University is where students improve their abilities and professors proceed with their research. It is fortunate if their interests coincide with each other’s. However, they are not always the same. In such a case, a seminar in a laboratory might fill the gap between them to a certain extent. In departments such as architecture or landscape architecture that are considered as training for creating real spaces, the final purpose is to have the students experience creating a place as they visualized it, even if it is a small one. Armchair theory does not accomplish their real needs. Theory is important for researchers; however, students are young and often impatient and do not pay attention to others’ past works. As a beginner, only experience can teach them the knowledge they require.This paper shows the results of a trial begun in 2013, wherein students were provided the chance to make actual changes in the scenery in an experimental area of the campus. Lawrence Halprin’s RSPV cycles methodology was adopted in this experiment. The landscape operations added to the site by the students in the campus yearly for a period of three years are presented, and the meaning each change conveys is also considered.
Naokata Okajima, Minamikyushu University, Japan
Stream: Student Learning, Learner Experiences and Learner Diversity
This paper is part of the IICEDubai2017 Conference Proceedings (View)
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