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Landscape Design Back yard Blitz tch

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1 Landscape Design Back yard Blitz tch

2 Introduction Landscape design is the design process applied to a landscape The area to be designed can be any size or shape Humans are continually changing the landscape examples are farming, recreational areas (parks), homes, mining, dams to name but a few List 3 more that you can think of.

3 A concept map is a method to put information into a form that is easier to remember and understand, it uses key words, diagrams and sentences. There are a number of different types of concept maps, this is an example.

4 Factors of design summarise the following information (pages) into a concept map
While the design process is followed other factors also need to be considered these include: Heritage, environmental, legal, safety, cultural, Aboriginal, welfare and ethics The skill of design can be learnt but also requires an understanding of the principles of design how these are used is up to the imagination of a designer who uses knowledge and understanding to come up with ideas that meet the needs of a client.

5 Garden Landscape Design
When designing a landscape, keep in mind activities that might take place in that space. Compare how outdoor space is currently used with how it would ideally be used. Think about how to move through a landscape and which pathways can't be changed, such as routes to the garbage, mailbox or cars. Also consider trees, fences and other elements that should be incorporated into the landscape. Next, consider the sun and how it moves around a landscape. Are there places in the landscape that should be shaded in the summer, but open to sunlight in the winter? Also consider soil types and water availability. Choose a design and plants according to these factors.

6 Compare landscaping ideas with the budget set for the project
Compare landscaping ideas with the budget set for the project. A general rule of thumb for estimating the amount of money one should invest in a landscape is approximately 10 percent of the value of the home. This amount includes not only plants, but irrigation systems and any elements such as a deck, patio or fencing. The landscape can be developed over several years as the budget allows. Once all has been considered, photograph the area to be landscaped and draw a birds eye view of it on paper. Plot the new landscape design onto another piece of paper, making sure that the new landscape design is convenient.

7 The principles of design (student have 1 minute to read this and then move to next slide)
PRINCIPLES The basic principles of landscape design are those things that influence the way in which the components are used. For example, the overriding principle in Oriental gardens is unity - between rocks, plants and water. For Le Notre, a famous 17th century French designer, a very important principle was that of symmetry, while Capability Brown, an influential 18th century English landscaper, believed the most important principle was for landscapes to be natural in appearance. Ground form, structures and plants all need to be organised into a pleasing composition of spaces to satisfy the principles chosen by the designer.

8 What is the overriding principle in oriental gardens?
Allow seconds review of previous page and return to these questions (read and retell) What is the overriding principle in oriental gardens? What was the 18th century English landscape designers most important principle?

9 Principles of design (concept map each principle from the next few slides)
There are generally 5 principles that are applied to a design 1: unity & simplicity 2: harmony 3: balance 4: scale and proportion 5: contrast & interest

10 Unity: Unity is achieved by grouping, placing or arranging in such a way that several individual components appear to have a sense of oneness. A desirable appearance needs to be achieved from all points of view. A repetitive pattern can be used to create unity. For example, if you are placing rocks in the garden, use the same type of rock throughout the garden, rather than an assortment of different rocks with varying colours, textures and shapes.

11 Harmony: This refers to the way different parts of the landscape fit together. Overall, most designers strive to achieve a harmonious design, although perhaps not in all parts of the garden.

12 Balance: This refers to an equilibrium, which can be either symmetrical or asymmetrical. With symmetrical balance there is a duplication on either side of an imaginary line of landscape components in terms of line, form or colour - for example, two similarly shaped garden beds in front of a house. Symmetry is an important feature of formal landscapes. Asymmetrical balance involves dissimilar placement of different objects on either side of the same sort of imaginary line, but in a way that an equilibrium still exists - for example, three or five silver birch trees planted in a group. Asymmetry gives the garden a more relaxed, natural appearance.

13 Proportion: This refers to the sizing or scaling of components in relation to each other and to the total landscape. For example, tall trees are not in proportion if used in a small courtyard, nor is a small shrub in proportion in the middle of a large expanse of lawn.

14 Contrast: Contrast is in opposition to harmony and should not be overdone. Occasional contrasts are used to create an eye-catching feature in a garden. For example, contrasting foliage texture, colour or form provide a focal point in the garden.

15 Elements of design (concept map the following elements of design)
The components used in a landscape design have a number of characteristics which should be considered. These characteristics are sometimes referred to as design elements:

16 Line: Line can be either fixed or moving
Line: Line can be either fixed or moving. Examples of fixed lines are borders of paths, fences, walls, the outline of a building, the shape of a statue and the edge of a lawn. Examples of moving lines are the edge of a shadow and the outline of a fast growing plant. Form: Form is the outline or three-dimensional shape of an object. Mass: Mass is the degree of solidity of forms. Heavier, denser or darker foliage will create the effect of greater mass. Space: Space is the volume which is defined by physical boundaries such as walls, trees, shrubs, ground surface and the sky or canopy of plants above.

17 Texture: Texture refers to the patterning of the components of the landscape: coarse or fine, rough or smooth etc. Texture is significant when considering scale, particularly in more intimate, smaller areas. There is texture in plants, wood, stone, gravel ... even in water as the wind blows over its surface. Colour: Colour can be used for harmony or contrast. Generally (but not always) designers use contrasting colours sparingly. In general pale or cool colours (white, silver, blue, green and pastel shades) create a relaxing atmosphere in the garden while stronger, more vibrant tones (reds, yellows, orange, bright pink) demand attention and subconsciously encourage activity. Tone: Tone is the relationship between colour, light and texture.

18 Ask, recall, and return to previous slide
Which colours create a relaxing mood or atmosphere?

19 What does monotonous. Mean?
A smooth boundary will make an area seem larger. Shadows or openings at one side of an area will make it seem wider. Looking downhill makes a distance seem longer. Looking uphill makes a distance seem shorter. Too much repetition and harmony is monotonous. Too much contrast is chaotic. Spaces which are too small can be oppressive. Large spaces are empty and hollow unless there are a large number of people in those spaces. What does monotonous. Mean?

20 To achieve a harmony in space in enclosed areas the ratio of building height to space width should be no more than 1:4. Introduced landforms, such as reshaping of land, should blend in with existing topography. Coarse textures decrease the apparent size of spaces. Fine textures will make small spaces look bigger. Flowing curved lines are passive, soft and pleasant. Geometric lines and shapes are solid, strong and formal. Sharp, straight irregular lines create an active, vigorous feeling in a garden. Close (low) mowing tends to make an area seem larger. What does topography mean?

21 Formal Gardens This is an enduring classical style, which is well suited to urban areas and large period-style homes. The gardens are characterised by a strong geometrical arrangement and symmetrical balance between the elements. Artificial surfaces such as paving and gravel are prominent, and attention is paid to fine details and finishes (e.g. stone is cut with straight square edges rather than in rough form, joints in brick walls are raked). Spaces and forms are controlled - shrubs are clipped rather than left to ramble. Colours are generally subdued although strong colours may be used as a contrast. Garden accessories tend to be classical although modern outdoor artworks are also popular. What does characterised mean?

22 Informal Gardens Most modern suburban gardens fall into this category
Informal Gardens Most modern suburban gardens fall into this category. They lack the strict regimentation of design shown by formal gardens. The design is asymmetrical and shapes and forms are controlled to a much lesser degree. There is much less fine detail and colours and contrasts can be great or subdued. What does asymmetrical mean?

23 Read the information and then complete the sentences on the next slide

24 Complete the following sentences (return to previous slide for 1 minute to review, repeat as necessary) Amenity horticulture is the ______ of plants to make our ________more pleasant. In amenity horticulture, making_____from plants is not _______. The plants are_____to provide a ______environment for______. This may be on a ______scale, as in a ______garden, or on a _______scale, as in parks,__________and shopping areas.


26 Landscape symbols

27 Design Zones The identification of zones helps to maximise enjoyment and use of land, major zones include: 1 ornamental 2 fences 3 lawns 4 vegetables, herbs, fruit growing areas 5 utility areas 6 pool, spa, conservatory, glasshouse/shadehouse, BBQ etc

28 What to include in a design
A design should include all zones and have colour, use symbols, a key, a direction, a scale, a border (10cm from the bottom: to place the key, logo etc.), the designer (your name) and a group logo. Using the design principles, elements and zones design a backyard environment that includes all of the above elements in your design Title your plan as idea 1 (do this on A3 paper it is NOT included as part of your folio)

29 Example of plan

30 Themes: creating a type of environment for a purpose.

31 Themes

32 Research and experimentation 4. 2
Research and experimentation selects, analyses, presents and applies research and experimentation from a variety of sources You are to research a number of themes (find at least 3 different themes) Reference where you got your themes from Experiment by combining them into one plan , titled “theme experiment” Conduct a PMI (positives, minuses, interesting) Write a paragraph (statement) explaining why you have decided to select these themes and how you have combined them into ONE plan.

33 TASK Backyard Blitz Design situation:
Students are studying the design specialisation Landscape Design. They are working towards the development of a new backyard. Design brief: You are to choose a theme for the garden you will design and develop as your design project. Task You and your partners have been hired by Jamie Dury and the “Backyard Blitz” team to design a new backyard. You have been given a budget of $50, 000 to make your backyard. Your backyard must follow a particular theme and include a range of plants and other suitable accessories. The client has also requested that a 3D model of the backyard be included to provide an accurate visual representation of their new backyard. You may use any suitable craft materials (timber, cardboard, plastic lids, paddle pop sticks etc) to demonstrate the environment.

34 Information to help complete your task
prepare and present a landscape design of a backyard environment. Have it checked by your teacher. Include: design principles, design elements, zones and a theme in your plan use symbols, a key, a direction, a scale, colour, a border (10cm from the bottom: to place the key, logo etc.), the designer (your name) and a group logo. You may then start to make your model.!

35 Your folio should contain pages with these headings (your group submits one model (group grade) and an individual folio) title and contents design brief research and experimentation: that includes PMI, statement and plan called “theme experiment” final plan with all required detail (digital picture of your plan) stages of making the model (in a flow diagram) costing : list of materials and final cost. evaluation: see evaluation slide Becoming a landscaper activity Exposition activity Numeracy activity

36 costing You are to include the cost of your design.
Research and use resources to find the cost of materials and plants (Bunnings web site is an example) List the items, their cost and add them to get a total cost

37 Landscape budgeting Budgeting for your landscape design project can be a tricky proposition, especially if you are new to this game. The most important thing to remember is that each project is unique and involves a costing based on its complexity, scale and the materials utilised. There are a whole range of elements and factors to consider such as your soft works – elements such as soil excavation and planting; as well as hard landscaping - decking, paving and walls. While you may be tempted to take on the job yourself, remember that if you use the services of a professional landscaper you get access to all their accumulated experience and know how. You will also be serviced by qualified trades and be serviced by all their specialised equipment and machinery.

38 Evaluation 4.6.1 applies appropriate evaluation techniques throughout each design project
some suggestions are; what your model represents and how it meets the design brief, has the design process worked at each stage? how has your group worked together? What changes could you have done? The statements should show some thinking of your self and a judgment of your group, this can also include a ranked scale or symbol

39 Contribution designers make: career opportunities. 4. 1
Contribution designers make: career opportunities identifies the roles of designers and their contribution to the improvement of the quality of life

40 Landscape designers plan public spaces, like parks, gardens, golf courses, and residential communities. Landscape designers work as landscape contractors who combine art and science to blend natural and man made elements to beautify outdoor surroundings. Landscape designers combine knowledge of horticulture and gardening to help parks bloom in cities, design green space for suburban areas, restore wetlands, or combine architecture with trees, flowers, or structures to accent buildings. Future landscape designers must enjoy working with their hands, possess strong analytical skills, have artistic talent, and possess strong oral and written communication skills. Landscape designers must also be technologically savvy to use computer software like CAD, word processing, desktop publishing, and spreadsheets to develop presentations, proposals, reports, and land impact studies for clients, colleagues, and superiors. Landscape designers are employed by many businesses and individuals to create a specific environment. Designers who apply the principles in unique and interesting ways become very successful. The various career paths are as follows (information from High school students who love the outdoors, gardening, and horticulture may prepare for a career as a landscape designer through courses in: art, biology, calculus, algebra, physical education, English, business communications, chemistry, physics and even design if available. High school students may work as an assistant for a landscape contractor or as a landscape maintenance worker to gain hands on skills and increase chances of acceptance in formal training programs. A career diploma offered from a trade, vocational, or online school allows students to gain foundational training for entry level landscape design employment. Students learn basic skills through courses in: introduction to landscape design, plant materials, plant design, fundamentals of horticulture, site analysis, current trends in landscape design, and construction manuals and methods. A bachelor degree in landscape design allows students to learn historical and theoretical aspects of landscape design while expanding educational and career opportunities. Students participate in courses like: landscape design theory, landscape architecture drafting, landscape architecture practice, constructing landscapes, geographic information systems (GIS) in landscape architecture, land use planning, and natural resource management.

41 Explain how designers blend their knowledge to create a design.
Using the information provided and your own ideas answer the following questions. Title your page as: “becoming a landscape designer” Identify 3 skills that need to be learnt to become a landscape designer. Explain how designers blend their knowledge to create a design. Explain a possible career path for a person wanting to be a landscape designer.

42 “Landscape designers are worth the expense!"
Literacy activity “an exposition requires students to include persuasive language” therefore the topic for the article should be posed so that students will need to convince you of something. Students would then need to use their knowledge of the role of designers and how they contribute to the quality of life and will need to convince the audience of their opinion in regard to the topic. “Landscape designers are worth the expense!"

43 Framework for the article

44 A Woman’s Touch Landscape/Design Co
A Woman’s Touch Landscape/Design Co. began in the year 2000 as the dream child of Almeda Arlean Jones to be a one-woman show. It quickly became apparent that the way a woman listens and processes information then designs, installs and maintains a property was and is different from most of the people who were at that time dominating the landscaping industry. So over time we have grown from 0ne woman to several women- a few men as well and a shop of trucks, trailers, equipment, experiences and ideas desiring to be of service to you. We desire to help you create that peaceful-beautiful-and pleasant oasis that you call home, a place to enjoy-relax-and not work, a haven of art and color in Landscape for residences and commercial alike. Our prices are reasonable and competitive. Our workmanship is outstanding, on time and on budget, weather permitting. We do our very best to keep the lines of communication going both ways during our time with you. We make sure to listen to your needs and wishes and incorporate them into our designs. They are our creations but your dreams. Your input is important to us. We have licensed irrigators, chemical sprayers and certified arborists on hand as well.   Use this information and your own ideas to write an exposition.

45 Through the completion of this task the student has demonstrated the ability to:
E: Identify a point of view with assistance D: identify a point of view C: outline a persuasive point of view B: describe a persuasive point of view A: explain a persuasive point of view with examples

46 Numeracy: measurement activity
Landscape Design Numeracy: measurement Landscape design plans, presented to a client, include a scaled diagram. This means that the plan is a smaller (scaled) version of the final landscaped environment. Generally, the scale used is in the form of a ratio, 1cm on the plan is equal to 100cm in the environment, written as 1:100. Section A Complete the following activities. using the ratio 1:10 complete these: 5:_____ using the ratio 1:10 complete these: 2:_____ using the ratio 1:10 complete these: 7:_____ using the ratio 1:30 complete these: 7:_____ using the ratio 1:30 complete these: 17:_____ using the ratio 1:30 complete these: 20:_____ using the ratio 1:50 complete these: 5:_____ using the ratio 1:50 complete these: 22:_____ using the ratio 1:50 complete these: 28:_____ using the ratio 1:50 complete these: 14:_____ using the ratio 1:100 complete these: 3:_____ using the ratio 1:100 complete these: 9:_____ using the ratio 1:100 complete these: 12:_____ using the ratio 1:100 complete these: 16:_____ using the ratio 1:100 complete these: 25:_____

47 Section B Other ratios are used to measure the amount of chemicals in a solution or the different amounts of various gases. Ratio as a rate can be expressed as a fraction—miles per hour, drops per minute etc. Four other examples of ratios are: 1__________________________________________________________________ 2__________________________________________________________________ 3__________________________________________________________________ 4__________________________________________________________________ Section C Link to this site to play the ratio game. I have completed level one with a mistake ratio of ____ : 5. Section D Link to this site to build a shed activity for measuring ratio differences I have been able to build a shed with a mistake ratio of ____ : _____

48 Marking guideline numeracy
Through the completion of this task the student has demonstrated the ability to: E D C B A Section A. ans 1=50, 2=20,3=70 Section A.ans 4=210, 5=510, 6=600 7=250, 8=1100, 9=1400 10=700, 11=300, 12=900 13=1200, 14=1600, 15=2500 Section A Identify ratio with assistance (1-3). Section B Able to produce 1-2 examples. Section C Completed ratio with ratio 4-5:5. Section D Able to build a shed with 0-15 :15 Identify ratio (1-6). Able to produce 1-3 examples. Completed ratio with ratio 0-4:5. Able to build a shed with 0- 12:15 Consistently identify relevant ratios (1-9). Able to produce 2-3 examples. Completed ratio with ratio 0-3:5. Able to build a shed with 0- 7:15 Identify relevant data in ratios and interpret it to compute a ratio (1-12). Able to produce 3-4 examples. Completed ratio with ratio 0-1:5. Able to build a shed with 0-5:15 Identify relevant data in ratios and consistently interpret it to compute ratios of different values (1-15). Able to produce 4 examples. Completed ratio with ratio 0:5. Able to build a shed with 0-3:15

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