Landscape Education: Research and Practices; Tools and Experiences

Showing is different than saying: Visualization for
understanding, active perception and co-creation of
environments
Saša Dobričić (University of Nova Gorica, Slovenia)
Marco Acri (University of Nova Gorica, Slovenia)
Landscape Education: Research and Practices: Tools
and Experiences
RGS-IBG Annual International Conference 2018

Key words
Landscape preservation and design, autographic phase,
allographic phase, negotiations in design, episteme of
the project, landscape aesthetic community, common
goods dimension, tacit knowledge, experiential
dimension of learning, learning by doing vs. accredited
body of knowledge, HUL, URBINAT
Showing is different than saying: Visualization for understanding, active perception
and co-creation of environments
Landscape Education: Research and Practices: Tools and Experiences

Good territorial government
Fortitudo
Prudentia
Pax
Temperantia
Iustitia
Fides
Sperantia

Good territorial government

Bad territorial government
Tyrannide
Superbia
Avaritia
Vanagloria
Fraur
Divisio
Furor

Bad territorial government

Educating on problem solving
The issue of education in landscape design and
preservation starts from the “problem” to be solved:
Preserving (what? – Old landscapes, our image of them,
medieval practices, etc.)
Designing (why? – to control development, to permit
development, to improve situations, etc.)
Here we find the autographic and the allographic phase

The negotiation
from the “problem” to be solved
to the steps of project design,
When the autographic meets the allographic
(considering landscape as result of the living
actors).
The real task of the designer is creating the
actor

Understanding the aesthetic community
Given that in Europe traditional communities are less and
less present and we meet more “collectivities” with
thematic communities, landscape design needs an aesthetic
community (heritage community in the COE Faro
Convention).
The aesthetic community embraces the new commons in
landscape (rivalry and non excludability) and refers to old
types of community self management.

From explicit to tacit in the aesthetic community
As in preservation sphere, the more a practice
is known and experienced, the better the
result is perceived. Tacit knowledge derives
from experiencing the practices and the tools
with a good approximation of expected
results. Tacit knowledge also eliminate the
barriers as well as the underestimations.

Context independent exercises (tacit knowledge)
•1.a. Getting Sense of space and Forms of visualisation (practical
exercises for developing representational skills).
•1.b. Re-making sense (“recycling” the same form by envisaging
additional or alternative senses or functions by using allegories,
metaphors and analogies).
•1.c. Changing contexts exercises for developing competence through
producing alternatives of the same space components.

Problems independent exercises (tacit knowledge)
• Getting the sense of place;
• Getting the significance and value of the place
• Getting the potential development of the place
• thinking about the circularity of the place (self-sustainability)
• relating urban areas and cuntryside
• telling the story, creating the narrative
This set of exercises focus on the vision of the site and its landscape

Context related exercises (explicit knowledge)
•2.a. Context reading (practical exercises for understanding different
lifestyles, environmental, cultural, socio-economic factors and values).
•2.b. Sense of Place and Function simulation within different contexts
(understanding possible dynamics and lifestyles within a specific context).
The student is invited to imagine, visualise and transfer into the design the
possible lifestyles within the same spatial context.
•2.c. Story telling and/or story building (the history of life of buildings and
places through story building, focused on all factors that influence the
production process such as: relationship with clients, normative context,
economic and technological factors, etc. ).

Problems related exercises (explicit knowledge)
• infrastructure bottleneck;
•lack/excessive continuity;
• flooding and natural hazards issues;
• unbalance between “natural” and anthropic presence
• critical areas (crime, pollution, waste, etc.)
• loss of cultural/historic continuity
This set of exercises focus on the active planning through problem
solving of the site and its landscape

Typical Planning excercise is the CD or CTS

Do not underestimate the value of manuals
They act with a direct effect on daily concerns;
They offer valid, transparent and shared solutions
They are available both to the citizens and to the professionals
They reduce the asymmetry between people and professionals
They work through images
They display the local reality

Examples from Italy, Spain and UK

The URBINAT testing HORIZON2020
Healthy corridors as drivers for regeneration of social housing neighborhoods through co-creation of social,
environmental and marketable NBS

The NBS catalogue
URBINAT - Healthy corridors as drivers
for regeneration
of social housing neighbourhoods
through
co-creation of social, environmental
and
marketable NBS

1. finding a/the problem;
2. Defining the vision
3. Discussing and sharing
4. Proposing the set of solutions
5. Co-Creating the solutions
6. Implementing
7. Spreading
Key-words: Living LAB, Community of
practice, healthy corridors

Landscape Education: Research and Practices; Tools and Experiences

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