Teresa Galí-Izard: Katalogdaten im Frühjahrssemester 2023 |
| Name | Frau Prof. Teresa Galí-Izard |
| Lehrgebiet | Landschaftsarchitektur |
| Adresse | Professur Landschaftsarchitektur ETH Zürich, ONA J 25 Neunbrunnenstr. 50 8093 Zürich SWITZERLAND |
| Telefon | +41 44 633 62 40 |
| gali-izard@arch.ethz.ch | |
| Departement | Architektur |
| Beziehung | Ordentliche Professorin |
| Nummer | Titel | ECTS | Umfang | Dozierende | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 061-0104-00L | Urban Systems   | 2 KP | 2V | T. Galí-Izard | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | A combination of lectures and practical exercises will provide the tools to understand the landscape systems that structure and support the urban condition. Lectures will present global examples of urban systems related to soils, trees and forests, care, water evacuation, water supply, rivers and open waters. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Students will learn how the territory, climate and geology create potentials and constraints for the development of cities around the world. By looking closely at the condition of the city, students will produce knowledge about the state of urban landscape systems. Lastly, students will understand how this methodology informs the design process. The course emphasizes the importance of collaboration between landscape architects and other disciplines as a necessity to address the complex issues that face our cities today. By providing examples of successful and unsuccessful collaborations, the course models how students can be effective collaborators in practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is organized around core landscape systems: soil and geology, vegetation and water. These lectures provide a coherent series of examples of urban systems throughout the world organized around key landscape themes. This framework provides a methodology for analyzing contemporary projects in relation to landscape systems and the urban condition. Students will develop this methodology through exercises that will be reviewed throughout the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course material will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The course material includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 061-0120-00L | Digital Design Methods III | 2 KP | 2G | T. Galí-Izard, P. Urech | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course builds on the introduction of digital design methods in landscape architecture, and encompasses data acquisition and modelling to simulation and visualization. The final semester of this series focuses on consolidating the techniques previously learned. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Essential large-scale design tools that were introduced in the previous semesters will be applied to individual design tasks. By the end of the semester the students have mastered the introduced survey methods, landscape modelling tools as well as simulation and visualization techniques. They are able to use those methods independently in the following semesters and in practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Based on an individual case study, the students work on the entire workflow of a landscape architectural project. From data collection to 2D and 3D modelling in the Landscape Visualization and Modelling Lab (LVML), analysis and simulation with various software solutions to visualizations and physical prototypes, this course covers the most important digital methods in landscape architecture. The course is divided into three parts: 1. Survey, Analysis 2. Modelling 3. Simulation, Visualization The case study will serve as a synthesis project where the students can apply their acquired skills. During the course, students are supported by an interdisciplinary team in the development of their case study. The case study will be conducted individually. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Digital and physical learning material is provided throughout the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 061-0153-00L | Praktikumsbericht | 2 KP | 4P | T. Galí-Izard | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | Teil des Studiums ist ein sechsmonatiges Praktikum im Bereich der Landschaftsarchitektur. Die Praxistätigkeit soll möglichst viele Arbeitsphasen der Tätigkeit einer Landschaftsarchitektin/eines Landschaftsarchitekten umfassen. Die Studierenden fertigen einen Praktikumsbericht an, in welchem sie die verschiedenen Praktikumstätigkeiten detailliert beschreiben und den Lernerfolg reflektieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Der Bericht über die Praxistätigkeit soll möglichst viele Arbeitsphasen der Tätigkeit einer Landschaftsarchitektin/eines Landschaftsarchitekten umfassen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | Teil des Studiums ist ein sechsmonatiges Praktikum im Bereich der Landschaftsarchitektur. Die Praxistätigkeit soll möglichst viele Arbeitsphasen der Tätigkeit einer Landschaftsarchitektin/eines Landschaftsarchitekten umfassen. Die Studierenden fertigen einen Praktikumsbericht an, in welchem sie die verschiedenen Praktikumstätigkeiten detailliert beschreiben und den Lernerfolg reflektieren. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | Bericht über Praktikum, 6 Monate, im Bereich der Landschaftsarchitektur. Der Bericht kann in Deutsch oder Englisch verfasst werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 061-0154-23L | Regenerative Practices for Exhausted Landscapes | 3 KP | 3G | T. Galí-Izard, S. Breit, B. K. Walker | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In this course, students will be introduced to a range of landscape practices that regenerate soil health and enhance biological integrity, including agroforestry, adaptive grazing, water harvesting, afforestation, and rewilding. Students will cultivate field experiments on a local site over the course of the semester to observe the influence of these practices with landscape dynamics in situ. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Through the field design exercises, drawings, and discussion, students will explore a rule-based methodological approach to designing with living systems. Additionally, the course will examine the potentials and challenges of these practices to influence landscapes at a territorial scale. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is composed of a series of lectures that introduce key regenerative practices as well as case studies. Throughout the course, students will spend a third of course time on a local experimental site, designing and managing field experiments to investigate the practices introduced in course lectures. The site and associated experiments will be documented through a series of drawings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The course material will be provided in the form of a reader. The reader includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 063-0704-23L | Cartographies of Living Systems: A Critical Approach | 2 KP | 2G | T. Galí-Izard | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course will be an introduction to essential aspects of designing with living systems. The lectures will cover a curated list of constructed landscapes that embody a high level of complexity in their composition, systems, and evolution. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | In class and through additional drawing exercises, the students will explore the components of the sites in great detail: their plant communities, infrastructure, management regimes, climatic and geologic contexts, and the larger systems and territories in which they are embedded. Students will be introduced to meaningful landscape projects, and will learn a methodology for understanding the field of landscape architecture and its potential in relationship to the dynamic performance of living things. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | In the lectures, the students will learn about a selection of significant built landscapes that span a range of sizes, ages, and places of origin. The projects will be taught through an analytical framework that prioritizes key landscape elements that are often overlooked in traditional representations of projects. The students will contribute to the course by translating this complexity through a drawing exercise. Altogether, the work of the studio will be a critical and comparative study of significant landscape architecture projects, past and present. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | Course material will be provided. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | The course material includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 064-0018-23L | Research Methods in Landscape and Urban Studies: Writing Urban Landscapes of the Anthropocene | 3 KP | 2K | F. Persyn, T. Avermaete, T. Galí-Izard, H. Klumpner, C. Schmid | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | This course addresses the specificity of writing about the urban, landscape, and territory in the Anthropocene. The seminar surveys key writings, ideas, and figures in the Anthropocene debate in conversation with critiques from environmental humanities and postcolonial studies. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Anthropocene has emerged as a contested yet transdisciplinary term to describe the planetary condition under climate change and environmental catastrophe. While being attendant to its critiques, the Anthropocene discourse provides researchers from critical landscape and urban research to engage with a diversity of fields such as earth sciences, art, environmental humanities, agrarian, literary, and cultural studies. This course addresses the specificity of writing about the urban, landscape, and territory in the Anthropocene. The seminar surveys key writings, ideas, and figures in the Anthropocene debate in conversation with critiques from environmental humanities and postcolonial studies. A number of invited guests working at the forefronts of Anthropocene research will bring seminar participants into their research and writing process. Additionally, the seminar will offer a number of hands-on critical writing and peer-review sessions to help the seminar participants develop and work with the allegories of the Anthropocene. Typically, the seminar sessions will alternate between inputs by invited guests, reading and discussion sessions, tutorials, and peer-review. The invited guests will provide a behind-the-scenes look into their writing process, including how they structure their arguments, organise their sources and materials, and find inspiration in their writing process. During the first half of the tutorial sessions, the seminar participants will discuss and debate a requisite reading followed by a writing tutorial and feedback session based on the texts. The seminar participants can choose to present the work developed during the seminar at the LUS Doctoral Crits organised at the end of the semester. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The seminar would be organised the following sessions and will culminate with LUS Doctoral Crits organised at the end of the semester: 24.02 Introduction – Writing in the Anthropocene - Nitin Bathla 03.03 Botanical City - Sandra Jasper 10.03 Histories of Settlement workshop - Hollyamber Kennedy & Anooradha Siddiqi 17.03 Landscapes in deep time: Nuclear Waste and the Swiss Alps - Rony Emmenegger 31.03 Landscapes of the empire - Hollyamber Kennedy 21.04 Territories of Swiss Colonialism - Denise Bertschi 28.04 A guided walk through the multispecies landscape of Zurich- Flurina Gardin 05.05 Geological Filmmaking - Laura Coppens 12.05 Landscapes of fossil capitalism - Giulia Scotto 19.05 LUS Doctoral Crits | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literatur | Voie, Christian Hummelsund. "Nature writing in the Anthropocene." In Routledge Handbook of Ecocriticism and Environmental Communication, pp. 199-210. Routledge, 2019. Boes, Tobias, and Kate Marshall. "Writing the AnthropoceneAn Introduction." the minnesota review 2014, no. 83 (2014): 60-72. Gandy, Matthew, and Sandra Jasper, eds. The botanical city. Jovis Berlin, 2020. Kennedy, Hollyamber. "Infrastructures of “legitimate violence”: The Prussian Settlement Commission, internal colonization, and the migrant remainder." Grey Room 76 (2019): 58-97. Emmenegger, Rony. "Deep Time Horizons: Vincent Ialenti’s Deep Time Reckoning: How Future Thinking Can Help Earth Now. Cambridge, MA: MIT Press." Anthropocenes–Human, Inhuman, Posthuman 2, no. 1 (2021). Grommen, Ciel, Denise Bertschi, Tali Serruya, Karim Bel Kacem, Carol Joo Lee, Yeji Lee, and Seyoung Yoon. "Territories of Assembly." In Artsonje Art Centre, Seoul. 2014. Litvintseva, S., 2018. Geological Filmmaking: Seeing Geology Through Film and Film Through Geology. Transformations. Scotto, Giulia. "Between Visible and Invisible: ENI and the Building of the African Petroleumscape." In Oil Spaces, pp. 84-108. Routledge, 2021. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Voraussetzungen / Besonderes | The seminar is jointly organized by the coordinator of the Doctoral Programme in Landscape and Urban Studies, and the I-LUS faculty. The seminar is open to all researchers working at the urban landscape and territorial scale regardless of where they might be in their research provided they are in the process of developing a work of academic writing such as research plan, an article, or a design manifesto. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kompetenzen |
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| 078-0204-00L | Regenerative Practices for Exhausted Landscapes Before FS23 the title of this course was: Regenerative Landscapes: Rule-Based Design | 3 KP | 3G | T. Galí-Izard, S. Breit, B. K. Walker | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Kurzbeschreibung | In this course, students will be introduced to a range of landscape practices that regenerate soil health and enhance biological integrity, including agroforestry, adaptive grazing, water harvesting, afforestation, and rewilding. Students will cultivate field experiments on a local site over the course of the semester to observe how the practices play out with landscape dynamics in situ. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lernziel | Through the field design exercises, drawings, and discussion, students will explore a rule-based methodological approach to designing with living systems. Additionally, the course will examine the potentials and challenges of these practices to influence landscapes at a territorial scale. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Inhalt | The course is composed of a series of lectures that introduce key regenerative practices as well as case studies. Throughout the course, students will spend a third of course time on a local experimental site, designing and managing field experiments to investigate the practices introduced in course lectures. The site and associated experiments will be documented through a series of drawings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Skript | The course material will be provided in the form of a reader. The reader includes a reading list. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||