Environmental Art and Design of Urban Landscape of Art and Design Teaching

1、Environmental Art and Design of Urban Landscape of Art and Design Teaching      【Abstract】 With the vigorous development of landscape subjects, art colleges and universities all across the country have set up the urban landscape art and design or related professional. T

2、herefore, this article on the environmental art of the urban landscape of professional art and design teaching was thinking, for teaching at home and abroad are analyzed, as well as urban landscape art and design to build a professional teaching system and teaching methods were thinking.   

3、;    Key words Urban Landscape art design teaching method teaching system teaching              In recent years, with the landscape (Landscape Architecture) disciplines to flourish, as well as the rapid development of Ch

4、ina's urbanization process, landscape design talents needed, so the various art colleges and universities around the urban landscape and have set up art and design or related professional. Urban Landscape art design as the environment an important part of art and design, is accompanied by the de

5、velopment of urbanization and urban image and connotation of the building to establish the new demands arising from a new professional direction of the visual image of the whole urban space design, related to urban outdoor space planning, outdoor environment, facility design, public art and design,

6、greening and planting design, color scheme, lighting scheme, water, body design and many other design elements, it should be said that the field of art and design new expansion. He is different from architecture and planning and design professional teaching areas, from the perspective of art and des

7、ign, architectural design, landscape design, urban planning and even urban design related to urban space and urban landscape design elements part of a unified together, a higher level of synthesis of artistic creation and "new" urban landscape environment creative activities. Therefore, as

8、 a just young teachers into the teaching position for this situation, how to improve the teaching environment art work of the professional landscape design some ideas for exploring.       An Urban Landscape Art and Design, as well as teaching status of    

9、;   1.1 Status of Urban Landscape Art and Design       Over the past decade, with the rapid economic development and government attach great importance to and awareness of the physical, spiritual environment requires continuous improvement, China's ur

10、ban construction has achieved an unprecedented breakthrough. People began to gradually attach importance to urban landscape art and design, but also in their own play to maintain the current urban development, economy and culture, technology and life role of an important bond. However, the current u

11、rban landscape art and design is basically the existence of the design cycle is short, preliminary in-depth investigation is not complete and other issues. Only the re-development, non-heavy protection, blind to follow suit with the phenomenon of plagiarism seriously, regardless of geographical feat

12、ures and rich in local style of the original or a specific natural landscape, resulting in destruction of natural heritage and cultural heritage has occurred frequently, some with the old folk customs and ways neighborhoods, focusing on heritage, cultural monuments, landmarks, as well as carrying hi

13、storical and cultural relics urban culture can only find in the picture memory. At the same time, a large number of urban landscape facilities functional orientation is not accurate, large-scale public spaces, non-human, making the landscape design in many cities was homogeneous, and rational, and t

14、ools oriented towards the development of urban life in the end can not become a "real" and the "real" an integral part of a departure from the object of their services - "people", also lost its own value.       1.2 Overseas teaching status

15、of urban landscape design       Landscape Design originated in the United States, is the father of modern landscape design 奧姆斯雷德 supervision in 1857, when New York's Central Park, created by proper nouns. At present, the vast majority of American colleges and univer

16、sities the landscape design profession is in horticulture from the College of Agriculture in the mind. 20th century, the College of Agriculture continue to develop horticulture in landscape design from the progressive development of growth and separated from, but in some institutions, the landscape

17、design is just under construction or planning of professional direction. As society evolves, and Shurcliff 1900 Aomuside landscape design at Harvard University's first course opened in 1929 the establishment of urban and regional planning at Harvard University, formed the architecture, landscape

18、 architecture, urban planning tripod pattern and to develop so far, more than a century the course of development. Landscape design courses as an example to Harvard University, Harvard University's landscape design curriculum is divided into three categories: design classes, talk about lectures

19、and seminars, independent study. Main courses landscape history, landscape technology, plant configuration, landscape planning and design theory-based. In the landscape design of teaching, on the one hand, Harvard University, nearly 30% of international students, exchange of various cultural ways of

20、 thinking will inevitably bring the students to study landscape design inspiration and enlightenment; the other hand, to study landscape design students and learning architecture learning, planning students in contact with a broader range of knowledge that can be beneficial to its design.  

21、0;    1.3 Domestic Urban Landscape Art and Design Teaching Status       At present, the domestic landscape to open the scope of professional art and design major in the arts, agriculture, forestry, construction and other institutions of higher educat

22、ion. And its development rate is surprising, from the initial to the current number of nearly a thousand, but their growth rate asymmetry is a professional philosophy and training objectives are not clear; curriculum arbitrary large, non-systemic; teacher quality to be improved irrational structure,

23、 is difficult to guarantee the quality of teaching; theory and practice, and teaching content divorced from the old and so on. Therefore, how to make the urban landscape of teaching art and design reflect the characteristics of the times to meet the needs of urban construction, the arts improve the

24、quality of teaching and enhance the quality of personnel training, has become an urgent need to solve.       2 Urban Landscape Art and Design Teaching System of Thinking       As environmental art and design landscape design teaching profes

25、sion has its own laws and principles. Urban Landscape Art and Design as a young, applied professional direction, the teaching system designed to comply with the construction of both the art of teaching the basic law, but also has strong characteristics of the times. Hence his emphasis on teaching co

26、ntent should be based first of all, good use; Secondly, as a cross-cutting characteristics of a strong professional orientation, he needs to learn from architecture, urban planning, urban design, landscape design, sociology, psychology, ecology, etc. professions and disciplines, proven concept and m

27、ethods. Therefore, environmental art and design in the urban landscape of professional art and design teaching contents should be composed of three levels of knowledge systems.       2.1 Professional-based       Basic level of learning is t

28、o learn and master the art design of the basic theory, basic knowledge, basic skills, and so on. Mainly related to painting, design basis, design expression, formal beauty rules, appreciation of the mapping, creativity, computer-aided design and other related content, is to study urban landscape an

29、important foundation for art and design.       2.2 Professional Design, Design Theory and Method       Professional design and design methods and the theoretical level, the study refers to the urban landscape of teaching art and design prin

30、cipal of the whole teaching of the core content, design principles, design methodology, design theory and design accomplishment of such courses related to subjects such as design principles, design philosophy, An Introduction to the environment and ecology, as well as domestic and foreign architectu

31、ral history and other content; professional design with space design, landscape art and landscape design, urban public environmental design, public facilities, design and so on. This level of teaching aims to train future urban landscape art and design expertise with comprehensive design capabilitie

32、s are an important support for the professional direction and should therefore be subject to full attention.       2.3 Professional Practice       Level of professional practice in teaching and learning is that the market access part of the

33、 application of the relative educational content. That part of the content is designed to further enhance the student's comprehensive ability and the ability to work co-ordination, as well as the main way the spirit of cooperation. Mainly related to the landscape art and design inspections, inve

34、stigations, landscape art and design practice, design issues, as well as to professional practice, internships and so on.       In short, the urban landscape is composed of the teaching of art and design should have the artistic, scientific, practical and other characte

35、ristics, highlight the basic characteristics of the professional direction, clear training objectives, so that re-application of good practice.       3 Urban Landscape Art and Design courses in teaching methods Thoughts       3.1 to strengt

36、hen the ranks of teachers, improving teaching quality       The establishment of a high-quality, high-level and structure of the rational faculty, teaching art design for the landscape and environmental art and design disciplines, the building has a vital importance. In

37、 the past a very long period of time, environmental art and design professional teaching of teachers to enable limited to two situations:       (1) from teachers, school of architecture composed of the overall applied in teaching the theory of architecture at the expens

38、e of art forms-based training, which seriously affected the aesthetic capabilities of students;       (2) by a number of studies the composition of pure art of professional teachers, in teaching to focus only on the performance of pure art, but have neglected the teachi

39、ng of engineering technical knowledge.       Of modern environmental art and design in addition the scope of covered indoor space, but also includes the outdoor environment, landscape art and design. Therefore, the requirement of teachers with different knowledge struct

40、ures to meet the academic requirements of the development. Landscape art design that educators wish to rely on the professional background of the teachers in this basis, supplemented by gardens, environmental engineering, environmental art and design and other related professional teaching staff, wo

41、rk together to build landscape art and design team of educators. At the same time, landscape art and design in itself is a constantly updated continuously adjusted subjects, and many engaged in landscape art and design teachers teaching their own limited educational background and professional exper

42、tise, knowledge, inadequate reserves, and this teaching is very unfavorable. Therefore, teachers should be constantly updated knowledge of reserves, the only way that they can better teach the students.       In addition, landscape art and design is a practice-oriented

43、capacity-building curriculum designed to require professional teachers to teach book-knowledge, also in conjunction with their professional background of design practice to better guide students to complete the task design, which really make the transfer of knowledge and combine practical training.

44、Therefore, the selection of teachers regard it should be boldly out of the existing educational model, employing well-known companies, business units or other educational institutions of professionals with special skills as a part-time teachers, and even be able to employ experienced craftsmen as te

45、aching his assistant, this might seem a kinds of teaching methods worth trying. Reposted elsewhere in the paper for free download http:/       3.2 to develop students ability to innovate       3.2.1 enhance student interest in learning, act

46、ive student creative thinking       Traditional teaching mode is confined to school life and classroom teaching, the impact of student life experience and intellectual development. From the perspective of personnel training, social experience and social practice is not

47、only an important way to learn knowledge, but also to cultivate the spirit of innovation and innovative capabilities necessary conditions. Can be used in teaching "research-based learning" approach so that students can bring their questions through an independent exploration, seeking ideas

48、 and methods to solve the problem; the same time, emphasis on students innovative thinking to develop students practical ability and innovative spirit, would not only be able to train their practical ability, but also train them in practice, enhance the autonomy and self-confidence, the development

49、of creative integrity. For example, he spoke of "Residential Landscape art and design," the teaching of this section, students design concept for its little, but with curiosity and novelty, so we let the students come to life, to go over each word of mouth to find a a good real estate on-s

50、ite investigation, and then back to the photo shoot from the student, from the overall layout, spatial layout, landscaping practices, landscape sketches, etc. to analyze, judge the pros and cons. Students will thus be to stimulate interest in learning, most students are from their own life experienc

51、e, unrestrained, freely expressed the unique insights. Also, for example, by telling the public facilities in residential settings, some students were put forward should not only be a "people-oriented", but also pets in residential areas should have to build more venues and convenience fac

52、ilities. Although many ideas are not mature, but these are come through the students to think. Therefore, I have given to encourage, and to set aside a special class to encourage students in the classroom exchanges, learn from each other. Therefore, only provide students with freedom of expression,

53、free thinking, free thinking, self-evaluation of the opportunity in order to enable them to freely create, develop creative thinking.       3.2.2 to carry out two-way communication to improve the learning ability of students       Creative

54、thinking and independence of thought are closely related, there is no independent thinking there would be no creativity, the formation and development. The "injection" teaching completely obliterate the independence of thinking, students in the classroom as to listen to lobbyists and spect

55、ators, in obedience, accept the position of dominance can not take the initiative. Therefore, the implementation of innovative education, we must change the traditional education, "the only teacher from" authoritarian type of teacher-student relationship of this concept, establish mutual r

56、espect, trust, understanding, equality, democracy, and cooperative relations, such relations is conducive to student of the main spirit of the play, to improve thinking skills. According to Art Design Center in Los Angeles, Professor Ren Zhongsheng of Mr. Wang Shouzhi description: "At present a

57、lmost all the characteristics of American art institutions to develop is to highlight the concepts and ideas, neglect of traditional performance techniques; if you are a very avant-garde in the world, the status of California Institute of the Arts, you asked the school's graduate students have s

58、pent so much money here, what is learned in the end, they will answer, we learned of thinking. the endless discussions in the school will become a major feature. " Thus, in the classroom teaching, I often address the content of a lecture for students to first discuss and guide students to expre

59、ss their views. As he spoke of "historical and cultural blocks of protection and transformation of design" in this chapter dedicated to after-school students to interview local people about what kind of protection and development of historical neighborhoods in order to enable them to agree

60、 or the next will come back to visit, or the public in mind the history and development should be designed to block the protection to which the direction of development. Very strong interest from students, have published their research results and their own views. So that between students and teache

61、rs, students, and enhancement of the interaction among students, teachers and students inspire each other and encourage each other with each other amendments to bring creative thinking to resonate, and caused a chain reaction, thus inspiring induce more new ideas and new viewpoints . And to teach st

62、udents to knowledge points, while more attention to teach students to think about the problem, so that students will learn by the Institute to become foster identify problems, ask questions, analyze problems, problem-solving abilities.       3.3 Context-oriented continu

63、ation of the ideological       City is the accumulation of history, every city has its own production, the development process, which has experienced generations of construction and transformation, enabling different times have different historical style produced. The formation of urban culture from the point of view, a specific urban