Becoming a Landscape Architect – Call for papers - deadline extended to 3 June 2020
The teaching of landscape architecture has undergone changes of which few people are aware even though in the schools of landscape architecture teacher-researchers in France and Europe (ECLAS) have been working on this subject for several years now. At the École nationale supérieure de paysage de Versailles, an “Archives and old collections” department was set up several years ago to take stock of pedagogical archives and promote their use. A small group of teachers and researchers propose to examine this question and to organise, on the occasion of the Biennale de l’Architecture et du Paysage d’Ile-de-Francein 2021, a two-day conference on the teaching of landscape planningand architecture in France, Europe and the World.
A small group of teachers and researchers propose to examine this question and to organise, on the occasion of the Biennale de l’Architecture et du Paysage d’Ile-de-France in 2021, a two-day conference on the teaching of landscape planning and architecture in France, Europe and the World.
This event will focus on three main themes:
A. The history of training in landscape architecture up until the end of the Second World War.
B. The evolution in training in landscape architecture from 1947 (creation of IFLA) to the present day.
C. The contribution of different disciplines and of interdisciplinary approaches in the training of landscape professionals and landscape architects.
The challenge in teaching landscape architecture is primarily that of training landscape architects to be able to work on the different spatial and temporal scales of landscape design and urban planning; it is also to inspire new methods and approaches in landscape architecture and urban planning by introducing a sensitive dimension, i.e. by taking into account the social and cultural sensibilities regarding landscapes in terms of cultural representations and in the construction of and arbitration between subjectivity. Moreover, the transition from the scale of the garden to that of a region or territory raises the issue of the methods of analysis and intervention in landscape projects that address the major current global challenges, namely those of global warming and the erosion of biodiversity. In addition, a third challenge lies in the capacity for such training to integrate research and innovation; aspects which are essential in developing knowledge and expertise and in training world class teacher-researchers able to supervise doctoral theses and research programmes. Another issue concerns the relationship with architects who, in several European countries, are given the task 2 of teaching landscape architecture. Finally, there is the need to take stock of existing historical teaching resources to preserve them. Clearly there are many challenges to address in the teaching of landscape architecture and one of the objectives of the conference will be to compare teaching methods and historical research in Europe and elsewhere in the World.
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