Logg inn med Feide
Master i Landskapsarkitektur kull 2022
Studieprogram
Master i Landskapsarkitektur kull 2022
Master i Landskapsarkitektur kull (2022)
| Emne | 2022 Høst | 2023 Vår | 2023 Høst | 2024 Vår |
|---|---|---|---|---|
| 24 | ||||
| 6 | ||||
| 24 | ||||
| 6 | ||||
Mandatory studio course | 24 | |||
| 6 | ||||
| 30 | ||||
| Sum | 30 | 30 | 30 | 30 |
Master i landskapsarkitektur ved AHO er et 2-årig studium med et omfang på 120 studiepoeng.
Skolen forvalter sterke tradisjoner i landskapsurbanisme, og utdanningen svarer på behov for et større mangfold i faget og profesjonen. Utdanningen vektlegger formgiving inspirert av skolens fagtradisjon innenfor arkitektur. Utdanningen er studiobasert og prosjektorientert.
For studieretningen i Tromsø er nord-områdene studiets laboratorium, og kunnskapen som utvikles i programmet har stor overføringsverdi til andre områder som står overfor klima- og industriell forandring.
Landskapsarkitekter utdannet ved AHO evner å etablere et selvstendig faglig virkefelt, bidrar med originale betraktningsmåter og løsninger og utøver faget på et høyt internasjonalt nivå.
Landskapsarkitekter som har fått graden Master i landskapsarkitektur ved AHO kan praktisere faget på grunnlag av kunnskaps- og ferdighetsfelt som er definert i EUs profesjonsdirektiv og IFLAs standard for landskapsarkitekturutdanning.
De kan praktisere faget landskapsarkitektur gjennom kunstnerisk og vitenskapelig undersøkelse, ideutvikling og arkitekturprosjektering i ulike skalaer og format
- kjenner fagets naturgitte, miljømessige, samfunnsmessige, kulturelle og teknologiske forutsetninger,
- behersker fagets arbeidsmåter, verktøy og uttrykksformer og evner å bruke disse i prosjektering på en målrettet, profesjonell og eksperimenterende måte,
- har kunnskap om fagets historie, egenart og plass i samfunnet, og evner og bruke denne kunnskapen i eget faglig arbeid,
- kan orientere seg i forskning- og utviklingsarbeid innen faget og evner å bruke denne kunnskapen både i prosjektering og arkitekturkritikk.
Landskapsarkitekter utdannet på AHO kan på en reflektert måte ta ulike profesjonelle roller og er dyktige i samarbeid med andre faggrupper:
- De kan formidle landskapsarkitektfaglig arbeid, eget og andres, til legfolk og fagfolk på et profesjonelt og akademisk nivå,
- evner å reflektere over eget arbeid og bryte egen forståelsesramme
- tar ansvar for egen læring og faglig utvikling, kan reflektere over og posisjonere eget faglig bidrag i forhold til etiske problemstillinger i praktisering av faget.
Vår pedagogiske tilnærming er basert på utforskning, konseptualisering og design. I løpet av studiene har studentene skriftlige innleveringer knyttet til design og teoretiske emner og oppgaver. Den pedagogiske tilnærmingen omfatter også diskusjoner, presentasjoner, kritikk, litteraturstudier og prosjektoppgaver.
Undervisningen er forskningsbasert, og deler av studioemnene er tett knyttet til AHOs forskningsprosjekter. Dette impliserer at studentene må være kjent med vitenskapelig fremstilling, artikler og litteratur. Forskningsmetoder, etikk og resultater forklares og demonstreres som en integrert del av undervisningen.
Landskapsstudiet er et studium på masternivå med et omfang på 120 studiepoeng (sp). De to første semestrene består av obligatoriske emner, mens man det tredje semesteret kan velge å ta studiolurset som tilbys i Tromsø eller søke på AHOs studiokurs i Oslo.
Masteroppgaven er en selvstendig oppgave, diplom, på 30 sp.
For å følge studiet må studentene har grunnleggende ferdigheter i bruk av dataverktøy og tilgang til egen bærbar PC / MAC. Det blir gitt opplæring i bruk av programmer som benyttes i studiet og studenter får tilgang til lisenser og oppgraderinger.
AHO benytter den digitale læringsplattformen Moodle. Her finnes informasjon om studiet, timeplaner, forelesningsnotater, innleveringer og annet.
Det gis mulighet for utveksling med AHO eller internasjonale institusjoner. Programmet tar imot gjestestudenter for opphold i ett eller to semestre.
12 803 Diplom Landskapsarkitektur
Successful completion of 90 ECTS and successful completion of a pre-diploma report, approved by an advisor and the head of department.
The diploma semester at AHO is an independent research and design task on a theme chosen by the candidate. In consultation with a chosen advisor, the candidate is to produce a complete work of exceptional quality contributing to the discipline’s discourse.
General proficiency
- An understanding of the given natural, social, cultural and technological conditions that contribute to inform architectural, urban and landscape design work
- Ability to see the particular approaches and methods of the discipline in relation to society and contemporary landscape situations.
Knowledge
- Knowledge of the theoretical and policy-related elements pertaining to the field of research and practice within the discipline.
- A mastery of the methods, tools and media inherent to urban and landscape design
- An awareness of urban and landscape design’s historical, societal and theoretical background and context
Skills
- An ability to undertake an independent and responsible project development.
- Ability to conceive of, conceptualize and design a specific project pertaining to a specific situation or problem.
- An ability to employ the range of knowledge within the discipline in the specific diploma research and design.
- An ability to communicate design ideas and results to professionals and laypersons
The diploma semester is an independent study whose methods and topics are to be outlined in an approved pre-diploma brief. Interim presentations and a final presentation is mandatory.
The diploma semester starts of with an information meeting where both administrative and academic staff is present. Main source of information and updates during the semester is Moodle, and as a diploma student you are obligated to familiarize yourself with the AHO's diploma regulations. The regulations outlines the frame work of the diploma semester, and describes details concerning submission, reviews and assessment.
A diploma project may be withdrawn from examination by December 1st (Fall semester) and May 1st (Spring semester).
| Obligatorisk arbeidskrav | Påkrevde arbeidskrav | Oppmøte påkrevd | Kommentar |
|---|---|---|---|
| Annet - spesifiser i kommentarfeltet | Påkrevd | 2 mid term reviews |
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Prosjektoppgave | Individuell | Bestått / ikke bestått | Report and presentation of diploma project. External censors. The diploma project should be evaluated on the terms, problematics and scope that the students themselves have defined in their project and in relation to the criteria given by the examiner´s guide to diploma evaluation and the required learning outcome. |
60 302 Tema og konsepter i landskapsarkitekturen
The course is mandatory for master students in Landscape Architecture who do not have a background in Landscape Architecture and landscape notions. The course is open students landscape arcitecture and architecture.
The course will be subdivided in three thematics:
- Historical approaches on large-scale urban landscapes methods, knowledge about backgrounds, innovative thinking from the past and transferable approaches to design, 19th and 20th century approaches. Themes on physical and cultural properties for the urban and suburban.
- Current theoretical and practical approaches in sustainable design for integrated development of ecologic systems, landscape structures, for our contemporary urban and rural landscapes. Notions as “Landscape urbanism”(Charles Waldheim), “Third landscape” ( G. Clement), Landscape as a prerequisite ( M.Desvigne), as well as current policies as Nature in towns – “Preservation through development” ( D. Sijmons) … will be explored.
- First approaches on past and current ephemeral gardens and co-design approaches - research oriented perspectives on participatory methods for public spaces and landscape long-term projects, role of the designers in this mode of doing. The social approach in Landscape Architecture is here the main topic.
Karin Helms will present a lecture at the start of each “chapter”. Hannes Zander will give three lectures on the historical aspects and landscape notions from the 19th and 20th century. All other lectures are given by teachers from AHO, some lectures will be given by guest lecturer from other schools/ NMBU/EMiLA partners. The students will be asked to give lectures of their understanding of their readings.
Weekly lectures and a self-directed writing exercise. There will be duets working groups after each “chapter”. the working group exercise is a part of the final handle in work.
The course activities include participation in discussions throughout the semester, a written assignment and an oral presentation of the assignment. There will be individual tutorial and group discussions. We are looking for engaged students.
Written assignment, oral presentation of the assignment, and participation in discussions throughout the semester.
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Prosjektoppgave | Individuell | Bestått / ikke bestått | Studentene skal levere en skriftlig oppgave ved semesterets slutt. De velger ett av temaene det er blitt forelest over, fordyper seg i dette og skriver en oppgave på 4-5 sider. De vil få veiledning i fordypningskursuken. Oppgave leveres 15 november. |
60 526 Edge Landscape– the role of Park Systems in the contemporary city
Admission to AHO’s Master programme in Architecture or Landscape Architecture. The course is mandatory for Master’s students in Landscape Architecture. Basic knowledges in architecture, urban planning and landscape architecture are is required.
The aim of the studio course is to explore how to design new landscape typologies at the edge of the city through a quite classic park structure process. The course works to understand the contemporary role of parks in connection to their ground, to the existing urban landscapes and linked to the actual social demand. The studio will explore policies, such as Park systems of the past, green and blue infrastructurn and notions of Edge landscape ( K.Helms 2019) and Landscape as a Prerequisite for the urban (M.Desvigne 2015),
The site will be in the nearby suburban area of Oslo combining a macro perspective and local area development. The purpose of this edge park is to provide a space for recreation, to be productive and pedagogic for shared activities in the local community. The overall objective is to enable the park at large scale to answer to the long-term demand for biodiversity in towns and participate to new mobility axes.
Knowledges/ Competences:
Competences in the field of knowledge and understanding, design, analysis and methods, social competences. On completion of this course the student will be able to demonstrate an advanced level of design, based on clear analytical and conceptual thinking at different scales.
The studio presents the students with a theoretical understanding and a framework for assessing and understanding the landscape issues in an urban and suburban context. Learnings of key concepts for designing and evaluating interventions in public spaces and large–scale urban landscapes.
Over the course of the semester we engage in theoretical discussion, focusing on the application of different theoretical perspectives to specific cases.
At a large scale students will learn to:
Understand large scale landscape dynamics. Learn to observe, investigate and transcribe landscape data over to mappings. Learn to use geologic and geographic maps and layer notions. Use landscape notions such as Edge Landscape (K.Helms 2019) and Landscape as a Prerequisite for the urban (M.Desvigne 2015).
At a small scale the studio will support the students in developing their landscape architecture general competences in: Understanding the grounding, and soil fertility in towns; Providing the practical and theoretical tools to design and specify the plantation and the initial maintenance of a public space. Simulate over a period the development of a community of plants and understanding the notion of landscape structure.
Skills
The coursework relies on basic tools, hand drawing and software within landscape design to represent spatial and material conditions. Examples of these are AutoCAD, Adobe package, 3D modelling programs (Rhino), and others. There will be student support to learn these tools if not already acquired.
We will apply various tools for mapping, analysing, and assessing sites, and capture insights about needs, challenges, and opportunities for design. Through the creative group process of integrating insights from mapping into feasible designs, you learn key principles and tools for designing and running creative processes: Both individually and in groups.
General competence
The course aims to develop the students’ ability to combine and integrate insight about the landscape in a creative process, leading to a specific design, that can convincingly contribute to achieve specific development aims for the area. We do aim to help the students to find their own vision, to be creative.
Graduating from the course, students will have developed awareness of how various aspects and factors affects a specific site, and will be able to describe these factors from a theoretically informed perspective. Using mapping tools, they can derive insights about the specificity of the site, and review those insights in both a theoretical and an applied perspective. Finally, using a conscious creative process, they can integrate theoretical and applied perspectives to device designs that take site specific aspects into account, and make meaningful interventions.
The studio is organised around three phases:
01
- Group work: Large scale Analyse and diagnosis stage, mapping. References and big data research with support of methodologic lectures. Study trip: park and garden as well as green infrastructure visits in town and suburban sites of Oslo. Draw while walking! Evaluation of precedents. Guest lectures. Learnings of digital tools and mapping at large scale. This stage ends with an Interim presentation.
02
- Individual work: Selection on an area within the large-scale study area for scenario development. Elaboration of a clear concept for a comprehensive special design operating at variety of scales base. Design research and visualisation. Tools: Drawings, digital or hand drawing, conceptual models, idea expressed in words. Theoretical discussions and debate on the role of parks today. This stage ends with an interim presentation.
03
- Individual work: Work through scales. Small scale design elaboration and details until planting construction. Incidence of the design over to the large scale and back to group work.
Final presentation of the results to experts or target group.
Assessment: Continuous assessment of practical work throughout the studio time, exercises, intermediate presentations and attendance to the studio will be important for the assessment.
Click here for reading list in Leganto.
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Prosjektoppgave | Individuell | Bestått / ikke bestått |
60 619 All you can store
Bachelor in Architecture or Landscape Architecture
CAD 2D and 3D (Rhino), Adobe Suite, hand drawing, analogue model making experience and interest in urbanism and landscape “materials” such as landform, water, soil, plants
Mandatory for 2nd semester Landscape Master students, open to Architecture Master students.
Recomended:
GIS, digital model fabrication
„All you can store!“ takes the infrastructural back-end of urbanism –the storage of goods and water– to the fore and actively explores its potential spatiality and sociality.
As a part of „Oslo Hydropolis“ the studio explores landscape-based, water-sensitive urbanism within the Oslo Metropolitan Region. In face of climate change with its increasing risks of draught and flooding, and continuing urbanisation pressure, the studio proposes a complementary approach to the current paradigm of compact city development –with all its blinds spots such as the relocation of production and storage into areas „out of sight“. It engages the functional requirements of adaptation to changing environmental conditions as much as spatial aesthetics and possible everyday practices.
Concretely, the studio will develop a cross-scalar landscape framework as the basis for development. It will re-consider one of the „out of sight“ locations in current urban debate and propose a counter-proposal to current plans for a logistical park close to Oslo’s airport. The studio accepts the need of large scale storage and will propose concepts of how to embed the programme into the wider landscape context, as well concepts to spatially qualify the emerging structures for both non-human and human usage - if not pleasure.
The conviction of the studio is that here –in a context of large scale layout and buildings, where planning and architecture often fails to pronounce spatial and environmental values– the scope, the frame, the dimensions, the performance, the materials and atmospheres inherent to landscape architecture can provide a long term transformative perspective to urban development.
The methodology of the studio is based on merging planning and design, on oscillating between bird’s eye and eye-level view, as well as on digital and analogue tools.
Knowledge:
The studio will provide students with the conceptual categories to address adaptation to climate change in an urbanising regional context through a landscape architectural perspective. The studio will enter design through the scales of hydrology, and enforce the understanding of landscape as infrastructure as well as a mode of perception. Form will be discussed in relation to performance as well as to space and place.
• Acquaintance of notions of watershed and integrated water management Acquaintance of cultural landscape as a spatial product of geological and climatic forces as well as cultural, political and economical interests and practices layered in time
• Basic knowledge of landscape as a productive, performative layer in human systems: ecological infrastructure, ecosystem services, and regenerative agriculture
Advanced knowledge of form and urban form: application of landscape ecology’s structural concepts to shape spaces and places; landscape pattern
Skills:
Students develop skills to envision urban projects as embedded within cultural landscapes with the goal to ensure adaptability to climate change. Research-driven, multi-layered and multi-scalar in its scope, the studio builds the capacity to conduct a layered and visual analysis of the territorial/ regional context, the ability to reference precedents, to fuse technical and aesthetic aspects of form giving, and finally to frame and argue for a well-resolved design proposal anchored within the scale of the territory.
- Research: Capacity to select and sort, and evaluate data from greater information quantities; ability to conduct precedent analysis and transfer
- Analysis: ability to carry out landscape analysis based on map work (GIS and morphological analysis) and field work (photography)
- Strategy: capability to develop scenarios for a watershed, development of propositions related to water flows and cycles for concrete case areas
- Iterative design process: trial and error to find adequate solutions, successive and interrogative usage of drawings, plans, sections, physical and digital models, as well as texts variants, to test and develop proposals, in favour for “unsafe” experimental approaches
- Interrogative design: explicit discussion of a formal question, such as grids, patches, edges, corridors or figures organizing a spatial field
- Design resolution: ability to work out a territorial approach on a detailed level, including grading, planting, surface textures
- Representation: capability to illustrate design through compelling plans, sections, as well as digital and physical models and model photography
- Communication: problem definition, framing of a task within the given context of the studio; skill to verbally and visually argue for a project through telling of a compelling narrative
General competence:
The studio’s underlying thesis will encourage the rethinking of urban and environmental challenges as opportunities to develop place-specific and social spaces for the future. The studio’s main competence goal is to equip students with the ability to to frame their projects in a larger socially and environmentally relevant context, state ideas, translate these into form, and to apply theoretical and technical background in project work, as well as to use the project as an investigative vehicle to address professional and disciplinary questions. Both individual and group work will be trained.
Group work (2-3 students) and individual work is organised around 5 phases.
The phases will be supported by input lectures to facilitate familiarization with discourse and workshops to kick-off design.
1. SEARCH 1:1 / 1:50.000/ 1:7500 – Portrait of a Landscape. What is the character of the landscape? How has it evolved? What are its strengths? Where are its vulnerabilities?
- „Journalistic" Research
- Morphological Analysis GIS, CAD Plan 1:50.000 - 1:7500
- Documentary Site Photography
- Tracing of landform, water structure and landuse pattern, hand drawing
- Writing of a story
2. SCENARIO 1:7500 /1:1000 – Development of a Landscape Framework for a logistic park along different scenarios regarding the degree of transformation and political ambition.
- “Transplant” of large scale landscape architectures and agricultural principles of water storage onto the site, „scenario plan" drawing
- Laser-cut “Paper lace" of Landscape Framework
- Physical sketch model with topography, vegetation as mass and void
3. SCENE 1: Eye-level / 1: 100 – Development of the spatial and material qualities of the Landscape Framework through a „Scene“
- Scenographic model photography of a spatial scene with vegetation, ground and water at eye-level
- Detail plan and section of the Landscape Framework
4. SYNTHESIS 1:7500 / 1:2000, 1:1000/ 1:500, 1:100/1:50, 1:20 – Elaboration of a detail area of landscape framework as a landscape and architectural proposal with a focus on the public space
- Iteration of „scenario plan"
- Digitally fabricated physical model
- Section, plan of selected space
5. SPREAD the message – Visualization and “telling” the proposals to communicate to a broader audience.
- Oral and visual presentation of project
- Curation and production of an exhibition (AHO works)
- Production of a studio booklet that can serve to advance the imaginary on the Oslo Region as a „Hydropolis“
Excursion:
The studio will travel to Barcelona and environments to study public space typologies in urban and rural contexts. Transport, accommodation, and food will be on the expense of students. Those who cannot/do not wish to join the trip will study comparable typologies in Oslo.
Link to course literature will be registered in Leganto
| Obligatorisk arbeidskrav | Påkrevde arbeidskrav | Oppmøte påkrevd | Kommentar |
|---|---|---|---|
| Oppmøte til undervisning | Påkrevd | Presence and discussing work at a minimum of 80% of the desk-crits is mandatory to pass the course. |
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Prosjektoppgave | Gruppe | Bestått / ikke bestått |
60 701 Pre-diplom for urbanisme og landskapsarkitektur
The course is mandatory for Master’s students in Landscape Architecture. Basic knowledges in architecture, urban planning and landscape architecture are required.
The course is run physically and digitally. Digital participating is required at the same rate as physically
The course aims to introduce students to scholarly research's spirit, mentality and practices. The focus is on `how' designers conduct research independently as the basis for a convincing argument (`thesis') and on `why' designers conduct research, on the role and position the designer can adopt in carrying out the research. In other words, how to acquire, organise, analyse, synthesize and communicate research findings. And on the kind of researchable and relevant problems, the designer can identify from an informed and limited perspective. Accordingly, teaching/learning activities revolve around the critical elaboration of a research experience that starts with selecting a topic valid in the broader professional context. The students are engaged in building a research 'report' as a learning process and outcome of it. The final report is the foundation and part of the diploma work.
The course is for students in the last semester before their diploma. Those who pass can enrol for the diploma. The course runs physically and digitally. Digital participation is required at the same rate as physically
Knowledge:
- Understand topic-specific systems of ideas and concepts (conceptual knowledge)
- Understand topic-specific research methods and techniques (procedural knowledge)
- Understand outlining or tracing as a means of capturing the structure of a subject matter, a text, or visual materials (metacognitive knowledge)
Skills:
- Identify and limit a research topic (Research Topic)
- Survey and evaluate pertinent works, e.g. texts and projects (Contextual Review)
- Formulate a research question (Research Question)
- Identify and interpret environmental, social, cultural, economic and technological conditions that drive urban landscapes transformations (Driver of Change)
- Understand topic´s social, institutional and historical context and systems of meanings (Discourses)
- Understand and select research position and approaches (Research Methodology, Methods and Techniques)
- Develop explicit criteria for the student's own evaluation and discussion of research outcomes that are related to the research questions and objectives of the research (Self-evaluation)
General competence:
- Planning a research and design project
- Communication of a research and design project (topic, methodology and outcomes) combining different media (verbal, written and visual) and making use of different formats (seminar, exhibition, etc.)
Teaching/learning activities include:
- Lectures (reception of selected contents)
- Individual Guidance (elaboration, clarification)
- Collective Interim Presentations (elaboration, clarification, evaluation)
- Seminar (clarification, presentation skills)
- Group work (Peer teaching/evaluating)
- Report design (as learning process and outcome)
Teaching / learning tasks include:
- Literature review
- Precedents review
- Typological and Scale studies
- Analytical mapping
- Interviews
Criteria for evaluation:
In pre-diploma, students need to define their kind of diploma, and thus criteria for evaluation. In accordance with the advisor’s approach, the diploma can be:
- Professional (solution-oriented with high design resolution, high level of technical proficiency and transferability)
- Speculative (basic visual and formal research and /or expanding positions on larger social challenges and disciplinary questions)
- Strategic and implementation-oriented, in dialogue with real-world communities
The choice of the diploma’s approach and topic should be built on personal strengths and knowledge and be situated within the institute’s field of expertise to ensure good advising. In addition, data accessibility should be considered.
| Obligatorisk arbeidskrav | Påkrevde arbeidskrav | Oppmøte påkrevd | Kommentar |
|---|---|---|---|
| Oppmøte til undervisning | Ikke påkrevd |
| Vurderingsform | Gruppering | Karakterskala | Kommentar |
|---|---|---|---|
| Rapport | Individuell | Bestått / ikke bestått | The course Submissions (Moodle/BOX) of draft presentations are mandatory. The course concludes with a presentation of the pre-diploma report. |
| Aktivitet | Kommentar |
|---|---|
| Skriftlige oppgaver |