How can you teach landscape architecture history and theory better?

1 Use active learning methods

Active learning methods are those that involve students in the process of learning, rather than passively receiving information from lectures or readings. Active learning can foster deeper comprehension, retention, and application of knowledge, as well as enhance motivation, participation, and collaboration among students. Some examples of active learning methods are: case studies, problem-based learning, role-playing, simulations, debates, group projects, field trips, and peer feedback. These methods can help students connect landscape architecture history and theory to real-world contexts, issues, and solutions, as well as develop their analytical, creative, and communication skills.

2 Integrate digital tools and resources

Digital tools and resources can offer new and exciting ways to teach and learn landscape architecture history and theory. They can enhance the accessibility, diversity, and interactivity of the content, as well as the flexibility and customization of the delivery. Some examples of digital tools and resources are: online databases, archives, and collections of landscape architecture projects, images, and documents; digital mapping, modeling, and visualization software; online platforms, forums, and communities for sharing and discussing ideas and works; and online courses, modules, and materials for self-directed or blended learning. These tools and resources can help students explore, discover, and create landscape architecture history and theory in a more engaging and relevant manner.

3 Incorporate multiple perspectives and voices

Landscape architecture history and theory are not monolithic or static, but rather diverse and dynamic. They reflect the complex and changing relationships between people, places, and environments, as well as the cultural, social, political, and economic factors that shape them. Therefore, it is important to incorporate multiple perspectives and voices in teaching and learning landscape architecture history and theory, to acknowledge the plurality and diversity of the discipline, as well as the challenges and opportunities for its development. Some examples of incorporating multiple perspectives and voices are: highlighting the contributions and roles of different groups, regions, and traditions in landscape architecture history and theory; comparing and contrasting different approaches, theories, and paradigms in landscape architecture; and inviting guest speakers, experts, or practitioners from different backgrounds, fields, or sectors to share their insights and experiences.

4 Connect to current trends and issues

Landscape architecture history and theory are not only relevant to the past and the present, but also to the future. They can inform and inspire the current trends and issues in landscape architecture practice, research, and education, as well as the broader challenges and opportunities for society and the environment. Therefore, it is important to connect landscape architecture history and theory to current trends and issues, to demonstrate their relevance and applicability, as well as to stimulate critical thinking and innovation. Some examples of connecting to current trends and issues are: relating landscape architecture history and theory to the United Nations Sustainable Development Goals, the climate crisis, the COVID-19 pandemic, or the social justice movements; analyzing and evaluating contemporary landscape architecture projects, policies, or initiatives in light of historical and theoretical frameworks; and proposing and designing new landscape architecture solutions, scenarios, or visions based on historical and theoretical principles.

5 Foster a culture of curiosity and inquiry

Landscape architecture history and theory are not only subjects to be taught and learned, but also sources of curiosity and inquiry. They can spark the interest and passion of students and teachers alike, as well as encourage them to pursue further learning and exploration. Therefore, it is important to foster a culture of curiosity and inquiry in teaching and learning landscape architecture history and theory, to cultivate a lifelong and self-directed learning attitude, as well as to enhance the enjoyment and satisfaction of the learning experience. Some examples of fostering a culture of curiosity and inquiry are: asking open-ended, provocative, or challenging questions; encouraging students to ask their own questions, to seek their own answers, and to share their own findings; and providing feedback, guidance, and support that nurture the curiosity and inquiry of students.

6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?