Administracja Centralna Uczelni - Wymiana międzynarodowa (S1)
Sylabus przedmiotu RURAL LANDSCAPE:
Informacje podstawowe
| Kierunek studiów | Wymiana międzynarodowa | ||
|---|---|---|---|
| Forma studiów | studia stacjonarne | Poziom | pierwszego stopnia |
| Tytuł zawodowy absolwenta | |||
| Obszary studiów | — | ||
| Profil | |||
| Moduł | — | ||
| Przedmiot | RURAL LANDSCAPE | ||
| Specjalność | przedmiot wspólny | ||
| Jednostka prowadząca | Katedra Architektury Krajobrazu | ||
| Nauczyciel odpowiedzialny | Magdalena Rzeszotarska-Pałka <Magdalena.Rzeszotarska-Palka@zut.edu.pl> | ||
| Inni nauczyciele | |||
| ECTS (planowane) | 3,0 | ECTS (formy) | 3,0 |
| Forma zaliczenia | zaliczenie | Język | angielski |
| Blok obieralny | — | Grupa obieralna | — |
Formy dydaktyczne
Wymagania wstępne
| KOD | Wymaganie wstępne |
|---|---|
| W-1 | Basics of landscape design. Basic knowledge of graphic methods in design. |
Cele przedmiotu
| KOD | Cel modułu/przedmiotu |
|---|---|
| C-1 | Making the student acquainted with the history of rural settlement development with particular emphasis on Western Pomerania. Acquisition of knowledge about the characteristic components of the rural landscape, the legal conditions in rural areas and methods of rural landscape revitalization. |
| C-2 | Acquiring the skills to develop a proposal for the revitalization of a rural landscape, on the example of a selected village, including the analysis of its existing condition, valorisation of the landscape and the study of spatial transformation of the village. |
Treści programowe z podziałem na formy zajęć
| KOD | Treść programowa | Godziny |
|---|---|---|
| projekty | ||
| T-P-1 | Methodology of landscape auditing in the protection of rural landscape. | 2 |
| T-P-2 | Development of a proposal for revitalization of the rural landscape on a example of a selected village. Performing an analysis of the existing condition, landscape valorization and a study of spatial transformations for the village. | 8 |
| T-P-3 | Preparation of preliminary functional and spatial guidelines for the selected area of the village and the initial concept of spatial development in this area, in line with its environmental, cultural and economic conditions. | 8 |
| T-P-4 | Presentations of student work on the revitalization of the landscape of selected villages. | 2 |
| 20 | ||
| zajęcia terenowe | ||
| T-T-1 | Characteristic features of village landscapes in Western Pomerania. Impact of large-scale economy on transformations of the rural landscape. | 4 |
| 4 | ||
| wykłady | ||
| T-W-1 | An outline of the development of agricultural culture in the world and in Poland. | 1 |
| T-W-2 | Development of rural settlement in Poland, with particular emphasis on the area of West Pomerania. | 1 |
| T-W-3 | Characteristic constituents of rural landscape. | 1 |
| T-W-4 | Characteristic features of village landscapes in Western Pomerania. | 1 |
| T-W-5 | Impact of large-scale economy on transformations of the rural landscape and trends in the contemporary development of rural areas. | 1 |
| T-W-6 | Material administrative law regarding rural design. Provisions of a landscape resolution in rural areas. Principles for shaping and revitalizing rural landscapes. | 1 |
| 6 | ||
Obciążenie pracą studenta - formy aktywności
| KOD | Forma aktywności | Godziny |
|---|---|---|
| projekty | ||
| A-P-1 | participation in classes | 20 |
| A-P-2 | preparation of a design | 20 |
| A-P-3 | participation in consultations | 5 |
| 45 | ||
| zajęcia terenowe | ||
| A-T-1 | participation in classes | 4 |
| A-T-2 | preparation for fieldwork | 6 |
| A-T-3 | reading recommended literature | 5 |
| 15 | ||
| wykłady | ||
| A-W-1 | participation in lectures | 6 |
| A-W-2 | preparation to lectures | 8 |
| A-W-3 | reading recommended literature | 10 |
| A-W-4 | participation in consultations | 6 |
| 30 | ||
Metody nauczania / narzędzia dydaktyczne
| KOD | Metoda nauczania / narzędzie dydaktyczne |
|---|---|
| M-1 | Information lecture illustrated with the use of multimedia techniques |
| M-2 | Project (design) method, case study |
| M-3 | Fieldwork (case study) |
Sposoby oceny
| KOD | Sposób oceny |
|---|---|
| S-1 | Ocena formująca: Continuous assessment |
| S-2 | Ocena formująca: Intermediate presentations: mid-semester review |
| S-3 | Ocena podsumowująca: Final evaluation of individual work (design) |
Zamierzone efekty uczenia się - wiedza
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_1-_null_W01 The student has knowledge about the history of rural settlement development, as well as the characteristic constituents of the rural landscape, legal conditions in rural areas and methods of rural landscape revitalization. | — | — | C-1 | T-W-1, T-W-4, T-W-5, T-W-3, T-W-6, T-W-2, T-T-1 | M-1, M-3 | S-3 |
Zamierzone efekty uczenia się - umiejętności
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_1-_null_U01 The student is able to develop proposals for the revitalization of rural landscape: perform analyzes of the existing condition, valorisation of the landscape and study of spatial transformations of village. | — | — | C-2 | T-T-1, T-P-2, T-P-1 | M-2, M-3 | S-2, S-3 |
| WM-WKSiR_1-_null_U02 Can formulate design guidelines and develop a preliminary concept of rural landscape revitalization. | — | — | C-2 | T-P-3, T-P-4, T-T-1 | M-2, M-3 | S-2, S-3 |
Zamierzone efekty uczenia się - inne kompetencje społeczne i personalne
| Zamierzone efekty uczenia się | Odniesienie do efektów kształcenia dla kierunku studiów | Odniesienie do efektów zdefiniowanych dla obszaru kształcenia | Cel przedmiotu | Treści programowe | Metody nauczania | Sposób oceny |
|---|---|---|---|---|---|---|
| WM-WKSiR_1-_null_K01 The student is aware of the importance of social and professional responsibility for shaping the landscape of rural areas. The student is aware of the impact of various situational conditions on the process of lanscaping in rural areas. | — | — | C-1, C-2 | T-W-6, T-P-1, T-W-3, T-W-5, T-P-3, T-T-1, T-W-4 | M-1, M-3, M-2 | S-3, S-2 |
Kryterium oceny - wiedza
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_1-_null_W01 The student has knowledge about the history of rural settlement development, as well as the characteristic constituents of the rural landscape, legal conditions in rural areas and methods of rural landscape revitalization. | 2,0 | |
| 3,0 | Student has basic knowledge about the history of rural settlement development, as well as the characteristic constituents of the rural landscape, legal conditions in rural areas and methods of rural landscape revitalization. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - umiejętności
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_1-_null_U01 The student is able to develop proposals for the revitalization of rural landscape: perform analyzes of the existing condition, valorisation of the landscape and study of spatial transformations of village. | 2,0 | |
| 3,0 | Student is able to develop basic proposals for the revitalization of rural landscape: perform simple analyzes of the existing condition, valorisation of the landscape and study of spatial transformations of village. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 | ||
| WM-WKSiR_1-_null_U02 Can formulate design guidelines and develop a preliminary concept of rural landscape revitalization. | 2,0 | |
| 3,0 | Student can formulate sipmle design guidelines and develop a preliminary concept of rural landscape revitalization. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Kryterium oceny - inne kompetencje społeczne i personalne
| Efekt uczenia się | Ocena | Kryterium oceny |
|---|---|---|
| WM-WKSiR_1-_null_K01 The student is aware of the importance of social and professional responsibility for shaping the landscape of rural areas. The student is aware of the impact of various situational conditions on the process of lanscaping in rural areas. | 2,0 | |
| 3,0 | Student can recognize basic features of different periods of historical rural layouts and their components. The student is aware of the importance of social and professional responsibility for shaping the landscape of rural areas. | |
| 3,5 | ||
| 4,0 | ||
| 4,5 | ||
| 5,0 |
Literatura podstawowa
- Rzeszotarska-Pałka M., Czałczyńska-Podolska M., Guidelines for revitalization of rural areas based on landscape studies, Czasopismo Techniczne, Kraków, 2019, tom
- Rzeszotarska-Pałka M., Czałczyńska-Podolska M., Use of Landscape Audit Methodology for the Cultural-Aesthetic Values Evaluation (Case Study), Architektura Krajobrazu, Wrocław, 2018, tom 58
- A. Szymski, M. Rzeszotarska-Pałka, J. Ignaczak-Felińska, Pomeranian village yesterday and today. Monograph of selected villages of West Pomerania, wyd. Walkowska, Szczecin, 2006
- Kupidura A., THE ROLE OF LANDSCAPE HERITAGE IN INTEGRATED DEVELOPMENT OF RURAL AREAS IN THE CONTEXT OF “LANDSCAPE LEGAL REGULATION”, POLISH ACADEMY OF SCIENCES, Commission of Technical Rural Infrastructure, Kraków, 2017, III/1/2017
Literatura dodatkowa
- group work, Rural Studies, tom 49/2018, Rural Areas Commission Polish Geographic Society, Warsaw, 2018, 48, 49