ARCHITETTURA DEL PAESAGGIO E PROGETTAZIONE

Module landscape planning

Expected Learning Outcomes

The course provides students with a body of knowledge aimed at understanding landscape dynamics from a co-evolutionary and ecological-relational perspective, enabling them to acquire the knowledge and skills required to develop and manage multi-actor and multi-scale landscape planning processes. More specifically, the learning pathway is designed to achieve the following outcomes.

Knowledge and Understanding

Students acquire knowledge of the concepts, paradigms and debate surrounding landscape planning, with reference to the international, national and regional contexts, and develop an understanding of landscape dynamics from a co-evolutionary and ecological-relational perspective.

Applying Knowledge and Understanding

Students acquire the ability to apply theoretical knowledge and technical tools to the analysis and interpretation of landscape dynamics, vulnerabilities and potential, as well as to the development and management of multi-actor and multi-scale landscape planning and design processes, in accordance with current conventions and regulations.

Making Judgements

Students develop critical thinking and autonomy of judgement in interpreting landscape dynamics and in defining and evaluating landscape planning and design strategies and solutions, through comparison between theoretical knowledge, field experience and the different perspectives of territorial stakeholders.

Communication Skills

Students develop the ability to communicate and share knowledge, analyses and proposals within landscape planning and design processes, through discussion and cooperation within working groups, the class as a whole, and with the territorial stakeholders involved.

Learning Skills

Students develop the ability to independently integrate theoretical knowledge and practical experience, using innovative learning approaches and technological and organisational tools, also through collaborative learning and field experience.

For attending students, the teaching approach includes:

• a series of lectures aimed at discussing the theoretical framework through the presentation of the course topics and classroom discussions;
• supervision of a group practical exercise, during which the concepts addressed in the theoretical framework are applied in practice; where necessary, the theoretical content will be supplemented according to new issues emerging during the exercise itself (a circular relationship between theory and practice);
• complementary educational activities, including guided visits and fieldwork, in-depth seminars, contributions by external experts, and opportunities for listening to and co-designing with territorial stakeholders.

The course is organised so as to allow students to develop the theoretical framework and carry out the practical exercise as much as possible during class hours, leaving individual study time for further in-depth study of the course topics.

For non-attending students, the teaching approach includes:

• individual reading and in-depth study of the teaching materials in order to develop an understanding of the theoretical framework;
• an individual practical exercise involving the preparation of an essay (30,000 characters including spaces) on a topic agreed with the lecturer; the essay may be accompanied by appropriate analytical and design-oriented graphic materials, also agreed with the lecturer;
• the possibility of attending office hours (by appointment arranged by email) for clarification and possible review of the individual practical exercise.

Should the course be delivered in blended or distance-learning mode, the necessary changes may be introduced with respect to the arrangements described above.

Information for Students with Disabilities and/or Specific Learning Disorders (SLD)

To ensure equal opportunities and in compliance with current legislation, students concerned may request an individual meeting in order to arrange any appropriate compensatory and/or exemption measures, in accordance with the learning objectives and their specific needs.

Students may also contact the CInAP (Centre for Active and Participatory Integration – Services for Students with Disabilities and/or Specific Learning Disorders) faculty contact person within the Department of Agriculture, Food and Environment.

A sound knowledge of the subjects covered in previous courses, particularly Technical Drawing, Analysis of Territories and Settlements, Surveying and Computerised Processing of Territorial Data. Knowledge of English is also required.

Attendance is strongly recommended and provides access to a number of opportunities, including the group practical exercise.  

Working students and student-athletes are kindly requested to inform the lecturer of their status so that arrangements can be assessed according to their individual circumstances.

The course aims to provide students with tools enabling them to interact effectively with public institutions and territorial organisations within co-productive landscape planning processes.

The course also aims to provide students with the tools required to critically interpret the evolutionary dynamics of landscapes.

Although the course is structured into two main sections (the theoretical framework and the practical exercise), these are closely interconnected. The topics addressed in the theoretical component are intended to be understood and developed concurrently through the practical exercise.

Theoretical Framework

1. Introduction and overview of the co-production approach
2. Evolution of paradigms and the debate on landscape planning
3. Overview of current legislation, landscape planning instruments and exemplary cases
4. Elements of landscape ecology
5. Common land rights and landscape planning as a multi-actor process
6. Integrated landscape planning and design in the context of climate change

Practical Exercise

1. Introduction. Review of spatial data analysis using GIS software and management of collaborative databases
2. Preparation of basic materials and assessment of the current planning framework
3. Definition of project objectives and the supporting analytical framework
4. Development of a survey protocol and interaction with territorial stakeholders
5. Landscape units
6. People's Plan: Strategic framework and in-depth design studies

L1. Watson, V. (2014). Co-production and collaboration in planning–The difference. Planning Theory & Practice, 15(1), 62-76.

L2. Lanzani, A. S., Goldstein, M. B., & Zanfi, F. (2015). Della grande trasformazione del paesaggio. In L’Italia e le sue regioni vol. 2 Territori (pp. 291-312). Istituto dell’Enciclopedia Italiana.

L3. Magnaghi, A. 2019. La bioregione urbana nell’approccio territorialista. Contesti. Città, Territori, Progetti (1), 26-51.

L4. Spirn, A. W. (2016). The nature of mill creek: Landscape literacy and design for ecological democracy, Pragmatic sustainability, Routledge, 172-189

L5. Settis S., 2013. Il paesaggio come bene comune. La scuola di Pitagora, Napoli

L6a. Armiero, M. (2021). L'era degli scarti: Cronache dal Wasteocene. Giulio Einaudi. Estratti 

OTHER TEACHING MATERIALS

Selection of texts and materials focusing on the study area.

Course notes in the form of presentations delivered in class.

Articles, regulations and excerpts from manuals accompanying the course notes.

Files required for the practical exercise.

This material will be published through the digital channels of the course, as indicated during classes.

The basic bibliography for the topics discussed in class (presented in summary form in the course notes) is provided below. The bibliography may be supplemented with additional texts according to the discussions held in class and the issues emerging during the practical exercise.

The examination consists primarily of a written test designed to assess the knowledge acquired within the theoretical framework.

For students taking the ongoing assessment tests, the written test will be conducted in two stages: 5 open-ended questions in the first test, held in mid-November, and a further 5 open-ended questions in the second test, held at the end of January.

Students who do not take the ongoing assessment tests may take the written examination in a single test (10 open-ended questions) during the official examination sessions.

Each question is assigned a score from 0 to 3. The total score determines the individual starting grade (from 0 to 30). Scores are assigned according to the completeness, accuracy, clarity and critical thinking demonstrated in the answers.

For attending students, the examination also includes an oral test consisting of the presentation and discussion of a group practical exercise, which will be assigned one of the following grades: insufficient (does not allow the examination to be passed), satisfactory (18–23), good (24–26), very good (27–29), excellent (30).

For non-attending students, the oral test consists of the discussion of an individual assignment, which will be assigned one of the following grades: insufficient (does not allow the examination to be passed), satisfactory (18–23), good (24–26), very good (27–29), excellent (30).

The practical exercise is assessed according to the completeness, accuracy, readability and originality of the materials presented. The presentation is assessed according to the ability to establish connections with the theoretical framework.

In both the written examination and the oral presentation of the practical exercise, particular consideration will be given to the quality of the content, the ability to establish critical connections between the course topics, the ability to provide examples, appropriate use of language, and students' communication and presentation skills.

For attending students, the assessment will also take into account proactive participation in class and the contribution made to the class and to the broader learning community, including the territorial stakeholders with whom the course will engage. Proactive participation will be regularly recorded and discussed periodically. At the end of the course, each student will receive a brief qualitative comment on this aspect.

The final grade will be calculated as the arithmetic mean of the written examination and the practical exercise.

The grade may be adjusted upwards based on proactive participation in class and the contribution made to the class.

The assessment may also be conducted remotely if circumstances require interpersonal distancing and in accordance with instructions issued by the University.

1. Discuss the evolution of the concept of landscape in relation to the theoretical framework addressed in the course.
2. Discuss the main innovations introduced by the European Landscape Convention.
3. Describe and discuss an exemplary case of landscape planning.
4. The main transformations of Italian agricultural landscapes during the 20th century.
5. What are the effects of soil sealing on the water cycle in urban areas?
6. What are common land rights and what importance do they have in the debate on contemporary landscapes?
7. What are ecomuseums and how can they contribute to the debate on landscape planning?
8. What are the evolutionary dynamics of cities throughout history?
9. What is a bioregion according to the “territorialist” approach?
10. What tools can be used to explore the relationship between climate change and perceived heritage?