| Week |
Subject |
Related Preparation |
| 1) |
Introduction - Definitions and History
Introduction to course, overview of course objectives, readings, and assignments.
What is a landscape? What is a cultural landscape? How and when did it emerge?
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| 2) |
Definitions and History of Landscape Research |
Howard. An Introduction to Landscape. p.1-6 and 9-27
Meinig, D. W., ed. “The Beholding Eye: Ten Versions of the Same Scene.” In The Interpretation of Ordinary Landscapes: Geographical Essays. p.33-49
Howard et al., The Routledge Companion to Landscape Studies. Introduction (p. xix-xxviii)
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| 3) |
Landscape, Culture and Heritage
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Howard et al., The Routledge Companion to Landscape Studies.
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| 4) |
Landscape, Art and Senses |
Cosgrove and Daniels, “Introduction: Iconography and Landscape” in The Iconography of Landscape. |
| 5) |
Landscapes and Power |
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| 6) |
Landscape and Identity
National identity and self-affirmation through landscapes. |
Howard. An Introduction to Landscape. “Our Personal Landscapes” p.109-123 and "National Landscape” p.139-152
Agnew, “Landscape and National Identity in Europe: England versus Italy in the Role of Landscape in Identity Formation,” in Landscapes, Identities, and Development, ed. Zoran Roca, Paul Claval, and John A. Agnew (Farnham, Surrey ; Burlington, VT: Ashgate, 2011), 37–49
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| 7) |
Mid-term presentation |
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| 8) |
Mediterranean and Anatolian Cultural Landscapes |
Redford, “Just Landscape in Medieval Anatolia,” Studies in the History of Gardens & Designed Landscapes: An International Quarterly 20, no. 4 (2000): 313–24,
Mosler, “Aspects of Archaeological Heritage in the Cultural Landscapes of Western Anatolia,” International Journal of Heritage Studies 15, no. 1 (January 2009): 24–43.
Harmanşah, “Event, place, performance: rock reliefs and spring monuments in Anatolia” in Of Rocks and Water: Towards an Archaeology of Place, ed. Ömür Harmanşah, Joukowsky Institute Publication 5 (Oxford: Oxbow Books, 2014).
Movie: Nuri Bilge Ceylan, Once Upon a Time in Anatolia, (2011). |
| 9) |
Landscapes and Memory |
Tadhg O’Keeffe, “Landscape and Memory: Historiography, Theory and Methodology,” in Heritage, Memory and the Politics of Identity: New Perspectives on the Cultural Landscape, ed. Niamh Moore-Cherry and Yvonne Whelan (Aldershot: Ashgate, 2007), 3–18.
Paul Claval, “Changing Conceptions of Heritage and Landscape,” in Heritage, Memory and the Politics of Identity: New Perspectives on the Cultural Landscape, ed. Niamh Moore-Cherry and Yvonne Whelan (Aldershot: Ashgate, 2007), 85–93.
“St Kilda Subject of Arts Installation about Memory Loss,” BBC News, http://www.bbc.com/news/uk-scotland-highlands-islands-34719806.
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| 10) |
Everyday Landscapes, Sacred Landscapes |
John Brinckerhoff Jackson. Discovering the Vernacular Landscape. Yale University Press, 1984.
Achva Benzinberg Stein. “Preserving the Cultural Significance of Landscapes.” In Historic Cities and Sacred Sites Cultural Roots for Urban Futures, edited by I. Serageldin, E. Shluger, and Martin-Brown, 261–66. Washington D.C.: World Bank, 2001.
Paul Claval, “In Lieu of Conclusion: Changing Scope and Ambitions in Landscape Concerns,” in Landscapes, Identities, and Development, ed. Zoran Roca, Paul Claval, and John A. Agnew (Farnham, Surrey ; Burlington, VT: Ashgate, 2011), 461–75.
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| 11) |
Conservation vs. Managing Change |
Howard. An Introduction to Landscape. Part 3 – “What is the future?” p.245-303 |
| 12) |
Landscapes and Climate Change |
Robert Z. Melnick. “Cultural Landscape Heritage in the Time of Climate Change.” Video of the lecture presented at the PennDesign Presents Robert Melnick: Cultural Landscape Heritage in the time of Climate Change, Meyerson Hall, University of Pennsylvania, January 14, 2016. https://vimeo.com/152475161.
Arnold Van Der Valk. “Preservation and Development: The Cultural Landscape and Heritage Paradox in the Netherlands.” Landscape Research 39, no. 2 (April 10, 2013): 158-73.
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| 13) |
Landscapes and Human Rights |
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| 14) |
Digital tools and technology in landscape research |
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Program Outcomes |
Level of Contribution |
| 1) |
She/he gains knowledge of and develops values on technical, aesthetic, cultural, historical, social and ethical dimensions of architecture with a scientific and critical approach. |
3 |
| 2) |
She/he integrates architectural practice with environmental, economic and social sustainability principles. |
3 |
| 3) |
She/he has the knowledge and ability to provide and implement interactions between urban planning, urban design and architectural projects. |
3 |
| 4) |
Gains the ability to identify architectural potentials and problems based on data collection, analysis, interpretation and critical thinking, in order to cultivate concepts and determine strategies for action. |
3 |
| 5) |
She/he is able to interrelate theory, design and construction practices. |
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| 6) |
She/he will be able to produce architectural design, presentation, implementation, management and supervision stages both independently and collectively for different contexts and scales and through a responsive approach to social, functional, technical and aesthetic requirements. |
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| 7) |
In addition to traditional methods, she/he interactively uses the emerging information technologies required by the field. |
2 |
| 8) |
To analyze and document the historical and conservation characteristics of the built environment; taking into account of the balance between protection and use, she/he has the ability and necessary knowledge in renovation and restoration issues. |
2 |
| 9) |
She / he gains the ability to cooperate with different disciplines on the conception and design of the built environment, as an individual and/or as a team member. |
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| 10) |
Has knowledge on and comprehension of professional ethics and codes of conduct, legal and managerial regulations, standards, rights and responsibilities and processes in the field of architecture. |
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| 11) |
Can produce design, know-how and knowledge for the improvement of different and changing social needs, and for the enhancement of life quality. |
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| 12) |
She/he has the knowledge and responsibility to design solidly built structures and takes into account of the risks of natural disaster. |
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| 13) |
She/he monitors new developments in architectural theory and practice and is open to lifelong learning. |
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| 14) |
She/he takes responsibility for the improvement of social consciousness in the field of architecture, and for the endorsement and defense of ecological and urban rights. |
3 |
| 15) |
Has architectural communication skills in a foreign language. |
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