Programs : Brochure
Landscape Architecture Sweden: Creating Home Amidst Displacement (Outgoing Program)
- Locations: Dals Langed, Sweden
- Program Terms: Summer Quarter
- Budget Sheets: Summer Quarter
|Location||Dals Langed, Sweden|
|Academic Term||Summer Quarter (Full Term)|
|June 14 - August 14, 2018|
|Estimated Program Fee||$5,950|
|Credits||12 UW credits|
|Program Directors||Daniel Winterbottom | email@example.com
Luka Jelusic | firstname.lastname@example.org
|Program Manager||Ruby Machado| email@example.com|
|Priority Application Deadline||January 31, 2018|
|Extended Application Deadline||March 15, 2018|
|Information Sessions||Nov 2 12pm, Nov 7th 12pm, Dec 5th 12:30 pm all at Gould 100|
|General||This program will focus on the design and construction of a community gathering space that included recent refugees and the local longtime residents. We will collaborate with a local craft school and community members during both the deign and construction.|
|Visas||This country is part of the Schengen area. Note that there are strict rules and restrictions for foreign visitors to this area that may impact a student's ability to travel within the region before or after their program, or to attend two subsequent programs in this area. It is critical that the student reviews the information and scenarios here to learn more about Schengen area visa requirements.|
HDK-Steneby, a design and crafts school is located in Dals Långed, 170 km north of Gothenburg, Sweden. Situated in the picturesque rural countryside, the Dals Långed community is substantially multicultural despite it’s small size, due in part to the school’s long tradition and strong international reputation. The multicultural character has been further enriched due to influx of refugees from countries at war.
In collaboration with students from HDK-Steneby we will work with the local immigrant refugee community based in and around Dals Långed to create a community garden intended to improve and alleviate the stresses of the integration process and connect Swedish residents with these new arrivals. The goal is to create a better level of trust, connection and mutual respect between the two groups. Most immigrants bring with them their cultural ideas regarding food and that factor is least likely to be rejected, when adjustment to a new society occurs. Bringing their food culture, maintains not only their cultural connection with their origin, but also plays an important symbolic, religious and social role in everyday life. By maintaining their traditions regarding food, has shown to help immigrants and newcomers to gain agency when moving to a new and sometimes exotic society. This suggests that multicultural food traditions support participation and integration to a new society.
At the same time that Sweden grapples with the challenges faced by the influx of refugees, a recent phenomenon is now being recognized. As a result of increased screen exposure and more time spent on social media, characteristic of most Western societies, local populations are using open space and engaging in communal activities less than they had in past times. Both Swedish children and adults are spending less time outdoors engaged in social activities in comparison to recent refugees: immigrants are often re-introducing simple pleasures of communal life to Swedish society. As a culturally and spatially transitional stage, the immigration process thus introduces possibilities of change for both newcomer and host population.
Food; the raising and preparation of, will be one of the primary vehicles to achieve the social integration and through the shared preparation and consuming of the produce they cultivate and spending time, socializing and sharing values and ideas mutual trust and understanding will be fostered.
The product resulting from a project - a new public space - should greatly increase the quality of life of local residents, as it will fill the need which is currently not supported by any of the existing spaces in Dals Långed: an outside meeting place, where people of different age, culture and interest can meet and come closer to each other.
We will live and study in Dals Långed and use the HDK-Steneby facilities for accommodation, eating and classes. The participation of HDK-Steneby students is will bring a high level of metal and wood craft that will be facilitated by excellently equipped fabrication shops.
The Dals Långed environment is one of re-known natural beauty and is rural in character, with extensive lakes, canals and woodlands. It is heavily populated by refugees from Syria, Iraq and Afghanistan with whom we will be working. The students will learn about issues of immigration, displacement and assimilation and the perspectives of the refugees and host Swedish populations. Our process will be built upon the participatory design model through interaction with the two communities and share their thoughts, stories. and express their needs and challenges. The lens through which we will be viewing and learning about the global issues of refugee migration will be unique and authentic. We will design and build several elements including gardens, cooking facilities, covered pavilions, wash facilities, seating, paths and gathering areas to create this therapeutic garden of exchange.
The quality of the project is furthermore supported through a diverse and experienced team of mentors and advisors, which include:
Rasmus Wærn, a Swedish architect, historian and critic. He was a teacher in history of architecture at the Royal Institute of Technology, Stockholm (2004-2010), and editor at the Swedish Review of Architecture (1996-2004). He edited, published and contributed to numerous books on Swedish architecture. Apart from addressing the professional audience, he is concerned with public education, and has for more than 20 years been a frequent writer in Swedish daily press as GöteborgsPosten and Svenska Dagbladet. He is chairman for the Swedish Alvar Aalto Society and a frequent jury member in architectural competition and prize boards.
- Luka Jelušic, a landscape architect and a furniture designer/maker frequently involved with collaborative community-based projects. He is working on a project basis for University of Washington Study Abroad program since 2012, and is a part-time teacher at HDK-Steneby.
- David Ekelund, a teacher and a gardener. Besides working with refugee children, he created and managed a project ”Fenix Trädgård Baldersnäs”, a social gardening project with garden rehabilitation and work training. The main aim of the project was to supply unemployed and sick-listed people positive and healthy activities with the garden as a plattform.
In addition to participating in this collaborative project we will visit Gothenburg, the second largest city in Sweden to tour the historic fabric, visit the re-known craft museums and visit the HDK-Steneby urban campus. We will also take a boat trip on to tour the unique canal system in Dals Långed.
Students room and board is covered by the program fee, as are the official field trips. Students will have a few free weekends and they can travel to other destinations, Oslo or Stockholm, or hike and explore the more rural aspects of this unique part of Sweden.
Dals Langed, Sweden
Dals Långed, Gothenberg and local towns and natural areas.
Steneby craft school lodgings
Some of the field trips require walking and hiking.
12 UW Credits
This course will focus on design as social and community action. As a service-learning studio with emphasis on the role of design in community building and place making in rural neighborhoods we will exploration the social, economic, political and physical dimensions of community design. Application of methods and approaches in citizen participation, community actions and political process will be included.
It will include studies of the landscape at various scales and in diversified contexts to offers a better understanding of visual components of landscapes, and improve the designer's capacity to evaluate and change these components, and resultant interaction with, and effect on, landscape user. The focus of this course is to design with a sensitivity for unique cultures and incorporate their values and perspectives into the end product. Students will learn participatory design and collaborative design techniques and methods and develop observational and documentation skills.
Learning goals include:
Therapeutic Garden Design: Understand the process and evaluate the end product
Construction methodology: Understand the construction process, and undertake a role of leadership and team building
Participatory design and collaboration: Achieve a deep level of engagement and development
The course introduces fundamental hand-drawn graphic conventions, drawing techniques and media used in environmental design. The emphasis is on building drawing and media skills that support design ability development. The course is taught with a variety of techniques including lectures, demonstrations, display of examples, drawing from slides, and in class workshops.
Learning goals include:
To develop a basic competency in field sketching
This introductory course, the second of three in the construction sequence, will focus on the traditional and innovative use of materials many of which offer more sustainable options. Students will learn construction methodologies and material properties and layout, detail development, construction administration, cost estimating and specifications.
Learning goals include:
Gain a basic understanding of construction principles, documentation conventions and material characteristics
Daniel Winterbottom, RLA, FASLA is a landscape architect and Professor of Landscape Architecture at the University of Washington. Mr. Winterbottom holds a BLA from Tufts University and a MLA from the Harvard GSD. His research interests include the landscape as a cultural expression, ecological urban design, community participatory design and service learning and restorative/healing landscapes. In 1995 he developed a design/build program to design and build projects address the social of ecological concerns of marginalized communities. Projects include a public wash facility in rural Mexico, a garden for children with HIV/AIDS, a Mother/Child prison garden, green spaces for those diagnosed with cancer and a therapeutic park for those working in the largest garbage dump in Guatemala. Most recently he and his students created a series of therapeutic gardens within the Rab psychiatric hospital in Croatia. He has completed community design/build projects in Mexico, Japan, Guatemala, Bosnia/Herzegovina and Croatia. His work documenting vernacular Puerto Rican gardens in N.Y.C., was exhibited at the Museo Del Barrio and Ramapo College and articles on Casitas, healing gardens, sustainable design and service-learning teaching have appeared in Nursing, Northwest Public Health, Places, the New York Times, Seattle Times and Landscape Architecture Magazine. Mr.Winterbottom has written and contributed to books on sustainable design and building including Wood in the Landscape, 2006, Manufactured Sites, 2001, Greening in the Red Zone, 2013, Service Learning in Design and Planning, 2011 and Therapeutic Gardens, co-authored with OT Amy Wagenfeld that received the EDRA/Places Great Places Book Award March 2016. He received the Council of Educators of Landscape Architecture Outstanding Educator award, 2007, the University of Washington 2006 S. Sterling Munro Public Service Teaching Award, American Society of Landscape Architects Honor Award for Community Service 2007, ASLA Honor Awards for Student Community Service 2007, 2011, 2013 and 2014, the EDRA/Places Great Places Award, 2010 and made a Fellow in ASLA in 2011.
Luka Jelušic is a landscape architect and a furniture designer/maker frequently involved with collaborative community-based projects. He is working on a project basis for University of Washington Study Abroad program as Co-Director since 2012. He co-created ‘Fairytales in Craft’, a children-oriented project focusing on links between storytelling and making, local mythologies and immersive environment as a space for learning. His personal artistic practice explores object narration and innovations of traditional crafts through design.
Included in the program fee:
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$350 of the total program fee and the $450 UW Study Abroad Fee are non-refundable once a contract has been submitted. Students withdrawing from a program are responsible for paying a percentage of the program fee depending on the date of withdrawal. More details about the withdrawal policy are included in your payment contract. No part of the program fee is refundable once the program has begun. The date of withdrawal is considered the business day a withdrawal form is received by UW Study Abroad. Notice of withdrawal from the program must be made in writing by completing the following steps:
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