Written in collaboration with the European Council of Landscape Architecture Schools (ECLAS) and LE: NOTRE, The Routledge Handbook of Teaching Landscape provides a wide-ranging overview of teaching landscape subjects, from geology to landscape design, reflecting different perspectives and practices at university-level landscape curricula. Focusing on the didactics of landscape education, this fully illustrated handbook presents and discusses pedagogy, teaching traditions, experimental teaching methods and new teaching principles.

The book is structured into three parts: reading the landscape, representing the landscape and transforming the landscape. Contributions from leading experts in the field, such as Simon Bell, Marc Treib, Jörg Rekittke and Susan Herrington, explore landscape analysis, history and theory, design visualisation, creativity and art, planning studio teaching, field trips and site engineering. Aimed at engaging academic researchers and instructors across disciplines such as landscape architecture, geography, ecology, planning and archaeology, this book is a must-have guide to landscape pedagogy as it stands today.

chapter 1|12 pages

Introducing hope

Landscape architecture and utopian pedagogy
ByTim Waterman

part I|192 pages

Reading the landscape

chapter 2|16 pages

‘What . . . is landscape?’

Asking questions of landscapes through design drawings
ByEd Wall

chapter 3|14 pages

From teaching geography to landscape education for all

ByMarc Antrop, Veerle Van Eetvelde

chapter 4|10 pages

The importance of geology in landscape architecture education

ByRalf Löwner

chapter 5|14 pages

Teaching (landscape) ecology

ByWenche Elisabet Dramstad, Mari Sundli Tveit

chapter 6|15 pages


A method to introduce non-LA students to landscape reading
ByLuca Maria Francesco Fabris, Guido Granello

chapter 7|12 pages

Landscape is more than the sum of its parts

Teaching an understanding of landscape complexity
ByShelley Egoz

chapter 8|17 pages

The studio as an arena for democratic landscape change

Toward a transformative pedagogy for landscape architecture
ByDeni Ruggeri

chapter 9|11 pages

Studying landscape as a cinematic space

ByIrina Pața, Ana Opriș

chapter 10|11 pages

Attention and devotion

ByThomas Oles

chapter 11|13 pages

Time out!

Thirty years of experiences from outdoor landscape teaching
ByRoland Gustavsson, Allan Gunnarsson, Björn Wiström

chapter 12|14 pages

Caring for Arctic and Subarctic landscapes

ByJanike Kampevold Larsen

chapter 13|6 pages

A critical approach to teaching landscape assessment

ByAndrew Butler

chapter 14|9 pages

Teaching design critique

ByJacky Bowring

chapter 15|14 pages

Values and transformative learning

On teaching landscape history in a community of inquiry
ByM. Elen Deming

chapter 16|13 pages

The landscape of landscape history

ByMarc Treib

part II|72 pages

Representing the landscape

chapter 17|16 pages

The unarticulated dialogue in the creative process

ByChristian Montarou

chapter 18|10 pages

The underestimated role of language-based tools in landscape architecture

Theory, empiricism, practice
ByDoris Gstach, Marc Kirschbaum

chapter 19|9 pages

Writing across the landscape architecture curriculum

ByKasia Gallo

chapter 20|8 pages

Back to basics

Writing for design professionals
ByLake Douglas

chapter 21|16 pages

Exercising drawing time

ByNoël van Dooren

chapter 22|10 pages

Landscapes as co-construction of knowledge

Implications on the classroom
ByEllen Fetzer

part III|111 pages

Transforming the landscape

chapter 24|9 pages

The DesignLab approach to teaching landscape

ByMick Abbott, Jacky Bowring

chapter 25|14 pages

Studio-based landscape design teaching

ByDavorin Gazvoda

chapter 26|13 pages

Reaching out in teaching landscape

Engagement and service from the studio
ByPeter M. Butler

chapter 27|14 pages

Cultivating the city

Instilling urban design in landscape architectural education
ByKarl Kullmann

chapter 28|18 pages

Teaching landscape construction as part of a holistic design process

ByIngrid Schegk

chapter 29|14 pages

On-site learning

BySimon Colwill

chapter 30|15 pages

By land, by air, by sea

ByJörg Rekittke, Yazid Ninsalam