Environmental/landscape Design
Overview
Every other kind of design is finished on the day it is handed over. Landscape design is at its worst on that day. The planting is small, the surfaces are raw, nothing has weathered and nothing has grown. It gets better for twenty years and then it changes again. Designing outdoor space means designing something that moves, grows, dies back, floods, freezes and is different at eight in the morning from how it is at eight at night.
This note is about that fourth dimension and the elements that go with it: topography and how water moves across it, planting as a structural material with a season and a lifespan, hard landscape and how people actually walk, microclimate, shade and wind, and the drawings and models that let you propose something you will never see finished. The designers here made a Chinese stormwater park, a Brazilian promenade and a planting scheme on a disused railway, and each of them designed with time rather than against it.
Objectives
- Use the elements of three-dimensional design to create exterior living, recreational and working environments
- Use a range of environmental/landscape design materials, tools and techniques such as sculptural materials, digital and non-digital design methods, graphic and construction materials and the generation of plans, working diagrams and models with consideration of sustainability and environmental issues
Lesson Note
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Lesson Evaluation
Congratulations on completing the lesson on Environmental/landscape Design. Now that youve explored the key concepts and ideas, its time to put your knowledge to the test. This section offers a variety of practice questions designed to reinforce your understanding and help you gauge your grasp of the material.
You will encounter a mix of question types, including multiple-choice questions, short answer questions, and essay questions. Each question is thoughtfully crafted to assess different aspects of your knowledge and critical thinking skills.
Use this evaluation section as an opportunity to reinforce your understanding of the topic and to identify any areas where you may need additional study. Don't be discouraged by any challenges you encounter; instead, view them as opportunities for growth and improvement.
- On a landscape plan, contour lines drawn very close together indicate: A) Level ground B) A steep slope C) Standing water D) A change of paving material Answer: B
- A gradient of 1 in 20 means the ground falls: A) 20 metres for every 1 metre travelled B) 1 metre for every 20 metres travelled C) 20 per cent over the whole site D) 1 degree every 20 metres Answer: B
- Which feature is designed to hold run-off after a storm and let it soak into the ground? A) A rain garden B) An impermeable concrete apron C) A retaining wall D) A pergola Answer: A
- A deciduous canopy tree over a seating terrace is usually preferred to an evergreen because it: A) Grows faster B) Gives shade in summer and lets low winter sun through C) Needs no soil volume D) Never drops leaves Answer: B
- A desire line across a lawn is best understood as: A) Damage that should be fenced off B) Evidence of the route people actually need, which the design should follow C) A drainage fault D) A planting error Answer: B
Available on the Green Bridge App
Download the Green Bridge CBT app on your phone or computer to access full lesson notes, practice questions, and more.
Available on the Green Bridge App
Download the Green Bridge CBT app on your phone or computer to access full lesson notes, practice questions, and more.
Recommended Books
Practice Mock Questions
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