LA3413

INTRODUCTION TO LANDSCAPE ARCHITECTURE HISTORY

Online Fall 2019

Villa d’Este, 1560, Tivoli, Italy

Instructor:
Bradley Agee
Email: [email protected]
Office hours: Rap 145J MON/WED 2:00-3:00PM or by appointment
While the instructor welcomes and encourages all questions and comments regarding the course,
your assigned teaching assistant should be your first contact regarding assignments and grading.

Teaching Assistant:
Matthew Kunnari ([email protected])
Brett Stolpestad ([email protected]).
Office hours: By appointment

Course Description:

Welcome to LA3413, Introduction to History of Landscape Architecture!

In this course you will catalog the design of historically constructed spaces. You will begin to correlate
the thread of their relationships to each other and to the organization and structure of your everyday
life i.e. streets and pathways (arteries of physical movement and gathering), communities (the floors
and volumes where we conduct business, gather, raise our families and organize our diverse civic and
social interactions), parks (soft spaces of active and passive recreation as well as sites of preservation
and conservation), cemeteries (the places of memory), plazas (the transactional civic spaces of social,
political and commercial life), while identifying the overlapping historical and cultural precedence that
guides their construction while uniquely reflecting the geographic singularity of a place and its
underlying or symbolic values.

This course is a core Historical Perspectives course and also a Global Perspectives Theme class. This
course is also required for Landscape Design and Planning undergraduate majors in the Department
of Landscape Architecture. While the course content is a critical facet in the curriculum of the
prospective landscape architect or environmental designer, the understanding of how and why exterior
global environments have been created over time and the human relationship to the built environment
is foundational material for all students looking to understand human settlement. As we explore these
ideas an emergent critical understanding our own biases, preferences, desires and values should
emerge.

Historical Perspectives Core:

We will explore the ways in which culture reshapes the land to manifest our physical needs, the
diversity of our beliefs, and the changing public values that dictate the commission of the built
environment. It is also a broad historical analysis of the landscape as an expression of art, born from
the aesthetic and expressive repurposing of earth designed for human use. Within each weekly
section case studies from different cultures will be compared. While you will find an emphasis on
Western Civilization (the main frame for understanding the historic spatial traditions of North America)
we will explore the influence of global diversity on our current and historic landscapes. The goal is to
better understand the ideas, values, and historical contexts that shape landscapes across
geographical and temporal boundaries

Design on the land is a deeply humanistic endeavor with humanistic impacts rooted in human
gathering. Landscapes contain and reflect diverse natural processes and cultural meanings.
Understanding the ways in which different societies physically order their environment can reveal their
perspectives on such issues such as people’s relationships to nature, community social structures,
and religious ideas through history. For instance, the Edwardian gardens designed by Gertrude Jekyll
were not simply a collection of plants and path but rather an aesthetic experience that reinforced a
particular British identity.

Landscapes pose particular problems for historic research. Landscapes that endure are often the
cultural products of “the winners” or the dominant culture. Landscape types like perennial garden only
remain in their intended form for less than forty years. Landscapes change over time, things are added
and removed, the land itself changes ownership and each new owner is often compelled to make
their imprint. Natural events such as fire, flood, seismic events, decay, and disuse all contribute to the
destruction of form, historic record and collective memory.

Course readings will give students an understanding of the challenges that face landscape historians
and the kinds of primary documents that they use in their studies. This course focuses on the ways in
which humans shape and are shaped by their landscapes in multiple global geographies and time
periods. Through readings and PowerPoint, students will develop a broader and deeper awareness of
how particular cultures in specific geographic locations create unique physical settings. Through small
group online discussions and written assignments, students will increase their global awareness. From
the Acropolis to the Alhambra, Mayan complexes to French royal gardens, Pompeiian streets to
English Gardens Cities, landscapes are windows to global cultures and geographic conditions.

Required and Recommended Materials:

The main textbook for the course is Landscape Design: A Cultural and Architectural History by
Elizabeth Barlow Roger (while you are not required to purchase a copy as all reading materials will be
supplied online you may find a hard copy more relaxing read)
Other required readings will be available for review on Canvas. All reading assignments are listed on
your class schedule. Additional readings may be assigned during lecture for the following week.

Established Course Objectives:

• Understand diverse philosophies and cultures, across unique societies, over time as reflected
in designed landscapes through reading and online discussion.
• Engage the “big ideas” that shaped the design of built landscapes through reading small
group discussion and written reflections.
• Develop an understanding of the ways in which design processes and products are reflective
of sociocultural values through readings.
• Connect the influence of historical constructs to an understanding of the current built
environment.

Student Learning Outcomes:

At least one following course outcomes will be assessed.
• Understand a body of knowledge and mode of enquiry related to landscape history that
recognize the similarities and differences among the ways in which different societies
construct and conceive of landscapes over time.
• Examine the role that design plays in shaping the larger society and culture of which it is part.
Explore and reflect on a set of cross-cultural case studies to explore similarities and
differences in land design and management through reading and visual course materials in
PowerPoint’s.
• Grasp the basics of conducting beginning research in landscape architectural studies
including reading plans and drawings, understanding how designers shape spaces using
landform, plant material, structure and understanding the kinds of evidence used by
landscape historians.
• Reflect on the challenges of conducting landscape research through written reflections.
• Effectively communicate ideas about landscape history in written reflections, small group
discussions and exams.

Release of Work Statement:

Students understand that enrollment in this course grants consent for their work to be selected for
inclusion in college or departmental publications (online or in print). Your instructor may select to use
your work to represent her/his skills as an instructor in a teaching portfolio (online or in print).

Participation:
Weekly course material will be posted on Mondays and weekly assignments are due by the following
Sunday evenings at 11.55pm. I will endeavor to make materials available to you two weeks in
advance.
Workload:
Each week students will use a variety of online resources to examine a different culture and their
landscapes. Students will begin their week's work by reading the assigned texts. Once readings are
completed, the student will engage in an online assignment. The assignments will vary each week and
may include brief interactive response essays that will align with the readings, supplemented by short
videos, or reviewing an annotated lecture document. In these submittals you will be reviewing primary
course content, commenting on key ideas, terms, and site descriptions that connect to the core
elements that make our historic and extant built environments compelling documents of study. The
activities will help you deepen your understanding of the material presented in the readings, build
curiosity in the material we cover, and present new methods of examining historical information.

Readings. Weekly readings will be assigned from textbooks, individual articles, or excerpts from other
sources. Readings will be assigned in PDF form posted to the class Canvas site.

Assignments:
All assignments will be submitted via the Canvas site. Your work will be evaluated by the instructor and
TAs, including potential quizzes, midterm, final and written submissions. The assignments will be worth
40% of your total grade.

Exams:
Two timed, open book exams will be administered to all students via Canvas, a midterm and a final.
Each exam will be worth 30% of your total grade.
Midterm Exam. The midterm will include multiple choice and/or short answer questions covering
material from all lectures given prior to the exam date. It will be designed to allow you to demonstrate
your knowledge of the course material and readings. You will be graded on accuracy and clarity of
explanation.
Final Exam. The final exam will consist of multiple choice and or short answer questions. It will evaluate
your knowledge and understanding of the major themes and concepts covered in the lectures,
readings during the entire semester.

Grading Late Work:

Given the limited assignments and the amount of time allotted to complete them, nothing will be
accepted beyond the deadline.
Policy for Missed Exams: Missed Exams will result in an F for the exam except in cases of
documented illness and are not given without a doctor’s written request, or similar hardship request
prior to the ninth week of class. Please note that university rules require that for each credit hour a
student is expected to devote at least 2 hours to individual work. For this course (3 credits) equates to
6 hours of outside work per week for an documented illness.
http://www.policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html

Extra Credit Options:

AN extra credit opportunity may be presented as the instructor sees fit during the course of the
semester.

Grading Structure:
The final grade for LA3413 will be determined by the total points earned, measured against the median
grade.
Assignments 40%
Midterm 30%
Final 30%

Your final grade for the course will break down as follows:
Average student to receive an average grade!! Average is a “C”…An “A” represents a superior
performance

Letter grades for the course will represent the following levels of achievement:

A: 90-100 points. Represents achievement that is outstanding relative to the level necessary to meet
course requirements.
B: 80-90 points. Represents achievement that is significantly above the level necessary to meet
course requirements.
C: 70-80 points. Represents achievement that meets the basic course requirements in every respect
competent.
D: 60-70 points. Represents a general familiarity with the material presented which is worthy of credit
but which does not meet the course requirements in every respect. D grades will not allow a student
to continue in the design sequence.
F: Below 60 points. Represents an achievement level unworthy of credit.
Plus and minus designations will be assigned to more fully express refined levels.

Note on grades*
Grades are earned, NOT entitled! The accumulation of superior work, process attendance, and
participation over the course of the semester is equivalent with superior grades (i.e. 'A'). Final grades
are a reflection of this additive process, not a subtractive one. In other words, the mentality that
casually attending class, doing average work and a general earnestness does not equal an 'A' grade.
http://policy.umn.edu/Policies/Education/Education/GRADINGTRANSCRIPTS.html

Departmental majors must take major courses on the A-F system. Outside majors are allowed to
audit. The instructor will specify criteria and achievement levels required for each grade.

Students are responsible for all information disseminated in class and all course requirements,
including deadlines and examinations. Students are not permitted to submit extra work in an attempt
to raise their grade, unless the instructor has specified at the outset of the class such opportunities will
be afforded to all students.

Makeup Work for Legitimate Absences

As an online class there is no absence per say, however, students will not be penalized for absence
that affect student paticipation during the semester due to unavoidable or legitimate circumstances.
Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas,
jury duty, military service, bereavement, and religious observances. Such circumstances do not
include voting in local, state, or national elections. For complete information, please
see: http://policy.umn.edu/education/makeupwork.

The instructor will specify the condition, if any, under which an “Incomplete” will be assigned instead of
a grade. The instructor may set dates and conditions for makeup work, if it is to be allowed. "I" grades
will automatically lapse to "F"s at the end of the next semester of a student's registration, unless an
instructor agrees to submit a change of grade for a student during a subsequent semester to maintain
the grade as an "I".

Scholastic Dishonesty
Scholastic misconduct is broadly defined as "any act that violates the right of another student in
academic work or that involves misrepresentation of your own work. You are expected to do your own
academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic
dishonesty includes (but is not necessarily limited to) plagiarizing (which means misrepresenting as
your own work any part of work done by another; submitting the same paper, or substantially similar
paper to meet the requirements of more than one course without the approval or consent of all
instructors concerned, depriving another student of necessary course materials, or interfering with
another student’s work. Cheating on assignments or examinations; engaging in unauthorized
collaboration on academic work; taking, acquiring, or using test materials without faculty permission;
submitting false or incomplete records of academic achievement; acting alone or in cooperation with
another to falsify records or to obtain dishonestly grades, honors, awards, or professional
endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying
data, research procedures, or data analysis.
(Student Conduct
Code: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf) If it is
determined that a student has cheated, the student may be given an "F" or an "N" for the course, and
may face additional sanctions from the University. For additional information, please
see: http://policy.umn.edu/education/instructorresp.

The Office for Community Standards has compiled a useful list of Frequently Asked Questions
pertaining to scholastic dishonesty: https://communitystandards.umn.edu/avoid-violations/avoiding-
scholastic-dishonesty. If you have additional questions, please clarify with your instructor for the
course. Your instructor can respond to your specific questions regarding what would constitute
scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is
permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited
during an exam.

Sexual Harassment
The University prohibits sexual misconduct in its Administrative Policy: Sexual Harassment, Sexual
Assault, Stalking and Relationship Violence. Please contact Office of Equal Opportunity and Affirmative
Action (EOAA) http://eoaa.umn.edu with any questions of concerns. "Sexual harassment" means
unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a
sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's
work or academic performance or creating an intimidating, hostile, or offensive working or academic
environment in any University activity or program. Such behavior is not acceptable in the University
setting.
For additional information, please consult Board of Regents
Policy: https://regents.umn.edu/sites/regents.umn.edu/files/policies/Sexual_Harassment_Sexual_Assa
ult_Stalking_Relationship_Violence.pdf

Copyright:
The College of Design reserves the right to retain for archival or exhibition purposes any student work
executed as part of a CDES instructional program. In addition, the College reserves the right to
document, reproduce, and publish images of any such student work in collegiate publications, printed
or electronic, for the purpose of research, publicity, and outreach, giving publication credit to the
creator/student.
http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.htm

Statement on Climate of Inclusivity:

You are expected to be attentive to the distribution of online materials, ask questions if you do not
understand something, and to offer your opinion. The University of Minnesota is committed to
providing a safe climate for all students, faculty, and staff. All persons shall have equal access to its
programs and facilities without regard to race, color, creed, religion, national origin, sex, age, marital
status, disability, public assistance status, veteran status, or sexual orientation. Racism, sexism,
homophobia, classism, ageism and other forms of bigotry are inappropriate to express in this class.
Reports of harassment are taken seriously, and there are individuals and offices available for help.
or refer to
http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf
Accessibility:
Any student requiring special educational assistance or accommodations because of a documented

University seeks an environment that promotes academic achievement and integrity, that is protective
of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks
a community that is free from violence, threats, and intimidation; that is respectful of the rights,
opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not
threaten the physical or mental health or safety of members of the University community.
As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct
Code. To review the Student Conduct Code, please
see: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means
"engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or
student learning. The classroom extends to any setting where a student is engaged in work toward
academic credit or satisfaction of program-based requirements or related activities."

Equity, Diversity, Equal Opportunity, and Affirmative Action

The University provides equal access to and opportunity in its programs and facilities, without regard to
race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance
status, veteran status, sexual orientation, gender identity, or gender expression. For more information,
please consult Board of Regents

Policy: http://regents.umn.edu/sites/regents.umn.edu/files/policies/Equity_Diversity_EO_AA.pdf.

Mental Health and Stress Management:

As a student you may experience a range of issues that can cause barriers to learning, such as
strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating
and/or lack of motivation. These mental health concerns or stressful events may lead to diminished
academic performance and may reduce your ability to participate in daily activities. University of
Minnesota services are available to assist you. You can learn more about the broad range of
confidential mental health services available on campus via the Student Mental Health
Website: http://www.mentalhealth.umn.edu.

Disability Accommodations:
The University of Minnesota views disability as an important aspect of diversity, and is committed to
providing equitable access to learning opportunities for all students. The Disability Resource Center
(DRC) is the campus office that collaborates with students who have disabilities to provide and/or
arrange reasonable accommodations.

• If you have, or think you have, a disability in any area such as, mental health, attention,
learning, chronic health, sensory, or physical, please contact the DRC office on your campus (UM
Twin Cities - 612.626.1333) to arrange a confidential discussion regarding equitable access and
reasonable accommodations.
• Students with short-term disabilities, such as a broken arm, can often work with instructors
to minimize classroom barriers. In situations where additional assistance is needed, students should
contact the DRC as noted above.
• If you are registered with the DRC and have a disability accommodation letter dated for this
semester or this year, please contact your instructor early in the semester to review how the
accommodations will be applied in the course.
• If you are registered with the DRC and have questions or concerns about your
accommodations please contact your (access consultant/disability specialist).
• Further information is available from Disability Resource Center (180 McNamara).
Additionally, for students needing additional assistance with writing skills, help is available through the
Learning and Academic Skills Center, http://www.uccs.umn.edu/education/sass.htm
Students needing help with English whose first language is not English can find assistance through the
Minnesota English Language Program
http://www.cce.umn.edu/Minnesota-English-Language-Program/

Academic Freedom and Responsibility:

Academic freedom is a cornerstone of the University. Within the scope and content of the course as
defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along
with this freedom comes responsibility. Students are encouraged to develop the capacity for critical
judgment and to engage in a sustained and independent search for truth. Students are free to take
reasoned exception to the views offered in any course of study and to reserve judgment about
matters of opinion, but they are responsible for learning the content of any course of study for which
they are enrolled.*
Reports of concerns about academic freedom are taken seriously, and there are individuals and
offices available for help. Contact the instructor, the Department Chair, your adviser, the associate
dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the
Provost. [Customize with names and contact information as appropriate for the
course/college/campus.]

* Language adapted from the American Association of University Professors "Joint Statement on
Rights and Freedoms of Students".
http://regents.umn.edu/sites/regents.umn.edu/files/policies/Academic_Freedom.pdf
FINALLY!!!
For assistance with any University-based conflicts or complaints please contact the Student Conflict
Resolution Center as [email protected] or call 612-624-7272