"Social Landscape Architecture : The Integration of Social Research in Landscape Architecture Education." - Slides (original) (raw)
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Manzar the scientific journal of landscape, 2016
| The "gap between knowledge and practice" is a known challenge. Especially in fields like Landscape Architecture and urbanism which are closely related to profession, this challenge has high priority. This gap has two main reasons in third world countries. First reason is about the production of knowledge which is unrelated to the needs of the country. Second reason is about the weakness in applying produced knowledge for practice. In developed countries, this challenge is somewhat brought under control. In landscape architecture profession, LAF is one of the most known foundations which have programs to face this challenge. Although today we know that using an exact same program as a copy for a country like Iran is not necessarily useful, but as a part of a solution, theirs experience and program must be studied. So the main question of this paper is "what is the main program of LAF to bridge the gap between knowledge and
University of Asia Pacific: Department of Architecture: The Learning of the first 14 years
Architecture: Education and Research, 2012
During the fourteen years of the Department of Architecture of the University of Asia Pacific, the school faced, explored and negotiated through innumerable detailed aspects of architectural education; some rather common and some unique to our institution: from defining a campus culture to faculty recruitment policy, from balancing the teacher student ratio to formations of admission tests, from book selection guidelines for library to archiving techniques of previous studio works and from the psychology of task-group formations to shifting of design philosophy. Each and every issue was thought over, attended and subsequently the results were scrutinized. This paper is for sharing glimpses of the accumulated knowledge of both our missteps and our successes.
The Development of Modern Landscape Architecture in Thailand
Nakhara : Journal of Environmental Design and Planning
The profession of landscape architecture has been firmly established in Thailand and has continued to flourish for over 40 years. Throughout this time, landscape architecture has made important contributions in improving environments, the people’s quality of life, and the aesthetics of Thailand’s cities and communities. This research discusses the development of the landscape architecture profession and design concepts in Thailand from the beginning to present to understand how landscape architecture has been cultivated through the processes of adaptation and appropriation. The major contents of this research were obtained from the analysis of interviews conducted with 20 practitioners of landscape architecture firms in Thailand. The topics of discussion include multiple factors affecting the concepts, styles, and typologies of landscape architectural design. The results show that landscape architecture in Thailand has developed in parallel with global design trends since the begi...
Proposed Landscape Architecture Master Program: A Feasibility Study
International Journal of Academic Research in Business and Social Sciences, 2019
As part of the government aspiration of the Universiti Teknologi MARA (UiTM) to add the enrolments' every year, all faculties are continuously expanding and increasing its students. Since the Faculty of Architecture, Planning, and Surveying (FSPU) have set its aim that each department should begin their Master by coursework program, the Centre of Studies for Landscape Architecture is observing similar task and will gear up its capability to initiate the program. The market demand is examined to foresee sufficient candidates in establishing the new master program using quantitative methods in the questionnaire survey form. The target group of respondents is 150 professionals from built environment disciplines, worked at Klang Valey in government and private sectors. The data were analyzed and calculated by SPSS and presented in tabular and graph. Most potential professional background candidates to be in the program are Landscape Architects, which represents 80% amongst those interested to further their study. Landscape Management is the most preferred field as their future specialization, while the prospective candidates choose UiTM Shah Alam in conducting this master program. The findings of this study may provide a basis for new employment opportunities, particularly for Bumiputera in Malaysia, and possibly throughout the world.
Course curriculums as developed in BUET or KU are of multidisciplinary nature as envisioned by UIA / ARCASIA and CAA. This arrangement in the curriculum is made to ensure continuous feed-back from the practical field and society. There are separate supporting field oriented sessional courses along with the main design sessional courses with every design studio. The curriculum has the emphasis on learning by doing. Through this process students become aware about the ground reality and can continually learn the importance of socio-cultural needs, which helps them in understanding contextuality and thus devising sustainability. International Union of Architects (UIA) (ARCASIA follows the UIA standards) and UNESCO framed a charter for architectural education. UIA / ARCASIA emphasized that architectural education should have the focus on the professional aspects and must encompass specific objectives of ‘social, cultural, political contexts’; ‘professional, technological, industrial contexts’; the ‘World: local, global, ecological contexts and academic contexts including science and knowledge in general. Architecture as a professional discipline of knowledge here endeavors to have a proper balance between theory, research and practice. Here the focus is on need based and performance based product involving the expertise of many relevant fields of built-environment, however, without sacrificing its fundamental nature of a collective art-form. The Discipline promotes imagination, inquiry and experimentation through rigorous and interdisciplinary approach for a truly professional degree. Architecture in Bangladesh has always been taught in the broad cultural context of this region taking the interdisciplinary knowledge of various aspects of man, his society, culture and technology as the basis. The course curriculum, with its strong interdisciplinary ties, encourages the critical intelligence necessary to make sense of a changing world. Under graduate programs has established itself in Bangladesh and now striving to go beyond ie into research and development and collaboration with others. Architectural Education is now at cross road in Bangladesh, and as a pioneer school, BUET is endeavoring to reach out for cross national, cross cultural and cross disciplinary collaboration to make the education truly versatile.
PEDAGOGICAL ARCHITECTURE: THREE FACULTIES OF ENGINEERING BY AMORN SRIVONGSE
Proceedings of the 16th International docomomo Conference, Book 2. 29 August-2 September 2021. Tokyo, Japan: docomomo International; docomomo Japan. 566-571.Edited by Tostoes, Ana and Yoshiyuki Yamana. , 2021
After the 1960s, higher education had become available in Thailand outside Bangkok for the first time. The paper looks at one particular building type: Faculty of Engineering, designed by architect Amorn Srivongse (1928–2012). Constructed in different locations, three faculties of Engineering share a sense of enjoyment and pedagogy in the design of their skeletons: suspension structure at Khon Kaen University (1964) in north-eastern Thailand, steel space frame at Prince of Songkla University (1967–1971) in the south and reinforced concrete space frame at Chiangmai University (1971) in the north. While the expressions of the buildings’ structures were deliberately intended as pedagogical advantages for engineering students, each building was executed under different circumstances and locales. The paper aims, firstly, to show the daring aspects of the structures, and, secondly, to examine the construction processes of the buildings, asking how differing constructive possibilities brought about inventiveness in different structural and technological solutions. The paper draws primarily upon archival materials, interviews with peoples directly involved in the projects such as an engineer, superintendent and labour, and upon first-hand analysis of the architectures. The finding is that in none of the cases was the choice of a structure a foregone decision and that the circumstances of each project had been meticulously studied prior to the building process. Not only the structure of Faculties of Engineering can be understood as open lessons, but the processes through which they were constructed can equally be read as their tacit curriculum.