Duration
108h Pr
Number of credits
| Master in landscape architect, professional focus | 9 crédits |
Lecturer
Coordinator
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The aim of the Q7 workshop for Master's Year 1 is to immerse students in the complexity of an urban area, particularly through the lens of its stakeholders, so that they can then develop concrete landscape design solutions centred on the themes of the inclusive city and the climate emergency (integrated water management, resilient greening, etc.).
The workshop consists of a single exercise led jointly by the teaching staff, which examines the practice of landscape design and its temporal dimension as it relates to the dynamics of a territory and its society. The themes, methodological approaches and concepts addressed may vary depending on educational or scientific opportunities or constraints.
Taking an existing site as their starting point, students' reflections focus on topical issues that are meaningful and have short-, medium- and long-term implications, to which the landscape architect must be able to provide spatialised and sustainable solutions.
Learning outcomes of the learning unit
Based on the specific area under consideration, the aim is to develop a coherent, large-scale approach to landscape design, drawing on an inventive and sensitive analysis that enables students to identify the key territorial challenges to which they must provide sustainable, spatially-based solutions through a process of spatio-temporal design and construction. These reflections specifically incorporate the fields of sustainable urban development, covering issues such as the appropriation and uses of a territory, social ties, participation and inclusivity, the spirit of place, resilience to climate change, ecology, integrated stormwater management, mobility, and energy and territorial policies, amongst others.
To achieve this objective, students must be able to:
- Develop a relevant interpretation of the site and its context as a foundation for the development of the project;
- Interpret and cross-reference the elements of a landscape analysis and interpretation;
- Adopt an independent and critical approach to thinking within a complex context;
- Develop a line of reasoning and construct a well-argued case;
- Understand interdisciplinary work in developing an operational landscape response;
- Involve stakeholders in the project;
- Work both in groups and individually.
Prerequisite knowledge and skills
bachelor level workshops
Planned learning activities and teaching methods
The project will be undertaken in groups, to which each student must contribute through personal reflection (particularly in relation to their final design project). The group work and the individual project will encompass the entire process of territorial reflection, from analysis through to the spatial solutions devised.
The process will culminate in an oral presentation before a panel comprising academic staff and external experts.
Throughout the reflective process, weekly debriefing sessions with all teaching staff are scheduled.
Across the entire term, continuous assessment will be carried out, focusing on the student's individual contribution in the workshop and their overall approach (relevance of research, outputs, contributions and sharing of ideas, participation, interests, etc.).
The work is structured around four interdependent stages:
- An 'inventive' analysis to determine the amenities and qualities of the landscapes in question, with a view to identifying the key issues.
- A strategic and critical positioning (diagnosis, stance and challenges) based on the conclusions of the analysis, leading the student to independently define the landscape design concepts that will guide them towards the project, including the proposed methodology for stakeholder engagement.
- A spatial planning programme that determines and locates new land uses, interacting with existing ones and arising from the student's adopted stance.
- An inventive and active landscape project as a spatialised response to the three preceding phases.
With regard to the dynamics of participation and the involvement of stakeholders, students are expected, in their end-of-project assessment, to clearly indicate at which stages they intend to involve stakeholders, which stakeholders are targeted, and which participatory method has been defined.
A cross-disciplinary study trip (compulsory) is organised as a one-day workshop at the start of the term. Field trips are also scheduled at various points throughout the term.
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Face-to-face course
Further information:
Independent work, both in groups and individually (details to be provided during the workshops), including classroom workshops, field trips, occasional guest speakers and study trips.
Supervised work during scheduled sessions. Generally, one full-day face-to-face session per week.
Course materials and recommended or required readings
Platform(s) used for course materials:
- MyULiège
Further information:
Platform(s) used for course materials:
- MyULiège
Further information:
Reading material, documents and useful resources provided during the workshop sessions.
Continuous assessment
Further information:
Continuous assessment
Further information:
Continuous assessment: 20%
Of which the first half is based on a mid-term assessment of the work completed (assessment criteria: coherence of the topic, comprehensiveness of the analysis, choice and relevance of the proposed scope/project approach, current status of the work produced, remaining schedule/workload)
The remaining half is based on active participation (assessment criteria: proactivity, relevance of research, outputs, analyses, surveys, etc.) and attitude (assessment criterion: the student's interest, personal contributions to workshop topics, shared critiques, etc.) during workshops.
This does not, therefore, correspond to physical attendance at workshops.
Preliminary jury (approx. 15 days before the final jury): 30% (workshop tutors only)
Phase 1 - Creative analysis
Phase 2 - Strategic and critical positioning (diagnosis, stance and key issues, as well as the methodology for engaging stakeholders)
Phase 3 - Local planning
Phase 4 - Landscape development project
Final jury (revisions following the preliminary jury): 50% (workshop tutors + external jury)
Phase 1 - Creative analysis
Phase 2 - Strategic and critical positioning (diagnosis, stance and key issues, as well as the methodology for taking stakeholders into account)
Phase 3 - Territorial planning
Phase 4 - Landscape development project
Assessment criteria for the pre-selection panel and the selection panel:
Phase 1 - Analysis: quality of observations, clarity of argument, relevance of the thought process...
Phase 2 - Strategic and critical positioning (diagnosis, stance and key issues, as well as the methodology for engaging stakeholders): understanding of the context, relevance of the arguments, insight into the key issues, conclusion, quality of the foundation of the work (drawing on knowledge gained from the Bachelor's workshops)
Phase 3 - Territorial planning: statement of the precise characteristics of a project to be designed and implemented, to serve as the basis for the study and development of the project. Relevance and quality of the articulation of requirements.
Phase 4 - Landscape development project:
Consistency and completeness of the process based on:
- Consistency of the spatial and temporal landscape proposals
- Quality of the integration with the existing situation
- Stakeholders: Indication of the stage of stakeholder involvement, who they are, the participatory management method used, and specifying the level of participatory management
- Identification and creation of atmospheres and places
- Appropriateness of the scale of intervention (in line with the project's aims)
- Consideration of the issues at stake: political, urban planning, societal, etc.
- Quality of the use of landscape design tools (plans, sections, profiles, diagrams, etc.)
!! Possibility of a retake !!
If the student's final mark (for the module as a whole) is below 8.5/20, there is no possibility of a resit and the learning activity is not validated.
If the student's final mark (for the module as a whole) is 8.5/20 or above but below 10/20, the June examination board may, in exceptional circumstances, authorise the students concerned to sit a resit, provided that the mark obtained in the final examination (50%) is also 8.5/20 or higher. Details regarding this resit will be provided by the lecturers immediately following the June examination board meeting. Only the final examination mark (i.e. 50% of the assessment) can be improved upon in this second sitting. The marks for continuous assessment (20%) and the pre-examination assessment (30%) are automatically carried over to the second sitting.
If the student's final mark (for the module as a whole) is 10/20 or above, the learning activity is validated and there is no opportunity to sit the second session to improve the mark in any way.
Work placement(s)
none
Organisational remarks and main changes to the course
Weekly sessions. Once a week. Student attendance is essential for the teaching approach and must be maintained throughout the duration of the workshop.
Contacts
Sébastien Heuss (HEC)
Julie Martineau (ULB)
Aurore Degré (ULiege)