Interdisciplinary studio for teaching 3D landscape visualization: Lessons from the LVML

摘要: 3D visualization instruments gain more and more importance in contemporary spatial and landscape planning as costs for hard-and software decline and the technology allows for increasingly sophisticated visualizations (PAAR 2006; SALTER ET AL. 2009). This necessitates integrating the methods and techniques of 3D visualization and modelling into the education program in order to train students on working with the new instruments and making them fit for praxis and research (AL-KODMANY 2001). However, existing training programs in visualization are scattered and tend to focus on learning the technology rather than its appropriate use (SHEPPARD AND CIZEK 2009).This paper documents and assesses an interdisciplinary approach for teaching 3D landscape visualization studios to improve students’ awareness of principles in 3D landscape visualization and application in participatory landscape planning and design. First, a short overview is given on the challenges and requirements for teaching 3D visualization in spatial disciplines. Then, the organisation of the studio is presented. The documentation of the students’ results and qualitative evaluation of the lab as well as the educators’ experiences are used for evaluating the quality of the studio. Conclusions are drawn with regard to the benefits and limits of the interdisciplinary studio, deriving clues for further enhancement.