Karsten Jørgensen is Professor of Landscape Architecture at the Department of Landscape Architecture and Spatial Planning at the Norwegian University of Life Sciences, Norway, and holds a Dr.-Scient. degree from NMBU, 1989, in landscape architecture. He was Founding Editor of JoLA – the Journal of Landscape Architecture – 2006–2015. Karsten Jørgensen has published regularly in national and international journals and books. He edited the volume Mainstreaming Landscape through the European Landscape Convention (Routledge 2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen.Nilgül Karadeniz is Professor of Landscape Architecture at Ankara University, Turkey. Her teaching and research interest focusses on participatory landscape planning and recently on landscape biography. She has been an editorial board member of SCI-expanded journals. She was Secretary General (2006–2009) and Vice President (2009–2012) of ECLAS. She is founding member of LE:NOTRE Institute and, since January 2016, she has been the chair of the Institute.Elke Mertens is Professor of Garden Architecture and Landscape Maintenance at the Hochschule Neubrandenburg – University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997). She is Co-Chair of the German Hochschulkonferenz Landschaft (HKL), member of the board of LE:NOTRE Institute and has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards.Richard Stiles is Professor of Landscape Architecture in the Faculty of Architecture and Planning at Vienna University of Technology, Austria, having studied biology and landscape design at the Universities of Oxford and Newcastle upon Tyne and having previously taught at Manchester University in the UK. His teaching and research interests focus on strategic landscape planning and design in urban areas. He is a past President of the European Council of Landscape Architecture Schools and was Coordinator of the European Union co-funded LE:NOTRE Thematic Network in Landscape Architecture for 11 years, during which time he was closely involved in preparing recommendations for landscape architecture education.

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• Foreword Simon BellIntroduction to Teaching Landscape Karsten Jørgensen, Nilgül Karadeniz, Elke Mertens and Richard Stiles1. Introducing Hope: landscape architecture and utopian pedagogy Tim WatermanPART I: Reading the landscape 2. 'What ... is landscape?' Asking questions of landscapes through design drawings Ed Wall 3. From teaching geography to landscape education for all Marc Antrop and Veerle Van Eetvelde4. The importance of geology in landscape architecture education Ralf Löwner5. Teaching (landscape) ecology Wenche Dramstad and Mari Sundli Tveit6. Learning-by-filming: a method to introduce non-LA students to landscape reading Luca Fabris and Guido Granello7. Landscape is more than sum of its parts: teaching an understanding of landscape complexity Shelley Egoz8. The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture Deni Ruggeri9. Studying landscape as a cinematic space Irina Patza and Ana Opris10. Attention and devotion Thomas Oles11. Time out! Thirty years of experiences from outdoor landscape teaching Roland Gustavsson, Allan Gunnarsson and Björn Wiström12. Caring for Arctic and Subarctic landscapes Janike Kampevold Larsen13. A critical approach to teaching landscape assessment Andrew Butler14 Teaching design critique Jacky Bowring15 Values and transformative learning: on teaching landscape history in a community of inquiry M. Elen Deming16. The landscape of landscape history Marc TreibPART II: Representing the landscape 17. The unarticulated dialogue in the creative process Christian Montarou18. The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice Doris Gstach and Marc Kirschbaum19. Writing across the landscape architecture curriculum Kasia Gallo20. Back to basics: writing for design professionals Lake Douglas 21. Exercising drawing time Noël van Dooren22. Landscapes as co-construction of knowledge: implications on the classroom Ellen FetzerPART III: Transforming the landscape 23. An overview of the landscape design studio in the context of experiential learning theory Pinar Köylü24. The DesignLab approach to teaching landscape Mick Abbott and Jacky Bowring25. Studio-based landscape design teaching Davorin Gazvoda26. Reaching out in teaching landscape: engagement and service from the studio Peter M. Butler27. Cultivating the city: instilling urban design in landscape architectural education Karl Kullmann28. Teaching landscape construction as part of a holistic design process Ingrid Schegk29. On-site learning Simon Colwill30. By land, by air, by sea Jörg Rekittke and Yazid Ninsalam

Karsten Jørgensen is Professor of Landscape Architecture at the Department of Landscape Architecture and Spatial Planning at the Norwegian University of Life Sciences, Norway, and holds a Dr.-Scient. degree from NMBU, 1989, in landscape architecture. He was Founding Editor of JoLA – the Journal of Landscape Architecture – 2006–2015. Karsten Jørgensen has published regularly in national and international journals and books. He edited the volume Mainstreaming Landscape through the European Landscape Convention (Routledge 2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen.Nilgül Karadeniz is Professor of Landscape Architecture at Ankara University, Turkey. Her teaching and research interest focusses on participatory landscape planning and recently on landscape biography. She has been an editorial board member of SCI-expanded journals. She was Secretary General (2006–2009) and Vice President (2009–2012) of ECLAS. She is founding member of LE:NOTRE Institute and, since January 2016, she has been the chair of the Institute.Elke Mertens is Professor of Garden Architecture and Landscape Maintenance at the Hochschule Neubrandenburg – University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997). She is Co-Chair of the German Hochschulkonferenz Landschaft (HKL), member of the board of LE:NOTRE Institute and has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards.Richard Stiles is Professor of Landscape Architecture in the Faculty of Architecture and Planning at Vienna University of Technology, Austria, having studied biology and landscape design at the Universities of Oxford and Newcastle upon Tyne and having previously taught at Manchester University in the UK. His teaching and research interests focus on strategic landscape planning and design in urban areas. He is a past President of the European Council of Landscape Architecture Schools and was Coordinator of the European Union co-funded LE:NOTRE Thematic Network in Landscape Architecture for 11 years, during which time he was closely involved in preparing recommendations for landscape architecture education.

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• Foreword Simon BellIntroduction to Teaching Landscape Karsten Jørgensen, Nilgül Karadeniz, Elke Mertens and Richard Stiles1. Introducing Hope: landscape architecture and utopian pedagogy Tim WatermanPART I: Reading the landscape 2. 'What ... is landscape?' Asking questions of landscapes through design drawings Ed Wall 3. From teaching geography to landscape education for all Marc Antrop and Veerle Van Eetvelde4. The importance of geology in landscape architecture education Ralf Löwner5. Teaching (landscape) ecology Wenche Dramstad and Mari Sundli Tveit6. Learning-by-filming: a method to introduce non-LA students to landscape reading Luca Fabris and Guido Granello7. Landscape is more than sum of its parts: teaching an understanding of landscape complexity Shelley Egoz8. The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture Deni Ruggeri9. Studying landscape as a cinematic space Irina Patza and Ana Opris10. Attention and devotion Thomas Oles11. Time out! Thirty years of experiences from outdoor landscape teaching Roland Gustavsson, Allan Gunnarsson and Björn Wiström12. Caring for Arctic and Subarctic landscapes Janike Kampevold Larsen13. A critical approach to teaching landscape assessment Andrew Butler14 Teaching design critique Jacky Bowring15 Values and transformative learning: on teaching landscape history in a community of inquiry M. Elen Deming16. The landscape of landscape history Marc TreibPART II: Representing the landscape 17. The unarticulated dialogue in the creative process Christian Montarou18. The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice Doris Gstach and Marc Kirschbaum19. Writing across the landscape architecture curriculum Kasia Gallo20. Back to basics: writing for design professionals Lake Douglas 21. Exercising drawing time Noël van Dooren22. Landscapes as co-construction of knowledge: implications on the classroom Ellen FetzerPART III: Transforming the landscape 23. An overview of the landscape design studio in the context of experiential learning theory Pinar Köylü24. The DesignLab approach to teaching landscape Mick Abbott and Jacky Bowring25. Studio-based landscape design teaching Davorin Gazvoda26. Reaching out in teaching landscape: engagement and service from the studio Peter M. Butler27. Cultivating the city: instilling urban design in landscape architectural education Karl Kullmann28. Teaching landscape construction as part of a holistic design process Ingrid Schegk29. On-site learning Simon Colwill30. By land, by air, by sea Jörg Rekittke and Yazid Ninsalam

Karsten Jørgensen is Professor of Landscape Architecture at the Department of Landscape Architecture and Spatial Planning at the Norwegian University of Life Sciences, Norway, and holds a Dr.-Scient. degree from NMBU, 1989, in landscape architecture. He was Founding Editor of JoLA – the Journal of Landscape Architecture – 2006–2015. Karsten Jørgensen has published regularly in national and international journals and books. He edited the volume Mainstreaming Landscape through the European Landscape Convention (Routledge 2016) together with Tim Richardson, Kine Thoren and Morten Clemetsen.Nilgül Karadeniz is Professor of Landscape Architecture at Ankara University, Turkey. Her teaching and research interest focusses on participatory landscape planning and recently on landscape biography. She has been an editorial board member of SCI-expanded journals. She was Secretary General (2006–2009) and Vice President (2009–2012) of ECLAS. She is founding member of LE:NOTRE Institute and, since January 2016, she has been the chair of the Institute.Elke Mertens is Professor of Garden Architecture and Landscape Maintenance at the Hochschule Neubrandenburg – University of Applied Sciences, Germany. She holds a Dr.-Ing. degree from the Technical University in Berlin (1997). She is Co-Chair of the German Hochschulkonferenz Landschaft (HKL), member of the board of LE:NOTRE Institute and has been active in the LE:NOTRE Thematic Network as well as in ECLAS as member of the executive boards.Richard Stiles is Professor of Landscape Architecture in the Faculty of Architecture and Planning at Vienna University of Technology, Austria, having studied biology and landscape design at the Universities of Oxford and Newcastle upon Tyne and having previously taught at Manchester University in the UK. His teaching and research interests focus on strategic landscape planning and design in urban areas. He is a past President of the European Council of Landscape Architecture Schools and was Coordinator of the European Union co-funded LE:NOTRE Thematic Network in Landscape Architecture for 11 years, during which time he was closely involved in preparing recommendations for landscape architecture education.

Select Guide Rating

• Foreword Simon BellIntroduction to Teaching Landscape Karsten Jørgensen, Nilgül Karadeniz, Elke Mertens and Richard Stiles1. Introducing Hope: landscape architecture and utopian pedagogy Tim WatermanPART I: Reading the landscape 2. 'What ... is landscape?' Asking questions of landscapes through design drawings Ed Wall 3. From teaching geography to landscape education for all Marc Antrop and Veerle Van Eetvelde4. The importance of geology in landscape architecture education Ralf Löwner5. Teaching (landscape) ecology Wenche Dramstad and Mari Sundli Tveit6. Learning-by-filming: a method to introduce non-LA students to landscape reading Luca Fabris and Guido Granello7. Landscape is more than sum of its parts: teaching an understanding of landscape complexity Shelley Egoz8. The studio as an arena for democratic landscape change: toward a transformative pedagogy for landscape architecture Deni Ruggeri9. Studying landscape as a cinematic space Irina Patza and Ana Opris10. Attention and devotion Thomas Oles11. Time out! Thirty years of experiences from outdoor landscape teaching Roland Gustavsson, Allan Gunnarsson and Björn Wiström12. Caring for Arctic and Subarctic landscapes Janike Kampevold Larsen13. A critical approach to teaching landscape assessment Andrew Butler14 Teaching design critique Jacky Bowring15 Values and transformative learning: on teaching landscape history in a community of inquiry M. Elen Deming16. The landscape of landscape history Marc TreibPART II: Representing the landscape 17. The unarticulated dialogue in the creative process Christian Montarou18. The underestimated role of language-based tools in landscape architecture: theory, empiricism, practice Doris Gstach and Marc Kirschbaum19. Writing across the landscape architecture curriculum Kasia Gallo20. Back to basics: writing for design professionals Lake Douglas 21. Exercising drawing time Noël van Dooren22. Landscapes as co-construction of knowledge: implications on the classroom Ellen FetzerPART III: Transforming the landscape 23. An overview of the landscape design studio in the context of experiential learning theory Pinar Köylü24. The DesignLab approach to teaching landscape Mick Abbott and Jacky Bowring25. Studio-based landscape design teaching Davorin Gazvoda26. Reaching out in teaching landscape: engagement and service from the studio Peter M. Butler27. Cultivating the city: instilling urban design in landscape architectural education Karl Kullmann28. Teaching landscape construction as part of a holistic design process Ingrid Schegk29. On-site learning Simon Colwill30. By land, by air, by sea Jörg Rekittke and Yazid Ninsalam