1. Landscape Observatory By Paul Welham

2. The Landscape Observatory was the main project for a Masters in Landscape and Environmental Arts. As such it came into existence due to a number of personal passions, an interest in discovering a fresh and informed approach to how we interact with the landscape. Due to its origins it also has some limitations, academically.

3. Pilot Study? West (1778) Guide to the Lakes promoting the Picturesque and introducing Viewing Stations Daniels and Boster (1976) Scenic judgement depends upon landscape properties and judgemental criteria of observer Bobilya, McAvoy and Kalish (2005) facilitator creates expectations for significant experience, however unique to individual Tilley (1994) use of Phenomenology [archaeology] understanding cultural landscapes from dwelling in them Knapp and Smith (2005) the role of facilitator critical for people to get most from solo experience Richardson (2005) Psychotopia – concept of place as experienced by the observer Lang and Baumann (2002) Hotel Everland Fuller (1968) Geodesic Domes and modular economic design Landscape Observatory

7. Qualitative Questionnaire Semi-structured Interview Research

8. Findings and Analysis Facilitator intervention not detrimental to experience. All participants even with prior experience of solos found it novel and informative. Participants found themselves engaging in activities they would not normally find time for. Duration could be shortened and still achieve similar levels of immersion. “The view takes on a certain charm at dusk as everything slowly turns to a beautiful blue and green haze, I watch a solitary bat in flight for a while…”

9. Conclusion To the core purpose of providing a space that would allow people to gain a deeper appreciation of the landscape by being embedded in it. it is evident, even with the limited number of participants, that this was achieved. The need for further experimentation around location, shelter, resources, duration and participants.

10. Future Participation Duration can be explored both shorter and longer experiences. For shorter durations a more simplified model. Better structured data gathering and analysis.

11. References Bibilya, A.J., McAvoy, L.H. & Kalisch, K.R. (2005) ‘The power of the instructor in the solo experience: An empirical study and some non- empirical questions’, Journal of Adventure Education and Outdoor Learning, 5 (1), pp. 35-50. Baldwin, J. (1996) Bucky Works; Buckminster Fuller’s Ideas for Today. John Wiley & Sons: New York. Daniel, T.C. and Boster, R.S. (1976) Measuring landscape esthetics: The scenic beauty estimation method. Research Paper Rm-167: USDA Forest Service. Knapp, C.E. & Smith, T.E. (eds.) (2005) Exploring the power of solo, silence, and solitude. Association for Experiential Education: Boulder. Lang, S. and Bauman, D. (2002) Hotel Everland. Available at: http://www.everland.ch/ (Accessed: 10 February 2012). http://www.everland.ch/ Richardson, T. (2005) Vista; The culture and politics of gardens. In: Richardson, T. & Kingsbury, N. (ed). London: Frances Lincoln Ltd. P131-158 Tilley, C. (1997) A Phenomenology of Landscape: Places, Paths and Monuments. London: Berg Publishers. West, T (2008) A guide to the lakes of Cumberland, Westmoreland and Lancashire. Unipress: Cumbria.

12. Questions? Paul Welham Outdoor Studies QG University Of Cumbria