Landscape Literacy in Architectural Training: Unveiling the Terrain

Abstract

The role of landscape in architecture is extremely significant, it influences the organization of architectural space, the urban planning, the valorization of nature and the cultural identity. So, landscape is a very important factor for the quality of life of all living beings. Teaching architecture students about landscape develops their awareness of the context of the sites and of places, as well as built spaces. Contemporary challenges such as climate change, biodiversity loss and urban sprawl, socio-cultural and economic conflicts require interdisciplinary approaches. Reading and understanding the landscape becomes crucial to designing sustainable spaces and approaching design to a holistic perspective, considering not only aesthetic and functional aspects, but also ecological and social factors. The landscape thematic in architecture courses involves providing tools and methodologies to analyze, interpret and design, as well as stimulating sensitivity to the landscape system and dynamics. Considering the case-study architecture training at University of Évora (Portugal), we will reflect on: i) Theoretical bases: the concept of landscape, history and contemporary issues provide students with a conceptual framework. ii) Case-studies: real-world examples of landscape integration in architecture help students understand best practices and innovative approaches. iii) Fieldwork and site analysis: hands-on experience through site visits and landscape analysis exercises increases students’ awareness of spatial and temporal dynamics in ecological, aesthetic, sociocultural, and economic domains. It allows a better understanding of topography, vegetation, water systems and human interactions. iv) Design studio exercises: practical applications challenge students to integrate landscape considerations into their architectural designs. Key findings include the need for increased awareness, interdisciplinary collaboration and innovation in design thinking.