Martin Van Den Toorn

Based on the landscape architecture of traditional settlements in southern China, this study takes water as a vital element through field investigation and model analysis to explore the water management strategies of two traditional villages in Xiangjiang River Basin, Hunan Province. We have found that traditional settlements are located between rivers and mountains. The community of the settlement has a strong interaction with the water environment. The water management system consists of two parts: the rainwater collection and storage system of a single building and the settlement’ s water collection and drainage system. Through calculation, we found that the amounts of water collected (per year) between the two villages are different: ZhangGuYing (Z village) = 5.73 million L, ShangGanTang (S village) = 1.784 million L, in spite of the fact that water management strategies of the two settlements are similar. Further analysis shows that the difference is related to the adaption of the precipitation and topography of the surrounding areas. The above-mentioned systematic management strategy of water resources has been used until currently, with adaptability, low cost, and sustainability. It has outstanding significance for the current demand for sustainable development from both resource management and cultural aspects.

Fieldwork is an intrinsic part of landscape architecture education because it confronts the students with the landscape in real life, shows realised projects, enables different experiences, and provides a direct confrontation with the historical context of the discipline. Here the main goal is to give a first overview of teaching of fieldwork, compare that with other publications, and analyse pedagogical and didactic backgrounds in landscape architectural education in Europe. This study is based mainly on existing publications and complemented with our own experiences with fieldwork in teaching. The research method is based on accumulating existing knowledge on the subject and the principles of case study research. After a short overview of pedagogy and didactics in the context of teaching in design disciplines and how this relates to teaching landscape architecture, we work out the organisation of teaching in the outdoors. The conclusions focus on what can be learned in the outdoors that you cannot be learned indoors. Learning to see, to experience the landscape in real is part of “learning by doing” in which drawing, sketching, measuring plays a key role. In the long run pedagogy and didactics of fieldwork should be developed as domain-specific field of knowledge as part of design education in general.