Eco-logical Design Principles LACH2240
Unit Guide
Semester One 2007 Faculty of Architecture, Landscape And Visual Arts The University of Western Australia, Australia Unit Coordinator: Grant Revell - Room 4.15 Telephone 6488 1566 Venue: Hew Roberts Seminar Room 1
Contents #
Introduction 4
Unit Objectives & Session Times 5
Unit Communication 5
Lecture & Tutorial Schedule 6
Lecture Programme Abstracts 7
Assessment 21
Assignments & Tutorial Reports 21
Report Writing Tips 26
Unit Policies, Protocols and Rules 29
Preliminary Class & Group Lists 32
References 33
Reproduced with permission from Michael Leunig & Penguin Books. In: The Stick. Penguin Books Australia Ltd. 2002
Eco-logical Design Principles
ntroduction – problems, problems
This unit explores the role of landscape architecture in the multi and inter I disciplinary practices of landscape systems ecology. Topics focus on a broad understanding of varying biophysical types and their behavioural systems including bio-regions, landscape character units, species communities, networks, patches, mosaics, corridors, paths, nodes, edges, diversity, representativeness, connectivity, and fragmentation.
Eco-logical design principles that investigate scientific insight with creative and constructive environmental planning and design—implying designed human co-operation and biological partnership—are explored via the designed management of air, water, earth, fire & energy, biomass, food, biodiversity, habitat, eco-links, waste and material resources and values from the regional to the local site scales. Comparisons will be made between the designed behaviour and performance of cultural settlements in suitably repairing, maintaining and enhancing sustainable ecological systems with the performance of natural ecosystems. The defined sustainable ecological design principles are applicable to all subsequent landscape architecture design studios undertaken in the Faculty.
The Unit has been designed to investigate and illustrate both historical and contemporary ecological design case studies where scientists and designers have collaborated in one form or another to produce physical landscape works – either as site specific designs or as broader landscape management interventions. Case studies of designed landscape ecology, restoration ecology, and ecosystem management will be provided.
Most importantly, the Unit will be run in collaboration with the Bioregional Studio unit and will undertake a field trip to Meelup in the south-west of Western Australia where participatory and inter-disciplinary eco-logical design principles will be explored, along with the design of a number of environmental ‘interventions’.
This Unit, contexualised within the ever inventive and prosaic fields of landscape architecture education and practice, has typically involved a great deal of preparation and coordination. The Unit will require students’ full and engaging participation throughout the semester. To a greater degree, the anticipated learning experiences will rely upon it! It is hoped that the open, yet structured group project work will play a significant role in the further support and development of these worthy ‘design-thinking’ educational outcomes.
Remember, ‘…. Learning about a subject becomes a passion. This learning teaches others. An ongoing, critical, evolutionary discussion forms around various problems. The reward for participation is peer recognition. This open learning model is a continuously evolving learning environment created by the learners themselves. The teachers or assemblers of information are often those who have just learned something themselves. Someone just engaged in the study of a subject is better able to teach it to others than the expert who no longer comes to it fresh, and has already lost any grasp of how novices think. And if one is able to teach something to others, one must have made the material very clear to oneself.’ Himanen, In: van Schaik, (2001).
Finally, this Unit wishes to acknowledge and pay its respects to the traditional owners and First Nation peoples of the Country studied throughout the semester.
Good luck! Unit Co-ordinator: Mr Grant Revell, Room 4.15, Phone 6488 1566, [email protected] Unit Lecturer + Tutor: Mr Grant Revell
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nit Objectives
The key objective of this unit is to suitably equip students with the U knowledge, skills, ethics and attitudes necessary to the understanding and application of eco-logical design principles for landscape architecture. Students will need to become aware of the breadth and depth of the fields of information from scientific, humanistic, technological and artistic viewpoints.
Understanding inter-disciplinary eco-logical design practices and the importance of skill collaboration will be paramount. The unit should foster an awareness of and familiarity with key terms, concepts, principles, methods, techniques and settings of practicing eco- logical sustainable design; and likewise an ability to apply this knowledge to given environmental design situations and solve specific eco-logical design problems.
nit Programme Sessions
U
Lectures (L): Tuesdays 2-4pm, Hew Roberts Seminar Room 1 (Compulsory)
Tutorials (T): Tuesdays 4-5pm, Hew Roberts Seminar Room 1 (Compulsory)
Field Trip (F): Thursday 15th – Monday 19th March, Meelup (Compulsory)
nit Communication
U The unit will be coordinated by full-time faculty staff member Grant Revell with the assistance of Jeremy Flynn & Megan Salom (studio instructors) during the field trip. Invited guest mentors and unit critics will also attend various studio sessions over the course of the semester.
Contact details: Grant Revell Senior Lecturer in Landscape Architecture & Associate Dean of the Faculty of Architecture, Landscape + Visual Arts Office: 4th Floor, Room 4.15 Phone: 6488 1566 Fax: 6488 1082 Email: [email protected]
Most communication between staff and students concerning unit details will occur in class. Although at times staff may have to contact students directly by email. Refer ALVA Survival Guide for email instructions. Grant will be available for extra consultation on Wednesdays and Fridays between 10 & 1 pm. Contact Grant by email to arrange an appointment.
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Lecture & Tutorial Schedule
Week Date Topic
1 27.02.07 L Course Introduction & Outline of Course Guide Tuesday Landscape, Ecology & Design – Designed Social & Physical Realisations Bio-Regionalism #1 – Global & National Conditions; Designing With The Energy of Cycles, Sustainable Design Principles, Tools & Techniques T Introduction to Assignment One
2 06.03.07 L Bio-Regionalism #2 – Landscape Planning & Regionalism, GIS, Hazards & Tuesday Capability Mapping, Landscape Assessment, & Ecological Design Participation T Assignment One Workshopping & Introduction to Assignment 2
3 13.03.07 L Presentation Techniques 1A T Assignment One Draft Presentations Tuesday
20.03.07 F Meelup Field Trip (15/03-19/03). Details later. 4
5 27.03.07 L Rural Principles #1 – Fragmentation, Patches, Edges, Nodes, Mosaics &
Tuesday Networks, Corridors & Connectivity, Key-Lining, & Designing Bushland. T Assignment 1 Workshopping
6 03.04.07 L Rural Principles #2 – Design Guidelines in Agraria & Sustainable Eco/Cultural
Tuesday Tourism T Assignment Two Workshopping
Non-Teaching Break
7 17.04.07 L Suburbia’s Principles #1 – Climate Control, Energy & Water Design Management Tuesday T Assignment Two Workshops & Presentations
24.04.07 L Suburbia’s Principles #2 – Ecological Design Principles & Guidelines across 8 Australia and Overseas. Tuesday T Assignment Two Workshops & Presentations
9 01.05.07 L Urbania Principles #1 – Eco-Cities, Smart-Green Design, & Frog-Sticking. Tuesday T Assignment Two Workshops & Presentations
10 08.05.07 L Garden Principles #1 – Integrated Living Environments Tuesday T Assignment Two Workshops & Presentations
11 15.05.07 L Principles of Materials – Things or Processes Tuesday T Assignment Two Workshops & Presentations
12 22.05.07 L Unit Summary – Integrated Design Models and Cultural Design Ethics Tuesday T SPOT Session & Unit Review Discussion
13 29.05.07 Studio Folio Week( No Lecture or Tutorials)
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ecture Programme Abstracts
L
Week 1 Part One: Course Introduction & Outline of Unit Guide Landscape, Ecology & Design – Designed Social & Physical Realisations
‘… all designs should be held accountable for their ecological impacts. ... where design excellence must be judged by both aesthetic and ecological criteria.’ Johnson B.R. & Hill. K. (2002), p 7.
Key Idea: This introductory session will begin with a concise outline of the Unit’s programme over the semester, noting the relationships between lectures, tutorials, forum and field trip sessions and their learning and assessment expectations. The lecture will examine the history of landscape architecture design practice and it’s relationships to the disciplines of landscape ecology, restoration ecology and ecosystem management. Paradigms of political, professional and ethical sustainable development will be discussed with particular links to the social and design aspects of ecological, environmental, technological, phenomenological, and energy based systems. The key cultural differences between ‘ecological’ design and ‘conventional’ design will be introduced.
Key Principles & Terms: landscape architecture; landscape ecology; restoration ecology, ecological design; conventional design. Introduction to Karr’s key concepts of ecological thinking – Integrity & Health; System & Scale; Landscape & Context; Parts & Processes; Natural History and Life Cycle; Resilience & Resistance; Disturbance & Equilibrium; Chance & Change; Trajectory & Cycles; Connections, Limits, & Collapse; Root Causes & Patterns; Effect, Consequence, & Aftermath; Simplification, Complexity, & Diversity; Uncertainty & Surprise.
Key Texts - Written: Edwards, B. (1999). Sustainable Architecture. European Directives & Building Design. Architectural Press. UWA Call #: EDFA: 720.47094 1999 SUS Johnson, B.R. and Hill, K. (eds) (2002). Ecology and Design. Frameworks For Learning. Island Press. UWA Call #: biomn: 712.2 2002 ECO Karr, J.R. (2002) What from Ecology Is Relevant to Design and Planning? In: Johnson, B.R. and Hill, K. (eds) (2002). Ecology and Design. Frameworks For Learning. Island Press, p133-172. McHarg, I. (1969) Design with Nature. Doubleday/Natural History Press. Thompson J.W. & Sorvig, K. (2000). Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press. UWA Call #: EDFA: 712.01 2000 SUS Van der Ryn, S. & Cowan, S. (1996) Ecological Design. Island Press. Washington D-C, USA. Yeang, K. (1995). Designing With Nature. The Ecological Basis for Architectural Design. McGraw-Hill. UWA Call #: EDFA: 720.47 1995 DES
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Week 1 Part Two: Bio-Regionalism #1 – Global & National Conditions; Designing With The Energy of Cycles, Sustainable Design Principles, Tools & Techniques
The sustainable relationship between the world and the earth requires the world’s care for the earth and respect for its limits. Tribal peoples were often good ecologists, not because they were at one with nature, but because they had learnt to reconcile their world and their earth. Gill, G. (2001)
Key Idea: Examines the global and international commitments and milestones to understanding bio-regionalism and conservation management. Regional design connections are made between landscape planning and landscape ecology practices discussing the concepts of State of the Environment Reporting (SoTE), Ecological Sustainable Development (ESD), Ecological Sustainable Technology (EST), and Ecological Footprinting, and their associated broad-scale planning & design policies and principles. A closer investigation of ecological energy and life cycles will be made, as will the ideas on clever cycling-systems, ecologically sustainable measuring sticks and the ecological design principles of designers McHarg, Dovey, Van der Ryn & Cowan, and McDonough.
Key Principles & Terms: State of the environment reporting (SoTE); ecological sustainable development (ESD); ecological sustainable technology (EST); ecological footprinting; land suitability; bio-mass; bio-diversity; healthy places embody learning opportunities; healthy places are loved; healthy places bring people together; healthy places have a tangible image; healthy places are not static; healthy places connect us with the past; healthy places show traces of use; healthy places are controlled by users; healthy places connect us with the future; success can kill healthy places; solutions grow from place; ecological accounting informs design; design with nature; everyone is a designer; make nature visible; avoid measuring systems that simply measure our activity and not our legacy; how can you love all the children?; why can’t I design a building [landscape] just like a tree?; where is the life, liberty and pursuit of happiness; what are the problems with the way we take, the way we make, and the way we use things; make decisions on behalf of your seventh generation; design based on ethical principles –separate the ecologically moral from the ecologically commercial; waste equals food; use solar income; respect diversity.
Key Texts - Written: Chambers, N., Simmons, C., Wackernagel, M. (2000). Sharing Nature’s Interest. Ecological Footprints as an Indicator of Sustainability. Earthscan Publications Ltd, London. Dovey, K. (1985). An Ecology Of Place & Placemaking. PAPER Conference. Melbourne University, Victoria. Government of Western Australia (1998) Environment Western Australia 1998: State of the Environment Report. Department of Environmental Protection. Government of Western Australia. (2002). Focus on the Future. The Western Australian State Sustainability Strategy. McDonough, W. (1997) Waste Equals Food. Our Future and the Making of Things. McDonough & Partners, Charlottesville, Virginia, USA. Van der Ryn, S. & Cowan, S. (1996) Ecological Design. Island Press. Washington D-C, USA. Yeang, K. (1995). Designing With Nature. The Ecological Basis for Architectural Design. McGraw-Hill. UWA Call #: EDFA: 720.47 1995 DES
Key Texts – Designed/Constructed: Biosphere 2 Project
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Week 2 Bio-Regionalism #2 – Landscape Planning & Regionalism, GIS, Hazards & Capability Mapping, Landscape Assessment, & Ecological Design Participation
‘I invented ecological planning in the 1960’s.’ Ian McHarg (1997)
Key Idea: This lecture further discusses the links between bio-regional landscape planning and landscape ecology practices, with a particular critique of the pioneering work of Ian McHarg. Broad scale landscape assessment studies are discussed in relation to their suitability, hazard and capability mapping methodologies and techniques, as well as their important ecological design shortfalls. Cultural participatory design techniques, and the integration of cultural design values and principles will also be examined. Particular note will be made of the Gondwana Link Project in Albany, Western Australia
Key Principles & Terms: landscape assessment; landscape character, land suitability; land capability; geographical information systems (GIS), design consultation, design participation
Key Texts - Written: Cleary, J. (1999). Shark Bay Landscape Study. Department of Conservation and Land Management, Western Australia. Governor’s Design Team (1991) Community Design Manual. Minnesota, USA. Johnson, B.R. and Hill, K. (Eds) 2002. Ecology and Design. Frameworks For Learning. Island Press. Hanna, K.C. & Culpepper, R.B. 1998. GIS in Site Design. John Wiley & Sons. Hester, R.T. (1985) Landstyles and Lifescapes. 12 Steps To Community Development. Landscape Architecture Journal January-February 1985. Leitao, A.B., & Adhern, J. (2002). Applying landscape ecological concepts and metrics in sustainable landscape planning. Landscape and Urban Planning 59, p 65-93. Noss R.F., O’Connell M.A., & Murphy, D.D. (1997) The Science of Conservation Planning. Habitat Conservation Under the Endangered Species Act. Island Press, Washington D-C, USA. McHarg, I. (1969) Design with Nature. Doubleday/Natural History Press. Sanders, A. (2001) Gondwana Link: Reconnecting the SouthWest Forests to Uluru and beyond. Address at National Forum, National Trust of Western Australia, 22-24 March, 2001. Stuart-Street, A. & Revell, G. (1994). Reading The Remote. Landscape Characters of Western Australia. Department of Conservation and Land Management, Western Australia. Thackway, R. & Cresswell, I.D. (1995). An Interim Biogeographic Regionalisation for Australia: A Framework For Setting Priorities In The National Reserves System Cooperative Program. Australian Nature Conservation Agency, Canberra. Thompson J.W. & Sorvig, K. 200. Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press.
Key Texts – Designed/Constructed: Richmond Parkway Study. Wallace, McHarg, Roberts and Todd. Woodlands New Community. An Ecological Plan. Woodlands Development Corporation, Houston, USA. Wallace, McHarg, Roberts and Todd, 1973. Reading The Remote. Department of Conservation and Land Management, 1994. Manteo, North Carolina. Hester & Associates, 1984. Minnesota Design Team Projects Shark Bay Landscape Study. Cleary, 1999. Gondwana Link Project. Sanders, 2001.
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Week 3 Presentation Techniques 1A
Key Idea: This lecture and accompanying tutorial will explore various graphic presentation and public speaking techniques employed by landscape architects in practice. Drafts of Assignment 1 presentations will be delivered and workshopped.
Week 3/4 15-19/03 Meelup Field Trip
Key Idea: This field excursion to the Meelup Regional Park has been designed to coordinate landscape ecology investigations across the various scales of landscape with the local communities of Meelup and their environs. The long weekend will include a number of lectures, presentations, seminars, site visits, workshops on a variety of pertinent topics focussing on the social and bio‐physical ecologies of this significant set of landscapes.
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Week 5 Rural Principles #1 – Fragmentation, Patches, Edges, Nodes, Mosaics & Networks, Corridors & Connectivity, Key-Lining, & Designing Bushland.
Ethics. Just that one word for a lot of people it conjures up a whole lot of negative things. And especially if you relate that to agriculture. Bob Twigg in A Million Acres A Year. (2002)
Key Idea: Examines the ecological management concepts of fragmentation and connectivity across the rural landscape, and identifies ecological design opportunities to work with vegetation patches, edges, nodes, mosaics and corridors. Broad scale water and bio- diversity management initiatives, techniques of ‘Key-Lining’, and bush-management programmes will also be discussed, with particular reference to regional tree clearing practices in Western Australia, and the development of a land ethics base to ecological design across the rural landscape.
Key Principles & Terms: fragmentation; connectivity; patches; edges; nodes; mosaics and corridors; key-lining; stepping-stones; environmental inventory & assessment atlases, dry-land salinity, bush-management; and community based land ethics.
Key Texts - Written: A Million Acres a Year. [video recording] South-west, Western Australia. Snakewood Films in association with SBS Independent, 2002. Chesapeake Bay Foundation (1996). Nanticoke River Watershed. Natural and Cultural Resources Atlas. Chesapeake Bay Foundation, Maryland, USA. Dramstag, W.E., Olson, J.D., & Forman, R.T.T. (1996) Landscape Ecology Principles in Landscape Architecture and Land-Use Planning. Harvard Graduate School of Design. Island Press, Washington D-C, USA. Forman, R.T.T. (1995). Land Mosaics: the ecology of landscapes and regions. Cambridge University Press. Forman, R.T.T., Godron, M. (1986). Landscape Ecology. Wiley & Sons, New York. Hobbs, R.J. & Saunders, D.A. (eds) (1993) Reintegrating Fragmented Landscapes. Towards Sustainable Production and Nature Conservation. Springer-Verlag, New York, Inc. Hussey, B.M.J. & Wallace, K.J. (1993). Managing Your Bushland. Department of Conservation and Land Management. Land and Community Associates (1989). Martic Township. Environmental Inventory and Assessment Study. Volume 2: Atlas. Land and Community Associates, Virginia, USA. McHarg, I. (1969) Design with Nature. Doubleday/Natural History Press. Yeomans, P.A. (1958). The Challenge of Landscape. The Development and Practice of Keyline. Keyline Publishing Pty. Ltd, Sydney.
Key Texts – Designed/Constructed: Gondwana Project, Albany, Western Australia. Integrated Farm Planning Projects, Wheatbelt, Western Australia. Boree Storee, Boyup Brook, Western Australia. Wildlife Tunnelling in New South Wales, Australia. Kissimmee River wetlands, channel, and floodplain restoration, Florida, USA. Chesapeake Bay, Maryland, USA. Martic Township, Pennsylvania, USA.
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Week 6 Rural Principles #2 – Design Guidelines in Agraria & Sustainable Eco/Cultural Tourism
Fifty years of agriculture in Western Australia is undoing three billion years of evolution. If continuing practises are not reversed, salinity in the southwestern region could cause the extinction of 450 plant species. Around 20% of the total species list are yet to be scientifically named. A Million Acres A Year. (2002)
Key Idea: This lecture continues to investigate the opportunities for ecological design and landscape architecture practice across the broader rural landscape. Further pragmatic ecological design techniques are discussed, with particular emphasis on the multiple, and integrated benefits associated with conservation and revegetation over farmlands. The work of landscape architects Tract Consultants Pty Ltd, who essentially pioneered the Australian land-design guideline in 1978 is contexualised in agraria, along with the recent agro-forestry work of the Rural Industries Research and Development Corporation from the ACT in Australia; as well as ‘Saving the Country-side’ programmes in the USA. The development of ecologically based remote tourism programmes and facilities is also examined as we begin to shift scales and focus on the landscape and architectural built forms of ecologically responsible living environments. Finally, the significant rural retreat development ‘Sea Ranch’, in Sonoma County, California, master planning by landscape architect Lawrence Halprin, is presented.
Key Principles & Terms: farm-forestry; bio-diversity, dry-land salinity, recharge; discharge; integrated ago-forestry, wind-breaking, farm-land conservation, landscape easements, sustainable eco-tourism environments, ecoscoring.
Key Texts - Written: Abel, N. (ed) (1997). Design Principles for Farm Forestry. A Guide to Assist Farmers to Decide Where To Place Trees and Farm Plantations on Farms. Rural Industries Research and Development Corporation. Brown, B. (ed) (1998) Landscape Journal. Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press. Daniels, T. & Bowers, D. (1997) Holding Our Ground. Protecting America’s Farms and Farmland. Island Press, Washington D-C. Rudduck, R. (1995). ‘Lanark’ Farm Forestry. Rochelle Rudduck & The Fenton Family ‘Lanark’. Stokes, S.N., Watson, A.E., Keller, G. P., & Keller, J.T. (1989). Saving America’s Countryside. A Guide To Rural Conservation. John Hopkins University Press, Baltimore. Western Australian Tourism Commission. (2000) Designing Tourism Naturally. A Review of World Best Practice in Wilderness Lodges & Tented Safari Camps. The Western Australian Tourism Commission. Yaro, R.D. et al (1993) Dealing With Change in the Connecticut River Valley: A Design manual for Conservation and Development. Lincoln Institute of Land Policy and Environmental Law Foundation, USA.
Key Texts – Designed/Constructed: Lanark Farm, Victoria. Boree Storee, Boyup Brook, Western Australia. Kenya, Tanzania, Zimbabwe, & Belize Safari Camps & Lodges Voyager Eco-Tourism Facility, Ayers Rock, Northern Territory, Australia. Connecticut River Valley Study, Massachusetts, USA. Sea Ranch, Sonoma County, California, Lawrence Halprin.
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Week 7 Suburbia’s Principles #1 – Climate Control, Energy & Water Design Management
‘Australia wastes 80% of its water’. Michael Moore (2003)
Key Idea: This lecture enters the realm of defining suburban ecological design principles by investigating the key strategies that control the micro- climate in the built environment. Bio-diversity, energy and water conservation design principles are also discussed. The works of American landscape architects Joan Nassauer, Minnesota; and Richard Hansen and William Wenk, Colorado; and Kathy Poole, Virginia, USA will be illustrated.
Key Principles & Terms: conductive heat flow, passive solar gain, radiant & evaporative cooling, reflectance values, stormwater infiltration management, constructed wetlands, evapo-transpiration & absorption trench, xeriscaping, grey & black water, photo-voltaic cells.
Key Texts - Written: Brown, B. (ed) (1998) Landscape Journal. Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press. Campbell, C.S., Ogden, M.H. (1999) Constructed Wetlands in the Sustainable Landscape. John Wiley & Sons, Inc. Toronto. Edwards, B. 1999. Sustainable Architecture. European Directives & Building Design. Architectural Press. UWA Call #: EDFA: 720.47094 1999 SUS Girling, C., Kellett, R. (2005) Skinny Streets & Green Neighborhoods. Design For Environment And Community. Island Press, Washington. Moughtin, C. 1996. Urban Design: Green Dimensions. Butterworth Architecture. UWA Call #: EDFA: 745.4 2002 ECO Nassauer, J.I. (1998) Urban Ecological Retrofit. In: Landscape Journal, Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press, pp 15-17. Paolino, S. (1979). Living With The Climate. Etcetera Advertising, Perth, Western Australia. Robinette, G. & McClennon, C. (eds) (1983). Landscape Planning For Energy Conservation. Van Nostrand Reinhold Company, New York. Thompson J.W. & Sorvig, K. 2000. Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press. UWA Call #: EDFA: 712.01 2000 SUS Watson, D. & Labs, K. 1983. Climatic Design. Energy-Efficient Building Principles and Practices. McGraw-Hill. UWA Call #: EDFA: Q728.047 1983 CLI Western Australian Water Resources Council (1986). Water Conservation Through Good Design. Western Australian Water Resources Council. Whelans & Halpern Glick Maunsell. (1993). Water Sensitive Urban (Residential) Design Guidelines. For the Perth Metropolitan Area. Department of Planning and Urban Development.
Key Texts – Designed/Constructed: Karratha Township, Western Australia Point Fraser Demonstration Wetland, Perth, Western Australia Environmental Technology Centre, Murdoch University, Western Australia Stapleton Airport Redevelopment Project, Denver, USA, William Wenk. Orlando Easterly Wetlands Reclamation and Park, Florida, USA. Two Blocks in Maplewood, Minnesota, USA, Joan Nassauer. Arkansas River, Pueblo, Colorado, USA, Richard Hansen. Carr’s Hill Stormwater Plan, University of Virginia, USA, Kathy Poole.
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Week 8 Suburbia’s Principles #2 – Ecological Design Principles & Guidelines across Australia & Overseas
‘Sustainable design does not cost more. It is about delivering better value by doing more with less.’ Guy Battle (2001)
Key Idea: This lecture continues the suburban ecological design theme by reviewing a number of ecologically revelatory residential sub-division designs found both locally and overseas. The sustainable design work of David Beyer from Murdoch University is highlighted, in particular, with projects in the south-west of Western Australia, as well as Tract Consultants work in Victoria, along with the Rocky Mountain Institute’s green development work in the USA; and eco-villages in Holland and Scotland. The ecological principles associated with site restoration and landscape recycling will also be examined with particular reference to the works of Andropogon & Associates, Peter Lantz, Anuradha Mathur, Kristina Hill, Julie Bargmann, and Richard Haag.
Key Principles & Terms: green development, building ecology, integrated design, sick building syndrome, indoor & outdoor air quality, landfill restoration
Key Texts - Written: Battle, G and Christopher McCarthy. 2001. Sustainable Ecosystems and the Built Environment. Wiley-Academy. UWA Call #: EDFA: Q 720.47 2001 SUS Beyer, D. (2002). Sustainable Building Design Guidelines. (Unpublished report). Murdoch University, Western Australia. See: www.sustainability.dpc.wa.gov.au/docs/sustainabilityinformation.htm Brown, B. (ed) (1998) Landscape Journal. Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press. Edwards, B. 1999. Sustainable Architecture. European Directives & Building Design. Architectural Press. UWA Call #: EDFA: 720.47094 1999 SUS Moughtin, C. 1996. Urban Design: Green Dimensions. Butterworth Architecture. UWA Call #: EDFA: 745.4 2002 ECO Nassauer, J.I. (1998) Urban Ecological Retrofit. In: Landscape Journal, Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press, pp 15-17. Paolino, S. (1979). Living With The Climate. Etcetera Advertising, Perth, Western Australia. Robinette, G. & McClennon, C. (eds) (1983). Landscape Planning For Energy Conservation. Van Nostrand Reinhold Company, New York. Saunders, W. (ed) (1998) Richard Haag. Bloedel Reserve and Gas Works Park. Princeton Architectural Press. Harvard University Graduate School of Design. Spens, M. et al. 1996. Landscape Transformed. Academy Editions. UWA Call #: EDFA: Q 712 1996 LAN Thompson J.W. & Sorvig, K. 2000. Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press. UWA Call #: EDFA: 712.01 2000 SUS Watson, D. & Labs, K. 1983. Climatic Design. Energy-Efficient Building Principles and Practices. McGraw-Hill. UWA Call #: EDFA: Q728.047 1983 CLI Western Australian Water Resources Council (1986). Water Conservation Through Good Design. Western Australian Water Resources Council. Whelans & Halpern Glick Maunsell. (1993). Water Sensitive Urban (Residential) Design Guidelines. For the Perth Metropolitan Area. Department of Planning and Urban Development. Wilson, A., Uncapher, J.L., McManigal, L., Lovins, L.H., Cureton, M. & Browning, W.D. (1998) Green Development. Integrating Ecology and Real Estate. Rocky Mountain Institute. John Wiley & Sons, Inc, New York.
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Key Texts – Designed/Constructed: Atwell South & Tim’s Thicket residential development projects - David Beyer and Martin Anda, Murdoch University, Western Australia Dewees Island, South Carolina, USA; Prairie Crossing, Illinois, USA; Santa Lucia Community Preserve, California, USA Ecolonia, Holland; Findhorn, Scotland. Bloedel Reserve and Gas Works Park, USA. Governor’s Island, New York City, USA, Anuradha Mathur. Vintondale Mine Restoration project, Vintondale, Pennsylvannia, USA, Julie Bargmann. Ring Parks Project, Senftenberg, Germany, Kristina Hill.
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Week 9 Urbania Principles #1 – Eco-Cities, Smart-Green Design, & Frog-Sticking.
‘I was always amazed that in America we had stopped being people with lives at some point and we had become consumers with lifestyles. When did that happen?’ William McDonough (1997)
Key Idea: Examines the development of the ‘green-city’ movement with a review of the works of key proponents Downton, Yeang and Rogers. Bogunovich’s four theories and prototypes of the eco-city - The Green City; The Solar City; The Compact City; and The Smart City are also discussed in view of an ecologically integrated model of the “The Systems City” and its likely landscape components. Downton’s ‘Frog- stick’ model of measuring ecological design performance is presented with an analysis of sustainability factors within a Wilderness setting, Adelaide city, and his own EcoCity urban village project in Halifax Street, Adelaide. Toronto’s Downsview Park project, formerly 320 acres of military base, will be discussed as a significant recreational park development of the 21st Century with the promotion of new ideas of environmental sustainability, new ecologies, cultural and natural heritage systems, as will Stein’s residual urban spaces project along the Los Angeles Freeway, California. Key projects from Aaron Betsky’s new book ‘Landscrapers’ will also be presented, picking up on the restaging of nature themes - engineered utopias, caves and caverns, unfolding the land, and a new nature.
Key Principles & Terms: green development, green buildings, the green city; the solar city; the compact city; and the smart city and the systems city, measuring ecological design performance, ‘frog-sticking’, ecological architecture, external environmental relations, internal environmental relations, energy inputs, energy outputs, new ecologies, residual spaces.
Key Texts - Written: Betsky, A. (2002) Landscrapers. Building with the Land. Thames & Hudson, London Battle, G and Christopher McCarthy. 2001. Sustainable Ecosystems and the Built Environment. Wiley-Academy. UWA Call #: EDFA: Q 720.47 2001 SUS Brown, B. (ed) (1998) Landscape Journal. Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press. Eco City Web Sites: http://www.ias.unu.edu/proceedings/icibs/ecocity03/tt-2.html http://www.ias.unu.edu/proceedings/icibs/ecocity03/parti2.html#lists. http://www.ias.unu.edu/proceedings/icibs/ecocity03 Czerniak, J. (ed) (2001) Downsview Park Toronto Harvard Design School Prestel Verlag, Munich, London, New York. Edwards, B. 1999. Sustainable Architecture. European Directives & Building Design. Architectural Press. UWA Call #: EDFA: 720.47094 1999 SUS Bogunovich, D. (2002). The Eco-City Model. Unpublished notes presented to The University of Western Australia Landscape Architecture design studio held at the Environmental Technology Centre, Murdoch University, Western Australia. Auckland University, New Zealand. Moughtin, C. 1996. Urban Design: Green Dimensions. Butterworth Architecture. UWA Call #: EDFA: 745.4 2002 ECO Rogers, R. & Gumuchdjian, P. (1997) Cities for a Small Planet. Faber and Faber, London. Urban Ecology Australia (1997). Urban Ecology Checklist The ‘Frog-stick’. See: www.urbanecology.org.au/frogstick.html
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Yeang, K. (1995). Designing With Nature. The Ecological Basis for Architectural Design. McGraw-Hill. UWA Call #: EDFA: 720.47 1995 DES Yeang, K. (1999). The Green Skyscraper. The Basis for Designing Sustainable Intensive Buildings. Prestel, Munich.
Key Texts – Designed/Constructed: EcoCity Halifax Street, Adelaide, Paul Downton. Emergency Housing project, Kobe, Japan, Shigeru Ban. Lu Zia Sui, Shanghai, Richard Rogers Partnership Majorca Technopolis, Majorca, Richard Rogers Partnership. Downsview Park, Toronto, OMA, Corner, et al. Residual Urban Spaces project, Los Angeles Freeway, California, Achva B. Stein, USA. Larrenguade Tunnel, France, Francois Et Associes, Fukuoka Prefectural International Hall, Japan, Emilio Ambasz. Great Glass House, National Botanic Garden of Wales, Foster & Partners. Eden Project, Cornwall, Nicholas Grimshaw & Partners. Technopolis, One-north New City Project, Singapore, Kisho Kurokawa & Zaha Hadid. The Green Wall Project, Damien Pericles, PSB Landscape Architects, Sydney
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Week 10 Garden Principles #1 – Integrated Living Environments
‘The most beautiful thing we can experience is the mysterious. It is the only source of true art and science.’ Albert Einstein
Key Idea: This lecture investigates the ecological design principles applicable to the scale of the garden landscape, although many of the above principles and their respective scales of operation are indeed appropriate. The theory and discipline of Mollison’s permacultural garden movement is examined in terms of ‘integrated scales’, starting at the residential garden scale and moving back out to the broader village garden or Greenfield scale. The means and methods of producing healthy biomass and food is a critical ecological design principle to modern living, and is contextualised within the promotion of critical cycles of energy and systems noted in previous lectures. Innovative green technologies such as vermiculture, aquaculture, and compost waste management are illustrated. The works of the Environmental Technology Centre at Murdoch University, and the group Fremantle Inner City Agriculture (FINCA) are particularly important here. King William Street Park in South Fremantle, and Michael Mobbs’ residential living environment in Sydney are showcased as models for both public and private sustainable living at the urban garden level.
Key Principles & Terms: permaculture, sector analysis, vermiculture, aquaculture, compost waste management, community arts.
Key Texts - Written: Barnett, K. (1996). Growing Community Art. In: Fremantle Arts Review, Volume 10 Number 3, Fremantle Arts Centre, p 22-25. Environmental Technology Centre (1999) Environmental Technology Centre Self Guided Tour Booklet. Murdoch University, Western Australia. See: wwwies.murdoch.edu.au/etc Mobbs, M. (2002) Sustainable House. Choice Books. See: http://www.sustainablehouse.com.au/house.htm http://www.abc.net.au/rn/science/earth/handouts/houses.htm Mollison, B. (1979). Permaculture 2 : Practical design for town and country in permanent agriculture. Stanley, Tasmania : Tagari. Mollison, B., & Holmgren, D. (1978). Permaculture 1 : A perennial agricultural system for human settlements. Melbourne : Transworld Publishers.
Key Texts – Designed/Constructed: Environmental Technology Centre at Murdoch University, Western Australia. Mobbs Residence, Sydney, Australia
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Week 11 Principles of Materials – Things or Processes
If you make something, you have to be able to take it back. William McDonough (1997)
Key Idea: This lecture investigates the ecological design principles at the micro-scale – the specific ecological properties of materials used in landscape and architectural construction projects. The history of green material product development is outlined, as well as the actual material properties of embodied energy and the concepts of R- value, and material recycling. The Environmental Technology Centre at Murdoch University, and the Mobbs’ residence in Sydney are again illustrated, along with innovative projects highlighted in the writings of Guy Battle in Sustainable Ecosystems and the Built Environment, 2001.
Key Principles & Terms: green materials, embodied energy, R-value, material recycling
Key Texts - Written: Battle, G and Christopher McCarthy. 2001. Sustainable Ecosystems and the Built Environment. Wiley-Academy. UWA Call #: EDFA: Q 720.47 2001 SUS Environmental Technology Centre (1999) Environmental Technology Centre Self Guided Tour Booklet. Murdoch University, Western Australia. See: wwwies.murdoch.edu.au/etc Fuad-Luke, A. 2002. The Eco-Design Handbook. Thames & Hudson. UWA Call #: EDFA: 745.4 2002 ECO Mobbs, M. (2002) Sustainable House. Choice Books. See: http://www.sustainablehouse.com.au/house.htm http://www.abc.net.au/rn/science/earth/handouts/houses.htm Thompson J.W. & Sorvig, K. 2000. Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press. UWA Call #: EDFA: 712.01 2000 SUS
Key Texts – Designed/Constructed: Environmental Technology Centre at Murdoch University, Western Australia. Mobbs Residence, Sydney, Australia
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Week 12 Unit Summary – Integrated Design Models and Cultural Design Ethics
‘You see that bush out there, we can land a man on the moon and bring him back [sometimes], but we can’t create that bush. No matter how hard we try we can’t create that bush. We can plant trees but we can’t create that.’ Bill Moir in A Million Acres A Year. (2002)
Key Idea: This concluding lecture summarises the key ecological design principles interrogated over the semester – grouped into the subjects of air, water, earth, fire, biomass, food, diversity, habitat, ecolinks, and waste (Downton, 2002). The key to new integrated ecological design management and expression in landscape architecture is presented as incorporating a balanced mix of thorough ecological performance indicators, integrated modelling, checklisting & scorecarding devices, together with the qualitative poetics of experimental, flexible cultural design, constructed and committed to long term monitoring, and sustainable community education and development.
Key Principles & Terms: integrated sustainable modelling, checklisting, experimental design, new ecologies
Key Texts - Written: Eco City Web Sites: http://www.ias.unu.edu/proceedings/icibs/ecocity03/tt-2.html http://www.ias.unu.edu/proceedings/icibs/ecocity03/parti2.html#lists. http://www.ias.unu.edu/proceedings/icibs/ecocity03 Edwards, B. 1999. Sustainable Architecture. European Directives & Building Design. Architectural Press. UWA Call #: EDFA: 720.47094 1999 SUS Fuad-Luke, A. 2002. The Eco-Design Handbook. Thames & Hudson. UWA Call #: EDFA: 745.4 2002 ECO Brown, B. (ed) (1998) Landscape Journal. Special Issue: Eco-Revelatory Design: Nature Constructed/Nature Revealed. The University of Wisconsin Press. Mobbs, M. (2002) Sustainable House. Choice Books. See: http://www.sustainablehouse.com.au/house.htm http://www.abc.net.au/rn/science/earth/handouts/houses.htm Thompson J.W. & Sorvig, K. 2000. Sustainable Landscape Construction. A Guide to Green Building Outdoors. Island Press. UWA Call #: EDFA: 712.01 2000 SUS
Key Texts – Designed/Constructed: EcoCity, Halifax Street, Adelaide, Paul Downton, 2002. Environmental Technology Centre at Murdoch University, Western Australia. Mobbs Residence, Sydney, Australia Hertfordshire Structure Plan, UK; Leicester Environment City Project, UK; Kirklees Metropolitan Council Sustainability Project, UK.
Note: all images provided in the above section have been sourced from Battle, G & McCarthy, C. 2001. Sustainable Ecosystems and the Built Environment. Wiley-Academy.
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ssessment
AThis Unit will be assessed by the satisfactory completion of two (2) assignments, essentially designed to gauge the student’s comprehension, participation and representation of the Unit’s full content over the semester. Assignment briefs will require a demonstration of the student’s abilities and skills to research – locate, select, organise, analyse & document - the relevant information, as well as communicate verbally and graphically in electronic form the information clearly, concisely and in a professional manner. Report writing skills will be developed.
Assignment 1 & 2 will include group/team work. This collaboration will demand higher levels of group organization and team performance than in previous classes.
The respective assessment breakdown and submission due dates are as follows:
Assignment 1: A Study of Nature and Culture 50% of the unit assessment (Group Presentation 30%; Individual Written Report 70% of mark) Due Dates: Draft Group Presentation Wk 3 Tutorial 13/03 Final Group Presentation Wk 4 Sun 18/03 Field trip Submit CD of Presentation & Individual Report Wk 6 - 2pm 03/04 NO LATER!
Assignment 2: The Ecologica Project 50% of the unit assessment (Group Presentation 30%; Individual Written Report 70% of mark) Due Dates: Group Presentation Wks 7, 8, 9, 10, 11 Tutorials Submit CD of Presentation & Individual Reports At 4pm on scheduled Tutorial
ssignments & Tutorial Reports
A
Assignment 1: A Study of Nature and Culture – Meelup – The Place of The Rising Moon
In the allocated groups, critically research, document and graphically present one of the following topics concerning the environments & landscapes of Meelup. The assignment is scheduled to commence in Week 1 so that enough information is collected and analysed prior to the unit’s field trip in Week 3/4 where each study group will have the opportunity, where possible, to collect additional data from their community mentors. A public presentation of the work will be required during the course of the field trip week.
1. Meelup Regional Park Context - what is the history of the MRP and what are its key management issues and threats? How do the regional and local communities value the park, and how are regional park values brought to the local context? What are the key environmental planning & design issues here? Does it have a Management Strategy? How can landscape architects best operate at these broad and site specific scales? Mentors – TBA
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Contact Details:
2. Indigenous Inhabitation Patterns - what are the key Indigenous inhabitation patterns and events of the MRP area – both regionally and locally? What were the landscapes like & how and why did they change? What remains? What landscapes are significant & why? Document the factual or imaginary stories, myths; and the folklore. Is there a Native Title Claim on the area? How are Indigenous and non-Indigenous differences shared in this community today? What is happening on the reconciliation front, for example. How is Indigeneity respected and represented in the local community today? What are the key environmental planning & design issues here? Mentors – TBA Contact Details:
3. European (non-Indigenous) Inhabitation Patterns - what were the key European inhabitation patterns and events of the MRP area from a regional and local context? What has happened to the landscapes and why? What has been lost and what remains? What landscapes are significant & why? Document the factual or imaginary stories, myths; and the folklore. How is the non-Indigenous history respected and represented in the local community today? What are the key environmental planning & design issues here? Mentors – TBA Contact Details:
4. Bio-Regional Diversity & Endemism Why is the MRP area significant in terms of its bio-physical qualities? What is unique here in terms of its flora & fauna – what is ordinary and why is this so? What has been lost? How do these terrestrial and marine environmental qualities contribute to the character of the landscape and how are they experienced by visitors? Document its climatic qualities as well, and its potential forecasts in climate change? What are the key environmental planning & design issues here? Mentors – TBA Contact Details:
5. Geology/Geomorphology/Hydrology - Why is it so; and why is it so distinctive? What is so special about the ‘Skin’ of the MRP area? How do these terrestrial and marine environmental qualities contribute to the character of the landscape and how are they experienced by visitors? What are the key environmental planning & design issues here? Mentors – TBA Contact Details:
6. Representations of the Local (existing ways the place is depicted, represented) - How has Meelup and its surrounding area been represented over time – by maps; air photos; movies; books; journals; diaries; oral histories; post cards; bill-boards, scenographically, scientifically? How has it been ‘imaged’, marketed, conserved, preserved and consumed? You will need to liaise with the other groups on this topic. Your job is also to ensure that the design studio has the right base mapping & aerial photo material for subsequent studio projects. You will need to build a suitably scaled topographic model – digitally and in hard copy (using the ALVA model-cutter) along with scaled transects and topographical cross-sections. Mentors – TBA Contact Details:
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7. The Edge - What are some of the preferred sustainable land development practices surrounding national parks and conservation reserves in the world today? What models exist for the management of the MRP’s edge conditions – those landscapes that include or adjoin agricultural, residential, tourist and commercial lands or recreational foreshore areas? How are conservation and development land-use types and activities best integrated or separated in such conditions through innovative planning and design? What are the key environmental planning & design issues and solutions here? Mentors – TBA Contact Details:
8. A Sense of Place - Regional Park Management, Environmental Tourism, Recreation & Interpretation Facilities/Programs - What are the best protypes/typologies of Regional Park Management Plans, environmental interpretation facilities and programmes – locally; regionally & globally? Who are the designers? What are their key design philosophies? How is the MRP experienced today? How do these existing or preferred management initiatives , park resources and values contribute to the character or sense-of-place of the landscape and how are they experienced by locals and visitors? Mentors – TBA Contact Details:
Note: Ensure the presented information is clear & concise, and is pertinent to an understanding of the MRP and its management and design. Ensure you have critically assessed the information rather than simply re-present it as research inventory-type material. Visual communicate new ideas about the respective topic. Here researching involves creative design processes that locate, select, organise, analyse & document information - as well as communicate verbally and graphically in written and electronic forms, clearly, concisely and in a professional, beautiful manner. Prepare ecological design principles from the information where possible. Re-draw maps; figures, tables, etc and physically model information if you think it will help. Undertake transects; produce a movie; produce new maps; create a performance; etc. Be creative. You are designers! And you need to interpret and present scientific information as clever artists.
Where possible you will need to make immediate contact with your ‘Mentor/s’ in Week 1 and confirm the best way to communicate, gather initial information requirements and possible research methods. Mentors have been carefully chosen to offer assistance, but you will need to take responsibility to prepare yourselves and become familiar with your topic before contact. Mentors will guide you in your research and offer assistance in reviewing your progress. They will not do the work for you! You will need to use the field trip to gather, verify and document additional local information. Some of the mentors will be invited along to the Field Trip to share their stories. Prepare a powerful 20 minute presentation on your topic. After the field trip you will have time to revise your Powerpoint summary document where necessary and individually complete the full typed report.
Key Assignment 1 Dates, Outcomes & Submission Requirements: Group Work: Draft Power-Point electronic summary document (20 minutes maximum) due for group presentation in Week 3, Tuesday 13th March. Final draft Power Point electronic summary document (20 minutes maximum) due for group presentation during the field trip Week 3/4, probably Sunday 18th March.
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Individual Work: Final Power Point electronic summary document and full A4 typed report on the topic copied in both hard and electronic C-D formats, submitted Week 6 at 2pm, Tuesday 3rd April. Refer Report Writing Tips below.
Assignment 2: The Ecologica Project - Life Stories of Human Ecology in Western Australia
The Brief: Students will be put in groups (10 x 2) to critically review (research, document and present) the Life Story of one the following key members of the Western Australian community. This ‘oral-history’ exercise will explore the background, ecological philosophies and selected key works of the chosen personnel, edited and documented into an individual digital audio-interview file of 30 minutes maximum, as well as an accompanying transcript and brief report. It is intended that this inaugural commencement of The Ecologica Project will form the basis of a significant archive for the community of Western Australia, to be housed in the Battye Library, Perth, as well as on-line at the ALVA web-site. Students of 2007 will go down in history as the inaugural authors of this important project!! More assignment details in Week 2. The preliminary list of ‘Life-Story-Tellers’ are:
1. John Viska 13. Chas Newman 2. Christopher Vernon 14. `Alena Kessel 3. David Kaesehagen 15. Ian Weir 4. Marian Blackwell 16. Shane Pickett 5. Len Collard 17. Greg Nannup 6. Dr Martin Anda 18. Jon Tarry 7. David Beyer 19. Paul Trinidad 8. Anne Forma 20. Julie Plummer 9. Catherina Sack 21. Peter Newman 10. John Winchcombe 11. Oline Richards 12. Noel Nannup
Key Assignment 2 Dates, Outcomes & Submission Requirements: Group Work: Power-Point electronic summary document (20 minutes maximum) due for group presentation in Weeks 7-11. The group presentation should be a well rehearsed production – summarising the key findings of the respective Life Story. A 10 minute maximum question/answer session will follow each presentation facilitated by another student group. It is advised that each question/answer group meet the respective presentation group well before the presentation to ensure an understanding of the project material. Refer schedule below.
Individual Work: Final Power Point electronic summary document and a brief A4 typed report on the topic copied in both hard and electronic C-D formats, submitted to Grant Revell at the beginning of the tutorial session - 4pm – NO LATER!. Refer Report Writing Tips below.
Presentation Dates: Tutorial Week 7 - Presentn Gps 1 & 2 - (Question/Answer Group 9 & 10) Tutorial Week 8 - Presentn Gps 3 & 4 - (Question/Answer Group 7 & 8) Tutorial Week 9 - Presentn Gps 5 & 6 - (Question/Answer Group 3 & 4) Tutorial Week 10 - Presentn Gps 7 & 8 - (Question/Answer Group 1 & 2) Tutorial Week 11 – Presentn Gps 9 & 10 - (Question/Answer Group 5 & 6)
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Expected Unit Costs Students will need to be aware of the following expected costs associated with the Unit’s programme. Where possible, students are encouraged to share resources, buy in bulk, and split costs equitably!
Course Guides & Readers copies held in Closed Reserve EDFA Library say +/- $20 Lecture Notes Power Points to be placed on ALVA Server - Field Trip: return travel to Meelup TBA food say +/- $80 accommodation TBA Assignment Material photography sketch books, printing, etc say +/- $30
It is noted that some students may experience personal difficulties (financial or other) over the course of the semester. Students are encouraged to meet with their Tutor, Unit Coordinator, or Sub-Dean to discuss the same.
Collection of Student Work With the student’s support, some assignment material may be copied and retained by the Faculty to support its development of a planned Landscape Architecture Library Archive. Over the years, students are encouraged to make full use of this ecological design reference facility. Each group member should also keep master assignment copies for their own records.
Assignment Submission Requirements & Extension Policy All assignments have a given submission deadline date. Students are required to submit by that date all work completed to that time. All final work is to be submitted to the Lecturer in person at the beginning of the lecture in the weeks noted. Extensions need to be applied for through the correct Faculty procedures. Contact the Faculty’s reception office on the ground floor. Refer ALVA Survival Guide Booklet.
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eport Writing Tips
R General Comments Some general comments on report writing
Arrange your report: Title page Table of contents Summary of abstract Introduction Body of report Conclusions Appendices or references (selected Bibliography)
The Introduction should contain the author's aims and objectives, source of information and the scope.
The Body of the report would contain a discussion of the problem, the description of the investigation with detailed data.
The Conclusion should be a logical result and statement, which follows from all the descriptive and analytical material presented in the body or main text of the report. The conclusion should answer the question "so what?" which could be asked after reading the body of the report.
Writing the Report Aim for clarity. Communicate the information in clear language and as concisely as possible. This means efficient writing. Be careful with your choice of words - use those that are simple, direct, brief and lucid. If in doubt, use a good dictionary for reference (The Concise Oxford or Macquarie Dictionary). Use exact words that convey your meaning, avoid slang and colloquial terms, check your spelling, punctuation and grammar in order to observe accuracy.
Referencing & Bibliography (Adapted from 170.102 20th-Century Visual Arts and Culture Course Guide, 1996) Your reports are assessed on the basis of your ability to articulate a coherent, well researched and considered response to the chosen topic. Do not offer a generalised account of the material. In particular do not paraphrase, imitate or copy the account from one or two of your references. This will result in a poor mark for your report and very little understanding of the topic for yourself. Unacknowledged direct transcription of other texts is called plagiarism. Plagiarism is regarded as cheating, a good reason to fail a report outright. Always acknowledge quotations with footnotes.
Footnotes are used to provide references to sources from which the author has derived facts, opinions or quotations; to provide evidence in support of stated facts, and to include material that is relevant to the argument but would interrupt the flow of the text included there. They should be numbered consecutively and listed either at the bottom of the page or as endnotes at the end of the report.
The first reference to a work must always provide the information necessary to enable a reader to locate the work. Second and subsequent references to a source need not be as elaborate and should be shortened using either Ibid., (ibidem, "in the same place') or op. cit., (opere citato, 'in the work cited'). For example: Hockney's concern for graffiti and its inherent anonymity enabled him to distance himself from subject matter that could easily develop into personal neurosis. As Christopher Knight has noted, 'Graffiti is a publicly Expressionist manner in which the identity of its maker is unknown'.1 In the works such as We Two Boys Together Clinging (1961), the highly individual emotional content and the utterly anonymous coexist as the intimacy of the scene is portrayed with two stick-like figures who are depicted against a background of graffiti and amongst a range hidden codes. The depersonalised style enables Hockney to draw attention to the theme of personal relationships while simultaneously preventing the works from
1Knight, Christopher 'Composite Views: Themes and Motifs in Hockney's Art' in David Hockney: A Retrospective Thames & Hudson, London 1988, p. 29.
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becoming 'a form of neurotic self-obsession'.2 Marco Livingstone has pointed out that, 'In view of the extremely personal nature of this subject matter with which Hockney was dealing...his deliberately crude style at the time provided a useful balance'.3 Hockney's paintings of 1960-1963 were not however simply concerned with personal subject matter: in formal terms they reflected his interest in Dubuffet from whom the graffiti-like manner derived.4
A bibliography must be included at the end of all written work. This should contain an alphabetically arranged list of all the material used in preparing your report and all those texts from which you have quoted. Refer reading lists below.
Illustrations and Diagrams Visual material can be an effective way of presenting data. In landscape reports and design work, these often form the most useful and easily understood material of the report - they can easily have the most impact, so it is important that they provide information and are not just used as "pretty pictures". Visual aids should be placed in the text that refers to them. These aids should be referred to as Figure-1, Table-1, etc. A list of all illustrations should follow the contents page (which is a list of the text headings).
Illustrations and diagrams that are useful include: Location plan or map Cut-away diagrams Detail plans Photographs Cross-section diagrams Pie diagrams Sketches Bar charts Flow charts Graphs Construction details Statistical tables
Other General Comments Pages should be numbered. Sketches, photos, diagrams can all be Figures and should be numbered. Photos should be references to a plan. All Plans, including Location and Site Plan, should have a North Point clearly shown and the Scale indicated. The typed report is easier for all to read.
A Checklist to use as a Final Stage of Preparation 1. Does the introductory section specify the purpose or main argument of the study? 2. Is the main body of the essay developed according to the plan? 3. Does the study accomplish the objectives? 4. Do the conclusions rest on the evidence presented in the course of the argument or study? 5. Has the submission been proof-read to check spelling, grammar, punctuation? 6. Has the accuracy of quoted material been checked? 7. Are short quotations of three lines or less enclosed in quotation marks and run in with the contextual matter? 8. Are larger quotations indented and set off in single-spaced type without quotation marks? 9. Are footnotes and references complete and correct? 10. Is the list of references in correct form and arranged alphabetically by authors' surnames? 11. Is every source of information referred to or acknowledged in the essay included in the list of references? 12. Does the title page include the correct title, together with your name and date of submission? 13. Is the essay provided with a synopsis, contents list, and, where appropriate, lists of tables, illustrations, abbreviations and appendices? 14. Is the physical presentation neat, correct and legible? (Have you avoided writing on both sides of the paper?) 15. Have you or a colleague carried out one final re-reading of the essay as a last check that all requirements have been met?
2Livingstone, Marco David Hockney Thames & Hudson, London 1981, p. 24. 3Ibid., p. 27. 4Knight, op. cit., p. 28.
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Conclusion It is evident that no matter how much time and care is spent in the collection of data, the final report will have little value unless the whole issue has been approached with a critical mind and organised and presented as a logical argument. Personal prejudices and emotions should be avoided in good report writing. True factual data, a clear analysis and a logical argument are the essential qualities of a good report.
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olicies, protocols + rules
P Refer ALVA Survival Guide Booklet for details, including policies and rules on: • Studio Prerequisites: • Submission of Assignments: • Printing Basics: • Attendance • Academic Misconduct • Appeals Against Academic Assessment • Charter of Student Rights • Building clean up and folio collection:
1. Policy on Academic Misconduct
How to avoid plagiarism:
(i) Essay & Report Writing The best way to avoid plagiarism in essay writing is to get into the habit of distinguishing your own work from that by other people. We assume that unreferenced work is your own, so make sure that phrases and sentences that are not your own are in quotation marks and given precise references, and that ideas and arguments that are not your own are properly referenced. In cases of concepts or facts that are widely used or known this may not be necessary for example ʺliberals believe in the importance of individual freedomʺ or ʺAustralia has six statesʺ. To avoid accidental plagiarism, ensure that the notes you use to prepare your essay clearly identify quotations and have full references.
How to reference? There are two commonly used methods of referencing. One, sometimes called the Harvard systems, enables you to signal the authorship of a quotation or an idea in the text, with the full reference appearing at the end of the essay. Following the quotation or idea drawn from another source you should insert in brackets the surname of the author, the date of publication and, in cases of a direct quotation or where an idea is dealt with in some detail in your source, the pages number(s). Some examples of how Harvard references appear in the text are:
(a) (Berlin, 1969: 33) in the case of a book (b) (Rawls, 1984: 37) in the case of a chapter in an edited book (c) (Barry, 1990: 513) in the case of an article from a journal
These references refer to the precise publication details set out in a list of references at the end of the essay, as follows:
(a) Berlin, Isaiah (1969) Four Essays on Liberty, Oxford: Oxford University Press (b) Rawls, John (1984) ʹThe Right and the Good Contrastedʹ, In Michael Sandel (ed.) Liberalism and its Critics, New York: New York University Press. (c) Barry, Brian (1990) ʹHow Not to Defend Liberal Institutionsʹ, British Journal of Political Science 20: 1, pp 1‐14.
In this system you would only use footnotes or endnotes to add supplementary information to the argument in your essay.
Another system, sometimes known as the Oxford system, uses footnotes or endnotes, not only for
Eco-logical Design Principles LACH2240 Semester 1, 2007 Page 29 Eco-logical Design Principles supplementary information, but also for references to sources. The first reference to a source is in full, the second and subsequent reference in an abbreviated form. There is a variety of acceptable means or presentation; we suggest the following:
(a) Isaiah Berlin, Four Essays on Liberty, Oxford, Oxford University Press, 1969 (b) John Rawls, ʹThe Right and the Good Contrastedʹ, in Michael Sandel (ed.) Liberalism and its Critics, New York, New York University Press, 1984. (c) Brian Barry, ʹHow Not to Defend Liberal Institutions,ʹ British Journal of Political Science vol. 20 no 1, 1990 pp l‐14
Subsequent references should appear in an abbreviated form. lbid. refers to reference in the previous footnote, with the page number if it is different from the one previously cited.
Op. cit. following an authorʹ s name refers to a reference to a work that has already been cited. Add a date to distinguish different works by the same author (eg. Rawls op. cit., 1984 p.37.)
If you use the Oxford system you will also need to provide a full bibliography at the end of the essay.
There many guides available which give more details of these referencing systems.
(ii) Design Projects and Artwork It is common practice to make use of source material such as other design projects, or styles of artwork. However, in order to avoid the perception of plagiarism, you are encouraged to clearly identify the source material as a component of your presentation. This may be done through a combination of images and text.
The collaging or montaging of appropriating elements in order to create a new work is an acceptable practice, however the substantial appropriation of another work, such that the meaning and intent of the original has been borrowed without reference, is unacceptable, and constitutes plagiarism.
2. Group Working Landscape architects rarely work alone. They are typically members of project teams that include other designers and supporting experts. Often they are the project leaders or lead consultants, which makes a lot of sense really given their broader skills and education base.
As a comparison between team project learning and individual project learning, the former offers the following benefits:
• Students tend to merge & swap skills • Simple efficiency of sharing tasks and workloads • Sheer fun • Students can learn from each other – the virtues of diversity • Group work is professionally relevant • Students can work across disciplines • Students can learn cooperative, rather than competitive skills • Can support a diversity in topics and materials learnt • Greater complexity in topics • Student tend to learn time management better
Most importantly, students should be exposed to the range of learning opportunities within the student skills package (SSP) – see diagram below, from soft to hard skills that include research, writing, presentation skills, conceptual thinking and analytical skills. Together with the learnt abilities to communicate, negotiate, provide leadership, collaborate, and learn intercultural competence and tolerance.
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Attendance of the work involved in the forums and field trip excursions is encouraged. Your other teachers have been advised of these times away from the Faculty. You are encouraged to make up the work from these other classes where possible.
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lass & Group Lists - Preliminary
C 23 of
Assign 1 Typology Assign 2 Groups Name Groups 1 Meelup Regional Park Context 1 1
1 1
2 Indigenous Inhabitation Patterns & Knowledge 2 2
3 European Inhabitation Patterns & Knowledge 3 3
3 3
4 Bio-Regional Diversity & Endemism 4 4
4 4
4 4
5 Geology/Geomorphology/ Hydrology 5 5
6 Representation of the Local & Land Information & Representation 6 6
6 6
7 The Edge
7 7
7 7
8 A Sense of Place: Management Planning & Environmental Tourism 8 8
8 8
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eferences
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the region’s biosphere from space
the end
Eco-logical Design Principles LACH2240 Semester 1, 2007 Page 44