The purpose of this course is to build up students' theoretical foundation in landscape architecture. Students are encouraged to compare, contrast, and criticize various theories and concepts. Moreover, students are expected to develop their own theoretical perspectives and be capable of applying their perspectives in landscape planning, design, research, and management.
The major contents will include but are not limited to the following subjects:
1. The nature of theory in landscape architecture.
2. Design process.
3. Form, meaning, and experience.
4. Society, language, and the representation of landscape.
5. Ecological design and the aesthetics of sustainability.
6. Integrate site, place, and region.
7. Landscape urbanism.
8. Biophilic city and biophilic design
9. Parks in the cityThe purpose of this course is to build up students' theoretical foundation in landscape architecture. Students are encouraged to compare, contrast, and criticize various theories and concepts. Moreover, students are expected to develop their own theoretical perspectives and be capable of applying their perspectives in landscape planning, design, research, and management.
The major contents will include but are not limited to the following subjects:
1. The nature of theory in landscape architecture.
2. Design process.
3. Form, meaning, and experience.
4. Society, language, and the representation of landscape.
5. Ecological design and the aesthetics of sustainability.
6. Integrate site, place, and region.
7. Landscape urbanism.
8. Biophilic city and biophilic design
9. Parks in the city
1. Swaffield, S. (Ed). (2002).Theory in landscape architecture. Philadelphia: Pennsylvania Press.（required textbook）
2. Waldheim, C. (2016). Landscape as urbanism: A general theory. Princeton, NJ: Princeton University.
3. Taylor, K., Clair, A., & Mitchell, N. J. (Eds.). Conserving cultural landscapes: Challenges and new directions. New York, NY: Routledge.
4. Human Kinetics. (2010). Inclusive recreation with web resource: Programs and services for diverse populations with web ancillaries. Champaign, IL: Human Kinetics.
Extending Readings:
1. Beatley, T. (2017). Handbook of biophiliccity planning and design. Washington, DC: Island Press.
2. Kellert, S. R. (2018). Nature by design: The practice of biophilic design. Yale University Press.
3. 王秀娟(2014)。綠地與景觀-永續觀點的理論與實證。台北市：田園城市文化。(共同作者：李汝容、吳昕維)
4. 莊雅琇譯，山崎亮著(2015)。社區設計：重新思考「社區」定義，不只設計空間，更要設計「人與人之間的連結」。台北市：臉譜、城邦文化。
1. Swaffield, S. (Ed). (2002). Theory in landscape architecture. Philadelphia: Pennsylvania Press. (required textbook)
2. Waldheim, C. (2016). Landscape as urbanism: A general theory. Princeton, NJ: Princeton University.
3. Taylor, K., Clair, A., & Mitchell, N. J. (Eds.). Conserving cultural landscapes: Challenges and new directions. New York, NY: Routledge.
4. Human Kinetics. (2010). Inclusive recreation with web resource: Programs and services for diverse populations with web ancillaries. Champaign, IL: Human Kinetics.
Extending Readings:
1. Beatley, T. (2017). Handbook of biophiliccity planning and design. Washington, DC: Island Press.
2. Kellert, S. R. (2018). Nature by design: The practice of biophilic design. Yale University Press.
3. Wang Xiujuan (2014). Green spaces and landscapes – theory and evidence from a sustainability perspective. Taipei City: Garden City Culture. (Co-authors: Li Rurong, Wu Xinwei)
4. Translated by Zhuang Yaxiu and written by Yamazaki Ryo (2015). Community design: Rethink the definition of "community", not only designing spaces, but also designing "connections between people." Taipei City: Facebook, city-state culture.
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| Class ParticipationClass Participation class participation |
20 | Class attendance, in-class discussion |
| Leading DiscussionLeading Discussion leading discussion |
20 | leading discussion |
| HomeworkHomework homework |
30 | Distributed in accordance with class contents |
