Approaching Landscape: Practice based activities as dynamic models for student centered teaching and learning

This paper discusses how modes of practice found in landscape architecture were deployed as dynamic models for student centred teaching and learning for undergraduate and postgraduate students. This examination is conducted through three teaching and learning case studies that developed an approach to integrate design practice (techniques, tools and process) and projects within a theoretical framework and a historiographical and representational lineage. These three are 'the conference', 'the design laboratory' and 'the expedition' Each used the terms 'landscape' and 'architecture' as active descriptions of the acts of seeing and acting. The paper will position the active terms of 'Landscape' and 'architecture' as a key part of a within five distinct but contested areas of contribution; Landscape as Field, Landscape as Matter, Landscape as Figure-ground, Landscape as System and Landscape as Found, methodology of enquiry that expands critical questioning within a non-binary approach that gives agency to thinking and making within a spectrum of actions, connections and possible solutions. Evaluate these processes to explore what is required in a student-centred learning approach that has the ability to empower students to think and act critically whilst demonstrating that holding multiple, articulated positions leads to a productive discourse