| dc.citation.ctitle | Proceedings: CELA 2008-2009 Teaching + Learning Landscape | en_US |
| dc.citation.epage | 165 | en_US |
| dc.citation.spage | 155 | en_US |
| dc.contributor.author | Kingery-Page, Katie | |
| dc.contributor.authoreid | kkp | en_US |
| dc.date.accessioned | 2010-06-24T21:22:51Z | |
| dc.date.available | 2010-06-24T21:22:51Z | |
| dc.date.issued | 2010-06-24T21:22:51Z | |
| dc.date.published | 2009 | en_US |
| dc.description.abstract | The 'analytique' is a Beaux-Arts approach to teaching design principles through an 'order problem' which relies on the analysis and representation of built work. The term 'analytique' refers to the product of a student's study: a carefully composed and drawn expression of the solution, emphasizing the relationship of parts to the whole, and of details to overall proportions. This paper presents a post-modern approach to the analytique. The post-modern analytique expresses the nature of current practice in landscape architecture: pluralistic in meaning, expressed through layered references and materials, and focused upon 'ideas, not authors.' This paper first presents an overview of the Beaux-Arts analytique and then defines 'post-modern.' Examples of student analytique projects, made using both traditional and digital media, illustrate the post-modern approach to the analytique. | en_US |
| dc.description.conference | CELA 2008-2009: Teaching + Learning Landscape, January 14-17, 2009, Tuscon, Arizona | en_US |
| dc.identifier.uri | http://hdl.handle.net/2097/4239 | |
| dc.publisher | Council of Educators in Landscape Architecture | en_US |
| dc.relation.uri | http://www.thecela.org | en_US |
| dc.subject | Analytique | en_US |
| dc.subject | Appropriation | en_US |
| dc.subject | Beaux-Arts | en_US |
| dc.subject | Framing | en_US |
| dc.subject | Montage | en_US |
| dc.subject | Photo-imaging | en_US |
| dc.subject | Plurality | en_US |
| dc.subject | Text | en_US |
| dc.title | The Post-Modern Analytique | en_US |
| dc.type | Conference paper | en_US |
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