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Resurfacing the Topographic Imagination : = landform, representation, and process.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Resurfacing the Topographic Imagination :/
Reminder of title:	landform, representation, and process.
Author:	Estes, William, II.
Description:	1 online resource (115 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-06.
Contained By:	Masters Abstracts International56-06(E).
Subject:	Landscape architecture. -
Online resource:	click for full text (PQDT)
ISBN:	9780355121940

Resurfacing the Topographic Imagination : = landform, representation, and process.
Estes, William, II.

Resurfacing the Topographic Imagination :landform, representation, and process. - 1 online resource (115 pages)

Source: Masters Abstracts International, Volume: 56-06.

Thesis (Master's)--University of Washington, 2017.

Includes bibliographical references

While social and environmental challenges are the focus of much of contemporary practice, the role of technical skills and basic knowledge of land manipulation has been marginalized within landscape architecture. This thesis explores landscape architectural pedagogy with a focus on the instruction of technical skills within landscape architectural curriculum through the lens of landform manipulation. As a fundamental operation in the practice of landscape architecture, landform manipulation is often taught from the perspective of land art, site engineering, or through the lens of representation separate from other design courses and studios. This study proposes an alternative model for teaching terrain manipulation as a creative endeavor that bridges the theory and practice of landform and representation. Drawing on readings, interviews, and syllabi, this study seeks to reflect current approaches to site grading instruction, while exploring opportunities for reconstituting and embedding history, theory, and representation within an alternative teaching format. A framework for landform manipulation instruction is created that expands the boundaries of traditional site engineering practices to explore production and representation as process through the lenses of cultural, spatial, and temporal aspects of topography that is inclusive of aesthetic, speculative, and theoretical practice. This approach is developed into a studio syllabus as an example for future implementation in a landscape architectural curriculum and as a catalyst for dialog on contemporary practice and landscape architecture education.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355121940Subjects--Topical Terms:

555495
Landscape architecture.
Index Terms--Genre/Form:

554714
Electronic books.

Resurfacing the Topographic Imagination : = landform, representation, and process.
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245 1 0 $a Resurfacing the Topographic Imagination : $b landform, representation, and process.
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500 $a Source: Masters Abstracts International, Volume: 56-06.
500 $a Adviser: Kenneth P. Yocom.
502 $a Thesis (Master's)--University of Washington, 2017.
504 $a Includes bibliographical references
520 $a While social and environmental challenges are the focus of much of contemporary practice, the role of technical skills and basic knowledge of land manipulation has been marginalized within landscape architecture. This thesis explores landscape architectural pedagogy with a focus on the instruction of technical skills within landscape architectural curriculum through the lens of landform manipulation. As a fundamental operation in the practice of landscape architecture, landform manipulation is often taught from the perspective of land art, site engineering, or through the lens of representation separate from other design courses and studios. This study proposes an alternative model for teaching terrain manipulation as a creative endeavor that bridges the theory and practice of landform and representation. Drawing on readings, interviews, and syllabi, this study seeks to reflect current approaches to site grading instruction, while exploring opportunities for reconstituting and embedding history, theory, and representation within an alternative teaching format. A framework for landform manipulation instruction is created that expands the boundaries of traditional site engineering practices to explore production and representation as process through the lenses of cultural, spatial, and temporal aspects of topography that is inclusive of aesthetic, speculative, and theoretical practice. This approach is developed into a studio syllabus as an example for future implementation in a landscape architectural curriculum and as a catalyst for dialog on contemporary practice and landscape architecture education.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Landscape architecture. $3 555495
650 4 $a Pedagogy. $3 1148703
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
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710 2 $a University of Washington. $b Landscape Architecture. $3 1183420
773 0 $t Masters Abstracts International $g 56-06(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10288788 $z click for full text (PQDT)