CL Module outline jan2015

Constructed Landscape (ARC 30203): August 2014 1 | P a g e

SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Centre for Modern Architecture Studies in Southeast Asia (MASSA)
___________________________________________________________________
Foundation in Natural and Built Environments
Module: Constructed Landscape [ARC30203]
Prerequisite: None
Credit hours: 3
Instructor: Noorul Iffa Mohd Nayan| NoorulIffa.MohdNayan@taylors.edu.my
Shazrenee Nurjanna Shamsuddin| ShazreneeNurjanna.Shamsuddin@taylors.edu.my
Module Synopsis
This module introduces basic fundamentals on landscape architecture field with theories, basic principles
and application into real work. Students will be prepared with knowledge on theoretical aspects such as
landscape concept, ideas, terminologies, hardscape and softscape palette, landscape graphics and basic
constructions. They will also acquire comparative studies between local and abroad for optimal
understanding on respective topics. This module will be presented in the form of lectures, tutorials, student
presentations, field trips and class discussion.
Module Teaching Objectives
The teaching objectives of the module are:
1. To introduce different types of landscape as a sense of value and focus interest in designed
environment.
2. To understand basic landscape architecture drawings as a means of communication and representation
of ideas.
3. To introduce the role of landscape architect in the construction industry.
Module Learning Outcomes
Upon successful completion of the module, students will be able to:
1. Recognize and distinguish different types of landscape as well as the elements of landscape, i.e
hardscape and basic details of vegetation.
2. Explain the role of landscape in creating sustainable and environmental friendly development.
3. Apply basics in anatomy of landscape projects, regulations and maintenance in landscape works.
Modes of Delivery
This is a 3 credit hour module conducted over a period of 18 weeks. The modes of delivery will be in the
form of lectures, tutorials, and self-directed study. The breakdown of the contact hours for the module is as
follows:
 Lecture: 1 hour/week
 Tutorial: 2 hours/week
 Self-study: 3 hours/week
Office Hours
You are encouraged to visit the instructor/lecturer/tutor concerned for assistance during office hours. If the
office hours do not meet your schedule, notify the instructor and set appointment times as needed.
TIMeS
TIMeS will be used as a communication tool and information portal for students to access module materials,
project briefs, assignments and announcements.

Taylor’s Graduate Capabilities(TGC)
The teaching and learning approach at Taylor’s University is focused on developing the Taylor’s Graduate
Capabilities in its students; capabilities that encompass the knowledge, cognitive capabilities and soft skills
of our graduates.
Discipline Specific Knowledge
TGCs Acquired
Through Module
Learning Outcomes
1.0 Discipline Specific Knowledge
1.1 Solid foundational knowledge in relevant subjects 1,2
1.2 Understand ethical issues in the context of the field of study -
Cognitive Capabilities
2.0 Lifelong Learning
2.1 Locate and extract information effectively 1
2.2 Relate learned knowledge to everyday life 2
3.0 Thinking and Problem Solving Skills
3.1 Learn to think critically and creatively -
3.2 Define and analyse problems to arrive at effective solutions -
Soft Skills
4.0 Communication Skills
4.1 Communicate appropriately in various setting and modes 3
5.0 Interpersonal Skills
5.1 Understand team dynamics and work with others in a team 3
6.0 Intrapersonal Skills
6.1 Manage one self and be self-reliant -
6.2 Reflect on one’s actions and learning. -
6.3 Embody Taylor's core values. -
7.0 Citizenship and Global Perspectives
7.1 Be aware and form opinions from diverse perspectives. -
7.2 Understand the value of civic responsibility and community engagement. -
8.0 Digital Literacy
8.1
Effective use of information and communication (ICT) and related
technologies.
1,2,3

General Rules and Regulations
Late Submission Penalty
The School imposes a late submission penalty for work submitted late without a valid reason e.g. a medical
certificate. Any work submitted after the deadline (which may have been extended) shall have the
percentage grade assigned to the work on face value reduced by 10% for the first day and 5% for each
subsequent day late. A weekend counts as 1 day.
Individual members of staff shall be permitted to grant extensions for assessed work that they have set if
they are satisfied that a student has given good reasons.
Absenteeism at intermediate or final presentations will result in zero mark for that presentation.
The Board of Examiners may overrule any penalty imposed and allow the actual mark achieved to be used
if the late submission was for a good reason.
Attendance, Participation and Submission of Assessment Components
Attendance is compulsory. Any student who arrives late after the first half-hour of class will be considered as
absent. A minimum of 80% attendance is required to pass the module and/or be eligible for the final
examination. You are expected to attend and participate actively in class. The lectures and tutorials will
assist you in expanding your ideas and your research progression.
Students will be assessed based on their performance throughout the semester. Students are expected to
attend and participate actively in class. Class participation is an important component of every module.
Students must attempt all assessment components including Portfolio. Failure to attempt assessment
components worth 20% or more, the student would be required to resubmit or re-sit an assessment
component, even though the student has achieved more than 50% in the overall assessment. Failure to
attempt all assessment components, including final exam and final presentation, will result in failing the
module irrespective of the marks earned, even though the student has achieved more than 50% in the
overall assessment.
Plagiarism (Excerpt from Taylor’s University Student Handbook 2013, page 59)
Plagiarism, which is an attempt to present another person’s work as your own by not acknowledging the
source, is a serious case of misconduct which is deemed unacceptable by the University. "Work" includes
written materials such as books, journals and magazine articles or other papers and also includes films and
computer programs. The two most common types of plagiarism are from published materials and other
students’ works
a. Published Materials
In general, whenever anything from someone else’s work is used, whether it is an idea, an opinion or the
results of a study or review, a standard system of referencing should be used. Examples of plagiarism may
include a sentence or two, or a table or a diagram from a book or an article used without acknowledgement.
Serious cases of plagiarism can be seen in cases where the entire paper presented by the student is copied
from another book, with an addition of only a sentence or two by the student. While the former can be
treated as a simple failure to cite references, the latter is likely to be viewed as cheating in an examination.
Though most assignments require the need for reference to other peoples’ works, in order to avoid
plagiarism, students should keep a detailed record of the sources of ideas and findings and ensure that
these sources are clearly quoted in their assignment. Note that plagiarism refers to materials obtained from
the Internet too.
b. Other Students’ Work
Circulating relevant articles and discussing ideas before writing an assignment is a common practice.
However, with the exception of group assignments, students should write their own papers. Plagiarising the
work of other students into assignments includes using identical or very similar sentences, paragraphs or

sections. When two students submit papers which are very similar in tone and content, both are likely to be
penalized.
Student Participation
Your participation in the module is encouraged. You have the opportunity to participate in the following
ways:
 Your ideas and questions are welcomed, valued and encouraged.
 Your input is sought to understand your perspectives, ideas and needs in planning subject revision.
 You have opportunities to give feedback and issues will be addressed in response to that feedback.
 Do reflect on your performance in Portfolios.
 Student evaluation on your views and experiences about the module are actively sought and used as
an integral part of improvement in teaching and continuous improvement.
Student-centered Learning (SCL)
The module uses the Student-centered Learning (SCL) approach. Utilization of SCL embodies most of the
principles known to improve learning and to encourage student’s participation. SCL requires students to be
active, responsible participants in their own learning and instructors are to facilitate the learning process.
Various teaching and learning strategies such as experiential learning, problem-based learning, site visits,
group discussions, presentations, working in group and etc. can be employed to facilitate the learning
process. In SCL, students are expected to be:
 active in their own learning
 self-directed to be responsible to enhance their learning abilities
 able to cultivate skills that are useful in today’s workplace
 active knowledge seekers
 active players in a teamwork
Types of Assessment and Feedback
You will be graded in the form of formative and summative assessments. Formative assessments will
provide information to guide you in the research process. This form of assessment involves participation in
discussions and feedback sessions. Summative assessment will inform you about the level of
understanding and performance capabilities achieved at the end of the module.
Assessment Plan
Assessments Type Learning
outcomes
Submission Presentation Assessment
Weightage
Project 1 Group (20%) 1 Week 4 - 20%
Project 2A
Group + Individual
(20%+10%)
2
Week 9 - 30%
Project 2B Individual (40%) 2,3 Week 16 - 40%
E- Portfolio Individual 1-3 Week 18 - 10%
TOTAL 100%

Assessment Components
1. Project One – (Group)
This is an introduction project to identify the types of recreational parks and their characteristics. Students
have to describe how parks have been categorized and what activities offered in the park, to facilitate their
concern on public spaces and open spaces. They also need to do comparison studies between parks in
local and abroad through presentation slides in class. This project aims for students to gain exposure and
awareness of recreational parks and activities offered.
2. Project Two (A) - (Group + Individual)
The aim of the second project is to introduce implementation of sustainable landscapes, technologies,
community and green cities planning. Student will need to select a site and explore how they can improve or
implement sustainable landscape on site.
3. Project Two (B) - (Individual)
The aim of the final project is to introduce students to Landscape Project from ideas stage to completion.
Students will have basic exposure to concept, analysis, master plan, costing, planting plan, construction and
maintenance. Student will be given a small site within campus and apply the anatomy of project accordingly.
4. Taylor’s Graduate Capabilities Portfolio (Online Portfolio) – (Individual)
Each student is to develop an e-Portfolio, a web-based portfolio in the form of a personal academic blog.
The e-Portfolio is developed progressively for all modules taken throughout Semesters 1 and 2, and MUST
PASS THIS COMPONENT. The portfolio must encapsulate the acquisition of Module Learning Outcome,
Programme Learning Outcomes and Taylor’s Graduate Capabilities, and showcases the distinctiveness and
identity of the student as a graduate of the programme. Submission of the E-Portfolio is COMPULSARY.

Marks and Grading Table
Assessments and grades will be returned within 2 weeks of your submission. You will be given the grades
and necessary feedback for each submission. The grading system is shown below:
Grade Marks
Grade
Points
Definition Description
A 80 – 100 4.00 Excellent
Evidence of original thinking; demonstrated outstanding
capacity to analyze and synthesize; outstanding grasp of
module matter; evidence of extensive knowledge base
A- 75 – 79 3.67 Very Good
Evidence of good grasp of module matter; critical capacity
and analytical ability; understanding of relevant issues;
evidence of familiarity with the literature
B+ 70 – 74 3.33
Good
Evidence of grasp of module; critical capacity and analytical
ability, reasonable understanding of relevant issues;
evidence of familiarity with the literatureB 65 – 69 3.00
B- 60 – 64 2.67
Pass
Evidence of some understanding of the module matter;
ability to develop solutions to simple problems; benefitting
from his/her university experience
C+ 55 – 59 2.33
C 50 – 54 2.00
D+ 47 – 49 1.67
Marginal
Pass
Evidence of minimally acceptable familiarity with module
matter, critical and analytical skills
D 44 – 46 1.33
D- 40 – 43 1.00
F 0 – 39 0.00 Fail
Insufficient evidence of understanding of the module matter;
weakness in critical and analytical skills; limited or irrelevant
use of the literature
WD - - Withdrawn
Withdrawn from a module before census date, typically mid
semester
F(W) 0 0.00 Fail Withdrawn after census date, typically mid semester
IN - - Incomplete
An interim notation given for a module where a student has
not completed certain requirements with valid reason or it is
not possible to finalise the grade by the published deadline
P - - Pass Given for satisfactory completion of practicum
AU - - Audit
Given for a module where attendance is for information only
without earning academic credit

WEEKLY MODULE SCHEDULE
Week/Date Topic
Lecture
Hour
Tutorial
Hour
Blended
Learning
Week 1
26th-30th
January
Introduction to Module and Projects Brief
Lecture 01: Landscape Fabric
Natural & Man-made Settings, Landscape Character
Briefing Project 1
1 3 2
Week 2
2nd-6th
February
Lecture 02: Site and Context
Land, Climate, Topography & Water
1 3 2
Week 3
9th-13th
February
Lecture 03: Parks & Gardens
Types of Parks & Characteristics of Parks
1 3 2
CHINESE NEW YEAR BREAK (16TH TO 27TH FEBRUARY 2015)
Week 4
2nd-6th March
PRESENTATION PROJECT 1 1 3 2
Week 5
9th-13th March
Lecture 04: Soft Landscape Design
Softscape, Plant Materials & Planting Design
| Briefing Project 2A
1 3 2
Week 6
16th-20th
March
Lecture 05: Hard Landscape Design
Hardscape Materials, Structures & Features
1 3 2
Week 7
23rd-27th
March
Lecture 06: Landscape Representation
Graphic Communication & Coloring Techniques
1 3 2
Week 8
30th March
-3rd April
Lecture 07: Anatomy of Landscape Project 1
Site Selection, Inventory, Analysis & Synthesis
1 3 2
SEMESTER BREAK (6th-12th APRIL 2015)
Week 9
13th-17th April
Lecture 08: Anatomy of Landscape Project 2
Design Process & Development
Submission Project 2A| Briefing Project 2B
1 3 2
Week 10
20th-24th April
Lecture 09: Spaces
Typologies, Quality & Sense of Spaces,
Organization of Spaces
1 3 2
Week 11
27th April –
1st May
Lecture 10: Circulation
Approach, Motions & Parking
1 3 2
Week 12
4th-8th May
Lecture 11: Governance
Landscape Maintenance, Costing & Policies
1 3 2
Week 13
11th-15th May
Lecture 12: Landscape Planning & Technologies
Regional & Community Planning, Urban Design,
Sustainable Design & Technologies
1 3 2
Week 14
18th-22nd May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 15
25th-29th May
Discussion/ Class Activity Related to Final Project 1 3 2
Week 16
1st-5th June
FINAL PROJECT SUBMISSION 1 3 2
Week 17
8th-12th June
Discussion/ Class Activity Related to E-portfolio 1 3 2
Week 18
15th-19th June
E-PORTFOLIO SUBMISSION 1 3 2
Week 19
22nd June
Study Leave/Final Exam
*No exam for CL
**Note: The Module Schedule above is subject to change at short notice.

References
Main References : 1. Simonds, J.O., 1961, Landscape Architecture: The Shaping of Man’s Natural
Environment, Iliffe Books Ltd.
2. Booth, N.K., 1983, Basic Elements of Landscape Architectural Design, Elsevier.
3. Marcus, C.C. and Francis, C., 1998, People Places, John Wiley & Sons.
4. LaGro, J. A., 2001, Site Analysis: Linking Program and Concept in Land
Planning and Design, John Wiley & Sons.
5. Blake, J., 1999, An Introduction to Landscape Design and Construction, Gower
Publishing Ltd.
6. Simonds, J.O., 1997, Landscape Architecture: A Manual of Site Planning and
Design, McGraw-Hill.
Additional
References :
1. Lin, M. W., 1993, Drawing and Designing with Confidence, John Wiley & Sons.
2. MARDI, 2005, Landscape Gardens of Malaysia, Ministry of Agriculture and
Agro-Based Industry.
3. J. Hopper, L.2007, Landscape Architectural Graphic Standards, John Wiley &
Sons.
4. Treib, M., 2008, Representing Landscape Architecture, Taylor & Francis, USA
and Canada.

CL Module outline jan2015

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CL Module outline jan2015