Landscape Analysis and Interpretation

Code:

AP1004

Acronym:

AP1004

Level:

100

Keywords
Classification	Keyword
OFICIAL	Landscape Architecture

Instance: 2019/2020 - 2S

Active?	Yes
Web Page:	http://https://videoconf-colibri.zoom.us/j/784379411
Responsible unit:	Department of Geosciences, Environment and Spatial Plannings
Course/CS Responsible:	Bachelor in Landscape Architecture

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
L:AP	34	Official Study Plan	1	-	6	56	162

Teaching language

Suitable for English-speaking students

Objectives

Develop knowledge about fundamental concepts of landscape and associated dynamics as well the capacity to describe and assess its units and components in the context of change/evolution.

Learning outcomes and competences

Ability to produce analytical and synthetical landscape representations such as: thematic maps, models, photos, visual simulations and other multimedia elements.

Working method

À distância

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

-

Program

1. The concept of Landscape: broad, restrict, scientific and professional.


2. Main landscape typologies: natural; humanized; historic-cultural; production oriented; conservation oriented; recreation/ turism oriented; agriculture, forestry, cattle breeding; urban, peri-urban and industrial.


3. Landscape units and components: watersheds, viewsheds, landform, geology, land use and land cover (vegetation, built structures, water features and spatial organization).


4. The value of landscape: ecologic, economic, social, aesthetic and heritage.


5. The public interest and landscape status: European Landscape Convention, protected sites.


6. Landscape characterization and assessment methods. The landscape as an indicator of the metabolism of the systems. Transformation and landscape impacts.


7. Landscape analysis and synthesis exercise, based on a territorial unit, either natural or administrative. Scenarios of change and landscape intervention proposals.

Mandatory literature

Bell, S.; Landscape: Pattern, Perception and Process, Routlege, 2012
Brown, R. ; Landscape Assessment for Planning and Design: Seeing the Landscape Again for the First Time, Saarbrücken: Vdm Verlag , 2008
Dee Catherine; Form and fabric in landscape architecture. ISBN: 978-0-415-24638-5
Portugal, o Mediterrâneo e o Atlântico ; Ribeiro, O. , Lisboa: Sá da Costa, 1986
Geografia de Portugal. O Ritmo Climático e a Paisagem, Vol. II. ; Ribeiro, O. , Lisboa: Sá da Costa., 1988
Farinha-Marques, Paulo; "Paisagem: entre o tangível e o intangível" in Magalhães, A. e Guimarães, S. Paisagem: matéria e ficção., Museu do Douro. ISBN: 978-989-8385-14-4
Landscape Institute; Landscape and Visual Impact Assessment (LVIA), Routledge, 2013

Teaching methods and learning activities

1. Theoretical sessions: oral presentation of contents illustrated with landscape images; critical reflection and debate.


2. Fieldtrips: in situ landscape analysis and interpretation.


3. Practical sessions: landscape analysis and synthesis exercises through drawings and multimedia.

NOTE - The study visit took place before the confinement by Covid 19

Software

Adobe Photoshop

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Teste	30,00
Trabalho prático ou de projeto	70,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Elaboração de projeto	91,00
Frequência das aulas	56,00
Estudo autónomo	15,00
Total:	162,00

Eligibility for exams

Students must attend all the assessment sessions and fieldtrips

Calculation formula of final grade

Final grade = studio work (70%) + test (30%)

Examinations or Special Assignments

-

Internship work/project

-

Special assessment (TE, DA, ...)

-

Classification improvement

-

Observations

From March 12 until the end of the school year, all classes are taught remotely, in synchronous mode, maintaining the usual schedules.

The practical and theoretical programs were adapted to this new modality as well as the evaluation methodology.