seems as if taken directly from the natural world. - Press Glass offices in Konopiska, 2021, built in an unexpected place for this type of building. It is located in a former wasteland which was turned into a golf course. The building is intended to promote the excellence of glass - it reflects the green surroundings, and its form builds the uniqueness and beauty of architecture.The co-author of this publication is the designer of the first and fifth example.
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Pancorbo, Luis, Alex Wall, and Iñaki Alday. "Architecture as a System: Urban Catalysts for Lynchburg, Virginia." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.25.
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This paper proposes a critical analysis of “ARCH 2010 Introduction to Urban Architecture” at the School of architecture of the University of Virginia. The studiois part of an overall strategy that tries to subvert the traditional method of teaching in architectural design. In a conventional linear process, students start withthe design of a small-scale architectural object and continue to design buildings in progressively larger scales. Provided with a strong urban context, the 2010 Studio follows a sinusoidal transition of scale, moving from small to large and back again. The ultimate goal of the studio is to put forward/produce an urban architectural project by linking the architectural object with the urban landscape as catalysts for the change within the city. The architectural proposals should be a strategic and thoughtful response to previous research on existing urban systems, and should support the revitalization of public life in their immediate environment and in the whole city. The course was divided in four parts: Elements and infrastructures of the urban environment, developed at Charlottesville Down Town Mall, Urban systems and networks, strategic development plan for 9th street, and design of a mixed-use building and public space (The last 3 parts took place in Lynchburg, Virginia). To connect these four main “problems” there were “transitional exercises” inserted in between them. With the same critical attention, this paper will analyze the final results, the various stages of the course as well as the areas of overlap between different phases, specially designed to ensure the student’s awareness of the consistency of the complete process.
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Strugova, Galina Nikolaevna, and Natalia Rudolfovna Sungurova. "Landscaping of the territory of preschool educational institutions as an important factor in the development and upbringing of children." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.710-716.
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Landscaping and landscaping of preschool educational institutions (pre-school) performs various functions: recreational, aesthetic, protective, cognitive, developmental, wellness, camouflage. The territory adjacent to the kindergarten should be safe for children, have a good rest and proper development. And first of all, green spaces will contribute to this: trees, shrubs, flower crops and herbaceous vegetation. Landscaping of the territory of preschool educational institutions is an important and responsible task assigned to landscape architects, since it is necessary to strictly comply with all regulatory requirements for specialized objects of landscape architecture. Plants containing poisonous and toxic substances in their organs, small edible stone fruits, thorns and thorns, species that can cause allergic reactions should not be used. The space in which a child develops largely determines the future worldview, lays the foundations of a careful attitude to nature, forms aesthetic taste.
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Ludwig, Ryan. "Rewriting the Dream: Beyond Sustainable Sub-urban Living and the Potentials of the Productive Landscape." In 109th ACSA Annual Meeting Paper Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.75.
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This paper argues for a beyond sustainable approach to sub-urban living, rejecting the postwar Levitt style single-family home of the American Dream, to instead consider alternative futures founded on new ideas of community. It questions how architecture may engender lasting opportuni¬ties for resilient and eco-egalitarian approaches to sub-urban life, while simultaneously meeting the fundamental needs of its inhabitants. This beyond sustainable rewriting of the Dream suggests a less individualized, more collaborative, more inclusive notion of sub-urban living, questioning many typical arrangements of inside/outside, front/back, public/ private, production/consumption, individual/collective, etc., as seen in American sub-urban tract housing. It will utilize the concept of the productive landscape conceived as a cata-lyst for reconstituting the production of food, water, energy, recreation and social interactions. This approach is illustrated through the work of several third-year undergraduate design studios taught in recent years at the University of Cincinnati, School of Architecture which maintained similar beyond sustainable ambitions. The location for these tests has been Greenhills, OH, one of three “Greenbelt Towns” built as part of Franklin D. Roosevelt’s New Deal Resettlement Administration. While Greenhills was envisioned largely as a response to the question of urban and rural poverty, today, the expanded role of the car, neoliberal global commerce and the increased expectations of comfort and convenience of sub-urban life, alongside its aging, out¬dated and undersized existing housing stock, have resulted in its decline as a desirable sub-urban living destination. However, its original small-scale walkable planning, many tree lined gently curving streets and cul-de-sacs, central park green, and still intact greenbelt provide substantive com¬munity assets from which to consider a beyond sustainable model of sub-urban living, especially in a world undergoing radical change due to anthropogenic global warming, cli¬mate destabilization and ecological degradation for which the postwar Levitt style suburb has contributed greatly. In this way its specific history and current shortcomings make Greenhills a timely locale for testing alternative approaches to sub-urban living and indirectly the city.
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Modesitt, Adam. "Figuring in Friction: A Pedagogical Framework for Foundational Studios." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.18.
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It is a truism, perhaps, that architectural education should not merely teach tools, vocationally. Architectural education should prioritize conceptual development, interpretive skills, and critical thinking alongside calisthenic exercises in precision, craft, and rigor. The field of architecture however, continues to adopt an expanding array new mediums, predominantly computational and digital, of increasing complexity. Moreover, facility with new digital tools increasingly serves as a perquisite for entry contemporary architectural practice, presenting urgent questions and challenges for foundational architectural education. Architectural education, especially foundational pedagogy, must impart the fundamentals and simultaneously prepare students for the onset professional practice in which they will face an expanding, fragmented landscape of new architectural tools and mediums.Critical questions for foundational pedagogy include the degree to which tool instruction and shoptalk is positioned within the studio environment. Is pedagogy strengthened by the integration of tool instruction within the studio, or should it be siloed outside in dedicated courses? Among new mediums, which best serve as vehicles for imparting design principles? Which modes of production, historically established or new and experimental, best prepare students for professional practice? Does a focused, targeted adoption of specific tools foster conceptual development, or should a wide-range of tools be sampled? Lastly, amid these questions, where can students find space to experiment, assume risk, and begin to establish their own positions?This paper proposes a pedagogical framework for situating these questions within a foundational architecture studio and presents results from a new core curriculum at the Tulane School of Architecture, in New Orleans. A seminal foundational studio pedagogy developed a decade ago at the school is revisited and reappraised in the context of the revised curriculum. Current and past curricula-la share common roots and goals, but diverge in technique, meth-od, and process. Lesson structures similar to the past curricula were adopted in the current pedagogy to facilitate systematic comparisons between approaches and make legible new outcomes. Development of core studio foundational pedagogy necessitates a clear stance on the role of tool instruction within the studio, a pressing challenge in the context of an increasingly fragmented landscape of tools, techniques, and mediums. The new pedagogy at the Tulane School of Architecture embraces this context, and positions the friction generated amidst the application of multiple tools and mediums as a primary site for architectural invention and critical development.
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Garcia-Gasco Lominchar, Sergio. "INFLUENCIAS PINTORESCAS DE LE CORBUSIER EN EL PABELLÓN BRASILEÑO DE OSAKA´70." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.992.
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Resumen: Iñaki Ábalos, en su libro “Atlas pintoresco” traza una línea de investigación sobre el Movimiento Moderno y su relación con la naturaleza y el paisaje. El autor establece un análisis en el que desenmascara los elementos pintorescos en la obra de Le Corbusier de manera que, aun apareciendo muchos de ellos en estado “latente” desde sus primeros postulados teóricos, paulatinamente y “casi de forma secreta” se irán adueñando de su modo de proyectar hasta conquistar todas las escalas de la arquitectura en su etapa final. Algunas de las características arquitectónicas de la llamada Escuela Paulista parecen ser a su vez influencia de la obra tardía de Le Corbusier. El pabellón de Paulo Mendes para la Exposición Universal de Osaka´70 nos sirve en este artículo para establecer un análisis de determinados aspectos pintorescos de Le Corbusier que subyacen en la arquitectura brasileña en general y de Paulo Mendes en particular. Abstract: Iñaki Abalos develop in “Atlas pintoresco” a research about Modern Movement and its relationship with nature and landscape. The author provides an analysis which unmask the picturesque elements in the work of Le Corbusier. These elements, even being "latent" in its earliest theoretical postulates, gradually and "almost secretly" will take over his way of projecting to conquer all scales of architecture in its final stage. Some of the architectural features of the so-called Paulista School seems to have influences of the later work of Le Corbusier. Paulo Mendes pavilion for the World Expo Osaka'70 can serve to establish an analysis of some of the picturesque aspects of Le Corbusier underlying brazilian architecture in general and Paulo Mendes in particular. Palabras clave: Pintoresco; Escola Paulista ; Le Corbusier; Paulo Mendes da Rocha; Naturaleza; Paisaje. Keywords: Picturesque; Paulista School; Le Corbusier; Paulo Mendes da Rocha; Nature; Landscape. DOI: http://dx.doi.org/10.4995/LC2015.2015.992